Classroom Management Plan - CWright COMBINEDPARTS

Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 1
Assignment 8.2--Submission of the Classroom Management Plan:
Computer Classroom Management Plan
Clara Wright
Jones International University
Professor Shana Pate
EDU523: K-12 Classroom and Instructional Management
April 2, 2011
Abstract
This classroom management plan reflects I knowledge I have acquired from each module
of Jones International University EDU523: K-12 Classroom and Instructional Management
online class with Professor Shana Pate. My classroom management plan serves as a guide to my
current and future classrooms. Each module was carefully study to obtain the best research
based practices of classroom management. Prevention is the cure and this plan is my cure to
ensure a safe, learning environment. According to author Paul R. Burden (2010): “Classroom
management involves teacher actions to create a learning environment that encourages positive
social interactions, active engagement in learning and self-motivational” (Classroom
Management: Creating A Successful K-12 Learning Community, p. 6). An effective classroom
manager handles specific areas of responsibility (Burden, 2010). The following tents constitute
the professional synthesize for my plan. Personal Model of Discipline
• Physical Space and Instructional Processes Description
• Description of a Positive Learning Environment
• Rules and Procedures with Lesson Plan for Presenting Procedures
• Designing a Lesson To Teach Rules and Procedures
• Response Plan for Dealing with Challenging Behavior
• Description of Your Inclusive, Diverse Classroom
• Plan for Communicating with Families with attachments of Communication

My Personal Model of Discipline
Philosophy Statement
To create positive, and inspiring and technology structured atmosphere where students feel
safe physically and emotionally that fosters sharing, learning and growth.
Most importantly, to respect each student’s uniqueness, and make every effort to create
educational (including technology) experiences that help students to learn, how to learn, and
want to learn thereby ensuring success for every student.
A classroom is not a perfect world with perfect students. It is an environment where the
teacher and the students alike have personal problematic issues to contend with everyday both
within and outside the classroom. My responsibility, as a teacher is to provide a safe, secure,
responsible learning environment.
This responsibility is based upon Maslow’s Hierarchy of Needs: humans need to be safe
before they can advance or progress to higher-level stages of learning. Students who are
distracted by the misbehavior of others, or who are unsure of the boundaries and limits within a
classroom will spend their energy learning how to cope in the environment rather than learning
the lessons presented by the teacher. Providing a physically safe, structured atmosphere is
essential for learning. This also includes feeling emotionally safe enough to take risks. Many
times students are afraid of mistakes with technology-computers. If it is true that we learn from
our mistakes, then educators must allow mistakes to happen without overreacting. Computers
can easily be repaired students’ feelings of safety cannot.
Technology is definitely based upon the constructivist style of learning: hands-on,
student-directed learning where teacher is the facilitator (driver) not all-knowing, the expert. In
today’s world many times the student has immense technology skills that all can learn from
including the teacher.
Howard Gardner recognized several different styles of learning, but Dr. John Medina
asserts in Brain Rules that there are countless more. Regardless learning styles are as individual
as we are. My students will have the opportunity and feel secure to explore and try out various
ways of learning the same material. One example used is the Educational City software of
playing life using math skills, another is Tutpup for math (and spelling), and then there is Study
Island. The software that is used in the computer classroom is purchased, free, and online with
age specific and if needed language specific. With the unlimited opportunities student learning
is adapted to different student learning styles; at times there are several different learning
activities occurring simultaneously.
In order to create and maintain this learning atmosphere I have be knowledgeable of and
use theoretical approaches “from humanistic (low teacher control) to behavioristic (high teacher
control)” by selecting a model that is “consistent with my beliefs” (JIU, 2011, EDU523, Module
1, Theme 1, para. 1).
I did not realize that there were such identified approaches. In my personal experiences
public school teachers used the High Control Approach. Gene Van Tassell discussed Assertive
Discipline including results of a study that indicated that (2005, para. 8):
Teachers are not trained in the use of effective discipline methods. (Fuhr, 1993; Hyman
as quoted in Harper & Epstein, 1989; Taylor, 1987) Even though other methods are
allowed, teachers most often use Assertive Discipline. Canter claims that 500,000
teachers have been trained in the methods of Assertive Discipline. (Render, Padilla, and
Krank, 1989) No other discipline method has reported to have trained so many educators.
My teachers “laid down the law” and enforced it completely with no exceptions. I found
this to be the same regardless of where we lived from northern Illinois to the boot-heel of
Missouri. Not every approach will work for every situation or student, “one size does not fix all.”
Everyone does not lean in the same way. With this thought in mind I will maintain an explicit
knowledge of each approach and use it appropriately. This knowledge in learning theories only
strengthens my abilities to individualized research-based effective teaching strategies.
However, overall my degree of teacher control approach is definitely Medium Control
Approach as described by Burden (2010, p. 25). “Medium control approaches are based on the
philosophical belief that development comes from a combination of innate and outer forces”
(2010, p. 25, para. 3). Burden continues to state:
Medium control teachers accept the student-centered psychology that is reflected in the
low control philosophy…teacher promotes individual student control over behavior
whenever possible, but places the needs of the group…over the needs of individual
students. The child’s thoughts, feelings, ideas, and preferences are taken into account
when dealing with instruction, classroom management, and discipline, but ultimately the
teacher’s primary focus is on behavior and meeting the academic needs of the group.
At times I will use Richard Curwin, Allen Mendler, and Brian Mendler’s Discipline with Dignity medium
control approach (Burden, 2010, p.29). Discipline problems may be caused by student boredom, feelings
of powerlessness, unclear limits, a lack of acceptable outlet for feelings, and attacks on dignity
(2010, p. 30).
Although, I have come to realize that the majority of my discipline model is based upon
the Teaching with Love and Logic philosophy. Love and Logic, developed by educational expert
Jim Fay, and child psychiatrist Foster W. Cline, M.D., is a method of working with students.
Teachers are programmed to instruct their students what to do all of the time; it is human nature
and so easy. However, research has shown that giving students choices enables the student to
gain some control over the situation, and thereby making a positive difference for all. The Love
and Logic philosophy enables teachers and students to share control and decision-making while
improving self-concept, behavior, and achievement for each student. Like all of us, students
need to learn from their mistakes and when this is done responsibility is gained over our choices.
Therefore students will be given choices, and these choices will teach students to think for
themselves. The consequences will be handled individually. Situations will be dealt with as
they arise with the focus on enabling the child to grow and learn from his or her actions. My
behaviors will demonstrate the genuine love for my students and I will use that Love & Logic
(common sense) in my classroom management decisions and interactions. My teaching
philosophy includes how to set limits for children in loving ways for successful behavior
management.
Editor Trent Lorcher (Jan. 30, 2009) explained the same philosophy in his online post:
The Love and Logic program teaches very simple and “logical” ways to win the behavior
management war, without the child even knowing there was a battle. Applying a strong
dose of empathy before a consequence allows the caregiver to remain the “good guy”
while the consequence is the “bad guy.” Putting an end to what feels like battles by
nipping arguments in the bud. “Going Brain Dead” when a child begins to argue is a
valuable tool in the Love and Logic bag. Love and Logic gives a practical guide for
ending the whining, arguing on the child’s behalf and an end to the warnings, threats and
the ever increasing rewards.

