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Mitton, Serra 1
Our average classroom size is 24 students. In all of our 10th grade English classes throughout the
day we have 96 students. 51 of those students are female and 45 are male. Ages of our students
range from 15-16. Our English classes focus on helping students develop independent reading
skills to analyze literature, communication skills to write with a clear focus and organization, and
research skills.
This is one example, from the very beginning you can see
that we are aware of the students with IEPs and fully are
keeping that in mind throughout the entire CMP.
In our class specifically, we have 20 students 12 students are boys and 8 students are girls. We
have 5 students that have IEPs that we need to follow. We have 2 students with a physical
disability, 2 with vision impairments, and 1 student with a learning disability. In our classroom
we use Universal Design for Learning so that students are receiving the same work and then
students dont feel about of place when they get assignments.
Bookshelf
Bulletin Boards
Door
Trash Can
Teachers Desk
Filing
Cabinet
Our classroom setup pairs students up into groups of two. Seating students in pairs allows them
to easily collaborate for group projects and daily think/pair/shares. Students can also easily
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arrange themselves into groups of four for assignments that require larger groups. This setup
also allows for easy transportation in the classroom. Wide aisles allow us to maneuver through
groups when they work together so we can speak with each student. Students desks are faced
towards the whiteboard in the back of the room so that the door is behind them. Keeping the
door behind students backs keeps them focused by eliminating distractions in the hallway. On
the right side of the classroom are two bulletin boards. One board is used to post clear student
expectations so that students can always be aware of what is expected of them. The other board
is used to post student work. Seeing their work posted on the wall will help students feel pride in
their school work. The left side of the classroom has a bookshelf that is equipped with additional
resources that students can borrow. Students can use these resources during free time in the
classroom or check them out for outside use. The teachers desk is placed in the back of the
classroom so that we can monitor students during tests without distracting them. The trash can is
also kept at the back of the classroom so that students can access it without having to walk in
front of the class and distract other students.
When assigning students seats, we pair together students that we will believe work well together.
Students with physical disabilities are given seats near the door so they have easy access to their
seats. Students with vision impairments are seated in the front so they can easily see the
whiteboard. Students with problem behavior are given aisle seats so that we can quickly walk to
their desk if any troubling behavior arises.
III. Classroom Behavior Expectations
During Silent
Reading
During Group
Activities
Be Ready
Be Responsible
Be Respectful
Before/After Class
At the beginning of the year (first day or two) we will go over the expectations that we will be
looking for during class time. They will be expected to learn and follow the expectations so the
classroom can flow smoothly. The classroom expectations will be posted on a bulletin board in
the classroom so students can see them throughout the year and be able to reference them
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whenever needed. If at any time students are not following the rules, we will take time to go
over the classroom expectations again. When we see students displaying these behaviors they
will randomly get a sticker to put in their notebook, at the end of the year the person with the
most stickers gets a gift certificate to the mall. This long term goal will make students want to
follow these expectations in the hopes of getting stickers and hopefully a bigger prize at the end
of the year. We will need to demonstrate with the students the expectations that we will want
throughout the school year. This is to ensure that all students understand expectations that they
will need to follow. This is only a classroom expectation and they may need to follow other
expectations in other classes, so this is why they will be posted so they can always be reminded
of what the expectations are for each individual class.
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arent copying from each other. PDNs will tell us what will need to be re-taught to the class and
what we can information we can quickly move over. Along with these questions students will
also have time for independent reading as well. Whenever students finish an assignment early
they will have a book taken from the bookshelf or one brought from home and will read it. This
will eliminate hectic transitions between work. At the end of class students will have 10 minutes
of silent reading so they can work on their reading skills. Students must quietly read throughout
this time.
Group work will be used every day, which is why the students are seated in pairs. We will use
think/pair/share almost every day in class so students who are shy can share their work with
others without sharing with the entire class. This will help students with communication skills
and being more comfortable with sharing their work with peers. Students will often be asked to
go in groups of four to share their work so students sometimes have a bigger audience to share
their work and to bounce ideas of one another.
Active learning activities are some other things will be regularly used in our classroom as well.
