A PHILOSOPHICAL STATEMENT

I believe that each student is a unique human being who has potential to grow both

academically and individually. My role in the classroom is not only to educate, but also to

promote the love of learning and respect for humanity in the world in which we live.

Mathematics is a tool that students can use not only in the pure sense of the curriculum, but also

in helping to understand the environment around them. I believe that my enthusiasm for

mathematics can be contagious so that students will develop analytical skills that can be used not

only in the academic environment, but also in everyday life.

The basic elements of my classroom management will consist of the following:

 Every student has an ability to learn. I will strive to discover each student’s best learning

method in order to facilitate their development.

 I will promote an atmosphere of respect. By showing respect for each individual, this

will create an environment where students will develop the social skills necessary to

interact respectfully with their peers and others. Our world is extremely diverse.

Students must develop tolerance and respect in order for them to be successful in life.

 My classroom will be run with rules and fairness. There will be clear expectations of

academic achievement and personal conduct. Students will be held responsible for their

behavior.

 I will operate an interactive classroom. Even though my role as a teacher is to provide

information, I believe that students learn best when they are actively involved in the

educational process. I will encourage open discussion and group work as part of the

process since this method invites students to learn from each other and since it generates

new ideas.
  I believe that open communication between me, my students, and the parents is essential.

I will take the time to understand each student personally and discover what events may

be occurring outside the classroom. This will allow me to explore what is meaningful

and relevant to the student and allow me to discover their motivation and passion for

learning.

 I will have an open door policy with my students. I am willing to devote the time needed

to help them reach their maximum potential. Whether this is taking extra time to explain

an assignment or whether it involves listening to a personal problem, I believe each

student deserves this additional support.

Personally, my hopes as an educator are to instill the love of learning and encourage

passion for mathematics. I believe that each student has a right to reach their maximum potential

both academically and socially and this can only be reached by educators who are dedicated and

passionate about their work. The classroom provides an opportunity for my continued learning

and growth and I will gain a sense of satisfaction by successfully preparing students to engage in

our challenging society.

 ROOM ARRANGEMENT MAP

My choice for the room arrangement map is based on a successful seating chart I

experienced during a previous observation. This arrangement was successful because it allowed

for maximum student attention, clear observation of work expectations, and unobtrusive teacher

monitoring of the class.

 Desks: Student desks will be arranged in the center of the classroom facing the

blackboard. This will promote the greatest amount of attention to blackboard visibility

and graphic information being discussed. The teacher’s desk will be located at the back

of the classroom. This encourages the teacher to stand up and actively interact with the

students during the lesson. In addition, it allows optimum classroom monitoring of

behaviors and immediate attention to disruptions. It also eliminates the barrier between

students and teacher since the desk is often perceived as a visual boundary that defines

“teacher space.”

 Blackboards/Bulletin Boards: The primary blackboard is located at the front of the

room. Students get maximum visibility of visual information being presented. This area

also contains a projector screen that can be used as needed to enhance the lesson. There

is an additional blackboard and a bulletin board on the side wall where the highlight of

the day’s lesson is displayed and homework is posted. The bulletin board will also have

the classroom rules, bell schedules, and other special activities. The bulletin board

behind the teacher’s desk is for the teacher’s personal use and can display items such as a

calendar, lunch menu, school extensions, and bell schedules.

 Reference Materials/Resources: The wall with the windows is the reference wall.

Extra books and other educational readings will be available on the shelves beneath the
 windows. Additional shelving will house related materials such as paper, calculators, and

supplies. At the end of the shelving will be a multi-tiered rack that will be used for

homework and extra credit assignments.

 Visual Materials: Posters and other visual aids will be hung randomly throughout the

classroom as appropriate to the material being discussed.

 Accommodations: The seating arrangement will be altered to accommodate special

needs students. For example, those students with visual or hearing deficits will be placed

in the front of the room to promote maximum learning.

While each classroom structure may vary, my goal in any room arrangement will be to

maximize student visualization of information (i.e., blackboards) and promote the greatest

amount of teacher interaction.

SEE ATTACHMENT (A)

 CLASSROOM RULES

Classroom rules will be established as a guidance tool to ensure optimum learning and

effective classroom management. I will present the students with several basic beliefs of my

own and will incorporate student discussion regarding these rules and their own expectations.