In a nutshell I will give my students two choices. Both of these choices will be
something that I can live with even though one may be more desirable and work better for me
than the other. For example you can do this now, or you can do it during recess time.
Preventive Discipline Measures
Prevention is the cure and therefore I will use this model to facilitate learning and
minimize disruptions. Whenever possible it is always best to prevent problems or for the
classroom to prevent disruptions from occurring in the first place. I will strive to be an effective
teacher by doing just this. I will do this by following the guidelines outlined by Kathleen Cotton
in School wide and Classroom Discipline, at the Classroom Level:
 Hold and communicate high behavioral expectations
 Establish clear rules and procedures and instruct students in how to follow them; give primary-
level children and low-SES children, in particular, a great deal of instruction, practice, and
reminding.
 Make clear to students the consequences of misbehavior.
 Enforce classroom rules promptly, consistently, and equitably from the very first day of school.
 Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring
skills.
 Maintain a brisk instructional pace and make smooth transitions between activities.
 Monitor classroom activities and give students feedback and reinforcement regarding their
behavior.
 Create opportunities for students to experience success in their learning and social behavior.
 Identify those students who seem to lack a sense of personal efficacy.
 Make sure of humor, when suitable, to stimulate student interest or reduce classroom tensions.
 Remove distracting materials from view when instruction is in process.
Corrective Discipline Behavior
I cannot have a Discipline Plan without addressing what I would do if discipline
problems arise. I will use the Love and Logic principles as my guide (Fay, 2007, p.1):
1. I will react without anger or haste to problem situations.
2. I will provide consequences that are not punitive but that allow the child to experience
the results of a poor choice, enabling him or her to make better choices in the future.
3. I will proceed in all situations with the best interest of the child who—foremost in my
mind—academic, social and emotional well-being will be fostered.
4. I will guide students toward personal responsibility and the decision-making skills they
will need to function in the real world.
5. I will arrange consequences for problem situations in such a way that the child will not be
humiliated or demeaned.
6. Equal is not always fair. Consequences will be designed to fit the problems of individual
students, and they may be different even when problems appear to be the same.
7. I will make every effort to ensure that, in each situation, the students involved understand
why they are involved in consequences.
8. If I at any time act or react in a way that a child truly feels is unjust, that student need
only say to me, “I’m not sure that’s fair.” I will arrange a private conference during
which the student can express to me why he or she feels my actions were not fair.
This may or may not change my course of action. I am always open to calm, rational
discussion of any matter.
Ideal Classroom: Physical and Instructional Environment
Classroom Arrangement
Furniture placement.
My room arrangement is consistent with my instructional goals and activities (Burden,
2010, p. 46). The VISION software that allows the teacher to view each computer from my
computer the classroom is utilized. However, the classroom is arranged so the teacher can see
each students’ monitor while standing anywhere in the room.
The classroom has a large work-table away from the high traffic areas of my desk, door,
and closet. This table has two internet accessible computers for specific instructions or group
activities. The table is also used for group presentations by teacher.
Computer work stations.
Computer stations Numbers: 1, 2, 3, & 4 are close to my desk but not too close and have
a screen behind them. This area is used for students that just cannot get their work done either
due to behavior issues or special needs…they are too busy watching others or the other students’
work may be causing too much distraction for them. Whatever the reason is the screen can be
moved away at any time. There are actually times with students request to work behind the
screen. Teacher is still able to view these students and their monitors.
Parents/teachers/counselors are aware of when the screen is used…including on their IEP.
Instructional materials, textbooks, teacher supplies, and equipment.