After every piece of reading student there will be a 5 minute free-write that will be in their
journals. These free-writes allow students to write about anything in the reading and will be
graded by completeness. These free-writes allow students to work on their writing skills without
the pressures of a graded paper. It also allows students to think about what they have just read.
At the beginning of every lesson students will also be asked to participate in a background
knowledge probe where students are asked simple questions about the upcoming lesson. This
could be a written or oral question and it tells us what the students know already and will tell us
what needs to be taught extensively and what we only need to touch base on with the students.
Students will be asked to do many projects throughout the semester that will enhance the
students knowledge about that topic at hand because they will need to analyze it on their own
and go more in depth then we did in class. Each class will then need to present their finding to
their class (about a 5-10 minute presentation). This will enhance the students skills of
researching and finding what is important about certain topics. It will teach students good
listening skills because questions on the test will be coming from these short presentations as
well.
VI. Responding to Inappropriate Behavior
There are two different types of inappropriate behavior, they are junk behavior and problem
behavior. Junk behaviors are behaviors are things that tend to be annoying to teachers when they
are teaching, such as a student tapping their pencil off their desk. Whereas a problem behavior is
something that is disruptive to the students or other students learning and to the class in general
or it can be a behavior that is harmful to the student or others in the classroom.
If the student is displaying a junk behavior we will use Tool 3. With this tool we will praise and
recognize the positive behavior of a student next to the child displaying the problem behavior,
when the junk behavior ceases, the student will get the positive consequence as well. An
example of this would be if a student isnt reading during silent reading for the last ten minutes
of class and the student is doing homework for another class, we will give a student next to them
a positive consequence, such as verbal praise and thanking the student for right getting started on
Mitton, Serra 5
their silent reading. One the junk behavior ceases and the student realizes that they should be
silent reading and they get back on task, that student will then get a positive consequence for
getting back to the work that has been assigned to them.
When a problem behavior arises in the classroom we want to stop it as soon as we can so it
doesnt disrupt the class and hinder their learning, we also dont want someone to get hurt from
this problem behavior that can arise in the classroom. For example, if a student finished their
work early and they start throwing pencils up at the ceiling, we will approach the student and tell
them to stop throwing pencils at the ceiling and to start reading from their book of choice. If the
student then proceeds to get out of their seat and starts throwing books off the bookcase, we will
tell the student to get back to your seat and start your reading. After they listen to the
instructions that they have been given, positive reinforcement will be given to them for following
the instructions that have been given to them.
Behavior contracts are something that students will get when their behavior is constantly
hindering their learning and the learning of others. These contracts can also be used if a student
is exhibiting behavior that is out of the ordinary for them and is hurting their learning.
Quincy has been having problems with staying in his seat during class time. He often is getting
out of his seat to sharpen his pencil when it isnt needed, walk around and distract other students
while we are in the middle of independent work, and getting out of his seat to take a lap around
the classroom. He also has a problem with calling out answers in the middle of class and talking
to others while we are in the middle of a lesson. This behavior wasnt present at the beginning of
the school year and it has been getting worse as time has been passing. These disruptions happen
at least twice during all of his classes and they are beginning to disrupt other students so they
cant get their work done.
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Behavior Contract
Student Name
Quincy
Todays Date
Nov. 3rd 2013
Mitton, Serra 7
Monday
Tuesday
Wednesday
Thursday
Friday
/7
/7
/7
/7
/7
+ = Meets expectation
- = Does not meet expectation
Total
/5
/5
/5
/5
/5
/5
/5
/35
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Mitton, Serra 9
Positive
Negative
Ratio
Adam
4:1
Good
Beth
5:2
Bad
Ben
7:2
Good
Courtney
5:1
Good
Daryl
10:1
Good
Francesca
6:1
Good
Jack
6:1
Good
Julia
2:1
Bad
Kyle
6:1
Good
Linda
5:1
Good
Lionel
5:1
Good
Matilda
4:1
Good
Matthew
7:2
Good
Nick
5:2
Bad
Paul
3:1
Bad
Quincy
6:1
Good
Rhiannon
5:1
Good
Sara
5:1
Good
Steven
4:1
Good
Walter
4:1
Good
Mitton, Serra 10