Student participation in the rule-making process is vital to their acceptance and it promotes

greater accountability by the students. Once a clearly defined set of rules has been established,

they will be posted in the classroom. Rules can be revised as the learning process and

expectations change. Below is an example of basic class rules.

MISS SCARPINITI’S CLASSROOM RULES

 Be present and on time

 Be prepared with materials and assignments
 Participate in the learning process
 Believe in yourself and be respectful to others

Students must also be aware that the school administration has its own policies and

procedures. They will be issued a student handbook that clearly outlines rules of conduct, school

attendance, and specific procedures to follow in emergency situations.

In addition to the basic rules listed previously, there will be a detailed list of expectations

provided to the student and parents in a written handout. Students will be required to present this

contract to their parent/guardian and signatures will be requested to confirm acceptance of these

rules. Returning the contract within the designated time is worth ten points.

SEE ATTACHMENT (B)

My final classroom rules will be posted on the school website so that it is available to

students, parents, colleagues, and administrators at any time. Changes will be posted as updates

occur. Students and parents will be encouraged to contact me directly if there is any concern

regarding these expectations.

 CLASSROOM PROCEDURES AND ROUTINES

Daily classroom instruction will be based on the following format: 1) daily warm-up

activity, 2) educational content, and 3) open discussion and homework assignment. At the start

of each class, students will be given a five minute period in which to complete several simple

math problems. This will allow time for me to take attendance and have the students prepared

for instruction. This method limits down-time in the educational process.

The warm-up activity will be followed by the actual lesson of the day. I will present the

topic and allow student participation in the process. Visual examples will be provided along

with verbal explanations so that students clearly understand the topic material. Discussion will

include the relevancy of the topic in everyday life so that the students will see its importance and

be better motivated toward its application. I will do my best to gear these applications towards

the students’ interests so that it is more meaningful to them.

The final minutes of the class will be used for open discussion of the concepts presented

and questions that challenge their understanding of the material. Homework assignments will

also be handed out at this time.

My assessment and grading would incorporate the following: completion of homework,

pop quizzes, and chapter tests. Students will be expected to turn in homework assignments at the

beginning of each class. Homework will be reviewed for completeness and will be monitored

for correct answers. Periodically, homework will be graded so that students recognize the

importance of these assignments. Pop quizzes will be given to ensure that students are learning

the material and understand the concepts being presented. A chapter test will be given that will

summarize important goals and concepts of each lesson within the chapter and will build on
materials presented to date. Mid-term and final exams will be given to grade the students’

accumulative knowledge.

Additionally, students will be asked to maintain a weekly journal where they can discuss

what they have learned and how the material relates to them. Since not all students like to

participate in discussions or voice their concerns, this method allows the student ample

opportunity to convey their feelings. Journals will be collected every two weeks for my review.

Finally, students will be given an opportunity to complete a mini project related to but not

specifically based on mathematics. For example, students who are interested in music may write

a short paper on the concept of rhythm and the mathematics behind it. Students who appreciate

sports can discuss how statistics play a role in the NFL. These projects allow students to express

themselves in areas that interest them and incorporate the relevance of mathematics in everyday

life.
 CLASSROOM BEHAVIOR MANAGEMENT

As a teacher, I will always want to encourage my students and motivate them toward

their highest achievement. Throughout classroom interaction, I will reinforce positive behaviors

and concept understanding with verbalizations of praise. These may include statements such as

“Good job!”, “Excellent idea!”, and “That’s what I mean!” Students with less than optimal

understanding will receive comments such as “You’re on the right track, but be more specific.”

in order to encourage their analysis and further participation. Students with inappropriate

behaviors will be personally reminded of the classroom rules. This can include failure to

recognize them if they do not raise their hand or one-on-one discussion about their behavior at

the end of class. My goal of classroom management will be to conduct a class with the least

number of disruptions so that educational time can be maximized.

The primary method I will use to achieve this goal is the token economy system. A token

economy is a system that rewards acceptable behaviors and penalizes those behaviors that are

inappropriate. The goal is to have a plan that is fair to all students since it allows “good

students” to continue their achievements while motivating students with behavioral issues to

conform to class rules. To increase motivation, students are awarded “tokens” when they

conform to class guidelines as positive reinforcement. Inappropriate behaviors are penalized.

Tokens are accumulated on a daily basis and are exchanged at the end of every month for a

reward.