One textbook is used during completion of keyboarding assignments. The books are kept
in a closet until assignment then they are place beside each monitor. Headphones, paper/pencils,
and list of authorized websites are located beside each monitor. Pencil sharper, germx, tissue,
and extra papers are placed on a table (Table #2 on diagram) by the door away from the
workstations.
When specific CD-software is required then the CD is placed on top of the computer
prior to class; otherwise they are kept in the closet. Books (e.g. dictionaries, how to guides) and
“free choice” software is kept in a bookshelf.
Picture of classroom design.
Class Schedule: First Day, First Week
First Day
Introduction Time
What Do I know About Computers Assessment?
Rules/Consequences
First Week
Edit/distribute rules/consequences
Computer safety
Internet safety
Computer orientation
Short review of computer programs that will be used during the year.
Special computer events e.g. Fire Safety Prevention Week
Class Syllabus
According to Burden (2010) The course syllabus includes the course title, the title of the
textbook and an other primary resource materials, a brief course description, a list of course
objectives, a content outline, course requirements (e.g., tests, homework projects), how
grades will be calculated (e.g., the points for each requirement and the point total needed for
certain grades), a description of the homework policy, the attendance and tardiness policy,
and a listing of classroom rules and procedures (p. 48). My syllabus does not require all of
the components as listed by Burden. Although, I can see where it would be beneficial and
will implement in the future as it applies to the computer class.
Syllabus Elementary Computer Lab
TEACHER INFORMATION COURSE SCHEDULE

Name:
Room: COURSE REQUIREMENTS
Phone:
E-mail: Homework and Lab Assignments
Class Website:
School Website: AUTHORIZED WEBSITES
Planning Period:
GRADING
COURSE TITLE/DESCRIPTION Including Reward Practices
MATERIALS NEEDED COURSE ATTENDANCE AND TARDINESS POLICY

(Including textbook and fact the
textbook remains in the classroom.) CLASSROOM RULES/PROCEDURES
Supplies for each student to provide
TECHNOLOGY SAFETY ISSUES
COURSE OBJECTIVES
COURSE OUTCOMES/OUTLINE SIGNATURE SHEET:

