Management plan 1

TEL 311 Signature Assignment

David Hacker

ASU
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Contents
Self-Introduction ........................................................................................................................................... 3
Classroom layout .......................................................................................................................................... 4
Classroom procedures ................................................................................................................................... 7
Classroom Rules & Discipline .................................................................................................................... 11
Works cited ................................................................................................................................................. 13
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Self-Introduction

My name is David Hacker and I am currently a student at ASU to receive a chemical engineering

degree with a teaching certificate in secondary education. I have only tutored family friends and

taught a fun science course over the summer to 7th and 8th grade students.

I have been mulling over the fact that I want to be a teacher for many years. I have

always had the pressure to become an engineer in order that I make a lot of money to be happy. I

honestly can say that I have never felt so at home and fulfilled in any other capacity than when I

teach. I know that there will be all different types of students and the situations that they may

encounter at home, school, or even in themselves. I am determined to bring all students, no

matter their differences, the joys and wonders of chemistry.

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Classroom layout

As a future teacher of chemistry I will have a quite different layout to my room than most

other classes as well as the fact that I am unsure about the actual items, desks, projectors, lab

equipment, etc. that I will have to use. My layout is assuming that I am privy to the resources I

have seen in my internships.

Figure 1: Layout of the classroom with respect to items that are consistently present

As can be seen in figure 1 above, as the student walks into the room there is another door

immediately to his right. This door leads to the back chemical room with the different shelves

and storage units to organize the chemicals that would be needed in a usual classroom as well as

the teaching supplies for each lesson. There will also be a couple of sinks.
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The teacher’s desk is the quasi “front” of the classroom. Located on the teacher’s desk

will be boxes of scissors, glue sticks, and white board rags. The boxes of scissors will be used by

the students to cut out their lab worksheets so that they can be glued into their lab notebooks

using the glue sticks in the glue stick bin. The white board rags will be used to wipe off the main

white boards and individual white boards (discussed in Classroom Procedures).

In the classroom, there will be 6 large lab tables where two lab groups of three students

will sit at each for a maximum total of 36 students per period. This decision was made for two

reasons: one, the students will be working often in their lab groups on specific lab experiments as

well as classwork collaboration, and two, because the large spaces to work with chemicals is

important for safety should a chemical spill in lab. There are four sides to every one of the tables,

but the side that is facing the teacher’s desk, or the “front” will not have seats at it so that the

students do not have to turn around to see the board.

As for each of the walls, the “front” wall is the wall on which the main white board is.

This is where any instructional drawing or problem solving will be done. Just to the left of the

entrance door is a shelf with supplementary reading material regarding chemistry and its

applications to the wide world and jobs in chemistry related fields. On the top of the bookshelf is

where the Kleenex box and the dry-erase markers go. To the opposite of the door side of the

bookshelf there is a stack of individual white boards for group problem solving sessions. On the

back wall, there will be a bulletin board where information regarding science fair, science in the

news, and other cool real world science application pictures will go. The right wall will have a

plain outline of a periodic table for the “periodic discussions” that will occur during in-class

activities with regards to the history and development of the periodic table.
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On the ceiling will hang a projector which can be connected to via cords on the teacher desk at

the front of the classroom for presentations, instructional and educational videos, as well as

online simulations.
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Classroom procedures

• Class time

o Beginning

▪ In the beginning of the class students will come in and set their supplies

down at their seat and bring out their class notebooks and turn to their

“class-in-review” from the previous class day. The last topic or activity

that was done in class will be discussed in a class-wide, teacher-question-

guided discussion in order that we remember what was previously covered

and what main topics were relevant.

o Transitions

▪ Lab days – Lab days include days in which the students will be using

chemicals for the lesson

• On Lab days, lab coat and goggle bins will have been brought out

of back storage and placed on the non-sink side of the teacher’s

desk prior to class. After “class-in-review” discussion is ended by

the teacher, they will invite students to pick up goggles and lab

coats for the day.

▪ Non-Lab days – Non-Lab days include days in which chemicals will not

be used in the class room by any students\

• On Non-Lab days, the teacher will end the “class-in-review” by

turning off the lights and an instructional and fun 1-2 minute

science video will be played on the projector. This video will lead

into the lectured content or activity that will be done that day
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o End

▪ Recap

• At the end of the class, the students are encouraged to remind the

teacher that it is time for the class-in-review, if they have

forgotten, by silently raising their hands when there is 10 minutes

left in class.

• The students will start a fresh page in their class notebooks and

title the page “Class-In-Review” followed by the date.

• The teacher will ask for the main ideas that were discussed in class

that day as well as any important dates (such as homework or tests)

that are coming up

• Student work

o Lab work

▪ Lab notebooks will be turned in the day of the lab ending to be stamped

and returned to the students the following class period

o Non-Lab work

▪ Non-Lab work consists of worksheets, projects, and presentations. The

worksheets for the previous week will be collected every Tuesday in class

and will be returned to the students on the Friday after for worksheets, and

the next Tuesday for projects and presentations.

o Grades will be entered the day prior to return to student

• Absences
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o The school policy will be followed for absences; however for an example a policy

will be created

▪ Lab

• If a student were to miss a lab, he/she will come in either during

their lunch hour or after school within two days of the absence

unless otherwise planned with the teacher.

• The student will receive the lab worksheet along with sample data

for their calculations.

• If the lab is a short lab, it will be conducted at that meeting time.

▪ Non-Lab

• Students will receive any worksheet missed and supplemental

instruction will be given at lunch or after school within two days of

absence or other time determined with teacher

▪ Exams

• A call home to the parents will be made in order that they know

their child must set up a time before, at lunch, or after school in

order to take a make-up exam.

• Late work

o For every day (weekends not included) that any late assignment is not turned in, a

10% max grade drop per day will be imparted onto the assignment to as low as

45%.

o If an assignment is never returned, the grade will remain a zero by either the

quarter or the semester depending on school policy.

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• Parental communication

o Parental relationships will be established at the beginning of the year via

introductory letter emailed to them by the teacher.

o Parents will be encouraged to reach out if they have any concern with their child’s

behavior or performance in class

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Classroom Rules & Discipline

The overall outlook on the rules of the classroom follow the TPSS model of respect. Respect

towards the Teacher, Property, Students, and Self. This acronym will help students to remember

who they should be respecting on a large scale at all times when it comes to the small scale,

specific rules of the classroom.

Rules

o Refrain from talking while the teacher or other students are talking

▪ A hand signal of a pitchfork held up in the air will signal that students

must silence their conversations. Once silent, the student will raise his/her

hand to signal they are quiet and ready to listen.

▪ Group discussion allowed during collaborative work sessions and lab

experiments

o Handle lab equipment the way it is designed to be used and handled as shown by

the teacher

▪ Willful destruction of property will immediately call for detention and

parental contact

o No food in the classroom due to possible chemical contamination

o Water bottles with lids are permitted

o Academic dishonesty

▪ Cheating on tests or homework will not be tolerated and will be reported

to and handled by the dean of students.

For all consequences, first offense will warrant a warning, second, one on one conversation, third

detention, fourth, parental contact and detention, fifth, referral.

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Works cited

[1] Cooper, James Michael. Classroom Teaching Skills. Lexington, MA: D.C. Heath, 1990.

Print.