SEE ATTACHMENT (C)

The tokens and rewards will be modified monthly after discussion with the students so

that they perceive the rewards as a benefit and maximal motivation and behavior compliance is
achieved. As the goals are accomplished, the standards to receive tokens are raised, but praise is

maintained.

While the token economy includes negative reinforcement for unacceptable behaviors, I

recognize that there are some students with whom this method will not be sufficient. Students

with severe or continued behavioral issues may require additional intervention. This may

include one-on-one discussion with the students and their parents to formulate a behavior

modification plan or outside intervention if appropriate.

I recognize the fact that the token economy system may not work in every classroom

situation. Based on the student population, variations of this method may need to occur. My

goal will be to ensure that every student is offered the opportunity to receive the best educational

learning experience possible so that academic and social success can occur.
 CONCLUSION

As a novice teacher, I can only base my classroom management plan on theories that

have been discussed and proven to be effective by others. Firsthand classroom observations

have given me additional insight in what is most effective in handling the classroom setting.

Composition of the classroom environment is a key element in providing surroundings that

promote learning and interaction between teacher and students. Students must feel comfortable

in their classroom setting in order to learn and they must have the tools available to accomplish

their goals.

Classroom rules, procedures, and routines are vital for effective classroom management.

Students must clearly understand teacher expectations and must be included in the establishment

of classroom rules. This process encourages students to take ownership of their behaviors and it

motivates their desire to achieve. Rules must be fair and consistent in order for this process to be

successful. This concept promotes interaction between the teacher and the students and can lead

to greater respect both between the teacher and students and among the students themselves.

Assessment of the student composition is the final link to developing effective

implementation of behavioral management. While the token economy system may provide a

solid foundation as a general rule of thumb, specific interventions must be based on the needs of

each class as well as students’ individual needs.

Finally, I must periodically take the time to evaluate my success as a teacher. I must

determine whether my teaching techniques are effective, whether I am motivating my students to

reach their potentials, and whether I am satisfying my own need for personal growth. Learning

is a continuous process. We must examine what we have achieved and we must challenge
ourselves to do better and attain higher goals. If I can accomplish these things, I will consider

myself to be successful.
 (B)

Note: This is an example that I found. It would be modified to fit my classroom.

1. In case of emergency, stop what you are doing. Close doors and windows near you.
Walk quickly, quietly, and with consideration for others, following the designated exit
plan. Pay attention to what is happening around you, and be alert for any directions that
may differ from the normal procedure. Help each other – hold doors, etc. Stay with your
class if possible. If you evacuate in a different area, stay there and report your location to
the principal as he/she circulates.

2. Fire Drill: Exit to the hallway, turn left and go out the west doors. Move away from the
building and stay together.

3. Weather Drill: Exit to the hallway and take a protected position.

4. Standby/Lockdown: All doors will be locked quickly. If you are in the hallway or
outside, you will have to move fast or you will be locked out. Only someone with a room
key can get you back into a room. Remain calm and quiet. Lights may be turned off.
Stay away from windows and doors.

5. Walk, do not run, into the room before the beginning of class. You have three minutes
between classes, if you are not in your seat when the bell rings, you will be counted tardy.
After three tardies to this class in one nine weeks, you will earn detention time.

6. When you arrive, please come in and sit down quietly. There will be a warm-up activity
for you to do right away. Do not wait for the bell to ring to begin the activity.

7. If you are tardy and just arriving at school, go to the office for a slip. Otherwise, report
directly to class. You will be indicated as tardy.

8. Bring all needed materials with you. If I allow you to return to your locker for something
you forgot, plan to make up the missed time after school. Please do not bring backpacks
into the classroom.

9. Plan to spend class time on class work. Please be on task for the entire class period. If
you tend to finish early, you may bring other work to do or something to read.

10. Take care of drinks and bathroom needs during your passing time. If you must be
excused during class, plan to make up the missed time after school. If you must leave the
room, you must sign out, and have a pass with you.

11. If you become ill and must leave the room quickly, please try to alert me or a friend to let
me know what is happening.
 (B)

12. Work until the end of class. When the bell rings, you may quit working and gather your
materials. Please do not leave your seat until I tell you that you are dismissed. Please
walk out the room in a quiet and orderly fashion.

13. If you are absent, get a make-up slip before school when you return. Allow time to do
this without being tardy. Give the slip to me, or place it in the designated place on the
desk, before class starts. If I have not filled it out and returned it to you by the last ten
minutes of class, please remind me about it politely. If I must send you to the office or
another classroom to get your slip, you will have to make up the time out of class after
school.