Student Signature:
Parent/Guardian Signature:
Contact Number for parent/guardian:
Email for Parent/guardian:
Health Concerns related to Computer Lab:
Transitions
Transitions will be handled as efficiently and quickly as possible. Transitions include
working from one computer program to another. At first I tried everyone changing at one time;
however, I found that not everyone would complete their assignment at the same time.
Therefore depending upon the assignment I may allow different students to work on different
assignments at the same time.
These issues are also considered in my seating chart because some of the programs are
very exciting to the students which will make it difficult for students to be working in different
programs at the same time side-by-side. The seating chart is constantly changing to improve the
learning environment.
Students are usually given an assignment in Study Island and if they have a score of 80%
or more on a specific number of questions they may be allowed to continue working but in the
game mode. If I see a student who is really trying and just cannot get that 80% I may allow
him/her to switch as well or to a similar program. My classroom may have 3-4 different
programs activities going on at the same time. Students are reminded of this fact because if I do
not then “why is she getting to do that?”
Activities for seatwork.
Seat work is assign as an activity when students will not work their math problems out on
their paper before clicking on an answer. This encourages students to work their problem!
Centers.
Centers are used as assignments required, examples include (a) Classroom teacher
research assignments, (b) Math competition programs…students love this…although it does get
loud!
Bulletin Boards (See pictures below)
“Capturing student interest in the subject matter” (JIU, 2011, EDU523, Module 2,
Theme 2). Wall and bulletin boards will display information such as websites (most used),
keyboard display (see pictures below), and fun stuff (pictures of websites allowed during free
time. Student accomplishments are also posted to reward the accomplishments but also to
encourage others. Accomplishments/rewards are also posted for their effort not only their grades
in this way I am rewarding and encouraging the “less advanced students.”
Wall with Giant Keyboard (Above the back Technology Wall Display (Above the Teacher’s
row of computers) Desk)
Please note some of these pictures I do not presently have but I plan for the future.
Wall websites used the most often Fun Sites e.g. Primary Games
Educational Sites – Day-to-Day Educational Sites – Day-to-

Assignments Day Assignments (as well as
fun)
Substitutes
Every possible issue has been addressed in the substitute set-up instructions and
placement of notes.
Substitute notebook:
1. Attendance sheets with instructions of when and how to get the students e.g. from
playground.
2. Scheduled Lesson plans including lessons in case of computer trouble.
3. Extra lessons plan.
4. Student Pacing Charts.
5. Student passwords for students that do not remember their password.
6. List of allowed websites for “free choice.”
7. Seating charts with notes as to students that need extra computer help and the
students assigned to give that help.
8. Classroom rules and consequences.
9. Discipline plans including disciplinary sheets and procedures for detention.
10. Computer operating instructions for opening and closing down for the day.
11. Student schedules with their classroom teacher name and contact information.
12. Special student instructions as identified on their IEP or as classroom teacher
recommendations including special accommodations and modifications e.g. one
student due to hearing in-plants cannot use headphones and has to be in a wooden
chair.
13. Who to contact if there is a computer issue.
14. School nurse information and procedures to follow such as contact classroom
teacher first.
15. My contact information, email, phone number.

16. While I have a bulletin board with emergency information posted this information
is also in my subs book with specific directions for the sub.
Motivational Activities
Even my philosophy statement reflects that I will: Make every effort to create
educational (including technology) experiences that help students to learn, how to learn, and
want to learn thereby ensuring success for every student. See below for a list of techniques
utilized.
1. Student accomplishments are also posted to reward the accomplishments but also to
encourage others. Accomplishments/rewards are also posted for their effort not only
their grades in this way I am rewarding and encouraging the “less advanced students.”
2. Principal has a bulletin board with “Principal’s Pride.” The same student
accomplishments are posted on the Principal’s board as well as in the school
newsletter.
3. Emails accomplishments are sent to all the parents of students that have email on file
(represents 46% of our school).
4. Students are reward with “free choice” computer time which is based upon
accomplishments, following directions, and effort. At times all students are rewarded
with “free choice” and then taken away for students that do not follow directions
and/or behavior issues. Recently I implemented rewarding the entire class when a
student who previously would not attempt a task but during the next class he did try.
I told the class to thank this student because as a result everyone was given 5 minutes
of free choice. (I believe I got this idea for Module 1, Discipline with Dignity).
5. Recently our school acknowledged the accomplishments of the “Timez Attack
Champions” by inviting them to a school board meeting and was given a certificate
by our superintendent. Note to be a champ students have to successfully complete 66
multiplication facts within the 2.5 seconds each to answer.
Bulletin Boards are also used to display student

accomplishments
e.g. “Timez Masters”
Also posts Blue Ribbon Accomplishments from Study