14. Make-up work is due by the date on the slip. I will sign slips when the work is
completed. Check and make sure I sign the slips.

15. Please place activity make-up slips on my desk before class starts. If several of you have
activity slips for the same time/event, I may write the assignment on the board/overhead
for you to copy to your slip. Make sure I sign the slip as soon as you have completed the
work.

16. If you are present when an assignment is given, it is due the day you return to school. If
you are present when a test is announced, you will take it the day you return to school –
extended absence will be taken into consideration.

17. When the teacher is talking, you should be quiet and attentive.

18. It will help you to be an active listen. Try to take notes on examples as we go over them
and on everything else that may be of use later. Ask pertinent questions right away.

19. Please do not interrupt or disrupt other students’ learning opportunities. Keep your
hands, pencils, pens, and remarks to yourself.

20. Please stay in your assigned seat unless you have a valid reason to move about, such as
sharpening a pencil or collecting materials. If you must move about, please do so
carefully and with consideration for others.

21. If you need to sharpen your pencil, do so quietly and as quickly as possible without
disturbing others. There should only be one person at the pencil sharpener at a time.

22. Please do not open drawers in the teacher’s desk or disturb things on the top – other than
to use a stapler, etc. Do not use the teacher’s computer.

23. Do not disturb other students’ possessions. If it is not yours, please leave it alone.
 (B)

24. If I ask a specific student a specific question – please give that student a chance to answer
the question. If you have more information or wish to ask a question, please raise your
hand, wait to be recognized, and answer politely.

25. To indicate your understanding, if I ask, “Do you understand?”, “OK?”, or “Got it?”,
please respond by nodding if you do or shaking your head if you do not. Please feel free
at any time to raise your hand if you have a relevant question or believe that you see an
error in our work.

26. Please remove any ragged edges from your papers before handing them in. Do not tear
corners or other pieces off your papers. Disregarding this procedure will result in a grade
reduction.

27. Use the approved heading on the top of your assignments. If there is more than one
sheet, please be sure your name is on all sheets. It is okay to use the back of the paper.

28. Please keep your work neat and well organized. If I cannot read your work, you will not
earn credit.

29. If you are not told that an assignment is group work, please assume it is to be done
individually.

30. If you are working together, please be sure to share methods and ideas, not just answers.
That would be considered cheating. Students not doing their own work will notice a
problem at test time.

31. If, during the course of taking a quiz or a test, a student insists on talking, I will
confiscate the test and the student will earn a zero. If a student cheats on a quiz or test, I
will mark the test and the student will earn a zero on the quiz/test. If a student is aiding
another student in cheating (not covering answers, placing test so answers may be seen,
etc.), that student will also receive a zero. I will NOT make a fuss over the cheating
during the event, but will later speak with the student(s) in a one-to-one situation. I may
also inform the office and the parents/guardians of the incident.

32. There will be no sunglasses worn in this room, unless they are prescription, for indoors,
and the prescription (or the doctor’s note) is on file in the office.

33. Follow all the rules in the student handbook.

RETURNING THE FOLLOWING SIGN OFF SHEET IS WORTH TEN POINTS.

 (B)

Parent/Guardian—Student Sign Off Sheet

We have read these procedures and will do our best to abide by them. If you have more than one
student in my classes, all may sign one sheet.

___________________________________________________ ____ / ____ / ____

Student(s) signatures Date

___________________________________________________ ____ / ____ / ____

Parents/Guardians signatures Date

Please return this signed sheet by the end of the second week of school. ____ / ____ / ____

If you have any questions, please contact me at the school – XXX-XXX-XXXX ext. XXXX, at
home – XXX-XXX-XXXX or via e-mail: ________________________

I am looking forward to a very good year!

Megan D. Scarpiniti
Mathematics Teacher
 (C)

SET TOKEN VALUES

BEHAVIOR AMOUNT
(Math Bucks)

Arrive on time 1

Turn in all homework 2

Class participation 2

Adhere to class rules 1

Especially relevant or
insightful statements 4
 (C)

SET REINFORCER COST

REINFORCER AMOUNT
(Math Bucks)

Drop lowest quiz grade 400 bucks +

Opportunity for bonus

assignment 175 bucks +

Free homework pass 100 bucks +

Treasure chest 50 bucks +

 (C)

CONSTRUCT A BANK

NAMES POINTS