Island.
Creating a Respectful, Positive Learning Environment
A learning environment is a replica of the teacher. An affective environment is a
continuous challenge for any teacher. Situations and students change not only daily but often
many times during a class time. It is important to remember that the teacher and the students
alike have personal problematic issues to contend with everyday both within and outside the
classroom. My responsibility as a teacher is to provide a safe, secure, responsible learning

environment, and to place “my personal issues” away from the classroom. Teachers are only as
good as the learning environment.
As Burden (2010) pointed out “when learning to manage the classroom climate,
appropriate human relations skills are needed” (p.108, para. 2). Burden continues by listing the
four general human relations skills that apply to almost everyone in all situations:
Friendliness, positive attitude, the ability to listen, and the ability to compliment
genuinely….When working with students, also give regular attention, use reinforcement,
show continual willingness to help, and model courtesy and good manners (p. 108-109).
One of my “school duties” includes escorting our first graders to their classroom in the
morning after breakfast. Students walk in a line, on one side of the hall, on the blue line. I walk
along the line “back and forth” with a smile and asking them show me your teeth or no teeth 
This activity helps to keep them from pushing, shoving, fighting, and talking while in line. At
the same time this simple smile gets everyone off to a great start. Of course with the first graders
several students have “lost” a tooth or a tooth is “lose” and they want to show me, but they have
to smile to do this. Other mornings we march while I call cadence and let them call as well.
This activity helps to teach left from right or strengthen their knowledge. Note that this is
definitely not a quiet activity but they enjoy doing it as well.
I have used the “simple smile” in my life and this is especially true for my students.
“Students prefer teachers who are warm and friendly. Students who feel liked by their teachers
reportedly have higher academic achievement and more productive classroom behavior”
(Burden, 2010, p.108). This happy atmosphere is one I also attempt to maintain in my
classroom. Each hour my classes change with different students and different grades yet I stand
at my door with a smile on my face to welcome the class. At times this can be difficult if I am
also trying to get ready for the different class. Due to safety issues I do take attendance for each
class. I have found the quickest and easiest way is to do this tasks when students lineup as they
enter the classroom. I also use a few minutes of this time to visit with them, before getting down
to business this helps me to get down on their level and to get to know them. Using these human
relations skills demonstrates the care and respect that I have for all of my students, and in turn
they care and respect me.
Maintaining their attention can be difficult; therefore variations of strategies are used for the
specific task at hand but may include:
 Routines set
 Students assigned to specific computers
 Directions/checklist of tasks/work for the period, along with a timeline explained
at the beginning of the class as well as posted on the board.
 Additional exercises ready for students who finish early as long as meeting the
specific guidelines.
 Assignments are checked in stages to make sure students are progressing and
assistance given when needed.
 Move around the room to offer additional instruction/direction, and to monitor
student work, but I do not stay too long at any one workstation.
My instructional software has the capability that allows me to see each student’s
computer screen at all times as well as the ability to “take over” their computer. If classroom
seems to be getting out of hand then the screens are blocked and a sign stating “Thank you for
showing respect by being quiet.” This simple practice a few times works great! I do not have to
say anything. The screens are blocked and the students immediately quiet down and for those
who may have forgotten the other students remind them to be quiet then the screens are released
and the learning activity continues.
Albert Bandura, the social psychologist who devised the construct of self-efficacy, states,
“People’s level of motivation, affective states, and actions are based more on what they believe
than on what is objectively the case (1991, p.2)” (Pervin, 2001). Self-efficacy plays an important
part of how teachers help students to be responsible for their own learning.
Bandura used the term self-efficacy to refer to a person's belief that he or she can
successfully carry "courses of action required to deal with prospective situations containing
many ambiguous, unpredictable, and often stressful elements (Bandura & Schunk, 1981: p.587)”
(Pajares, 2002). Bandura believe and stated: “People’s level of motivation, affective states, and
actions are based more on what they believe than on what is objectively the case” (Kearsley,
2011).
What does all of this mean? To me I believe students (as well as teachers) have to have a
high self-efficacy in-order to succeed in the classroom. Yes students learn from each other and
from their teacher and that is why modeling is so important. “Individuals are more likely to
adopt a modeled behavior if it results in outcomes they value” Bandura (Kearsley, 2011). If a
student does not believe that they can learn…then they are facing that challenge in itself.
As a teacher my strategies include the focus of modeling why the particular topic of
instruction is valuable as related to real life experiences and student’s interests. One of the most
important instructional strategies that I use ways to help and show that everyone can learn; yes
maybe not at the same rate or advancement.

The important aspect is that we all learn and continue to learn everyday in our lives and
what we do with that knowledge. These strategies also show the care and respect that I have for
my students. The care and respect builds to make a true positive learning environment.
My Rules and Procedures for Effective Prevention Discipline Strategies
Rules
A draft of classroom rules is previewed by students and parents as soon as possible.
A draft of my classroom rules will be reviewed on the first day. If possible I will also
send a copy of the draft to parents/students prior to first day of school. During the first day
students will work together to edit the rules by brainstorming why they are at school and what
they need while they are there. I will first model this approach.
Rules include the following.
BE TRUSTWORTHY: Follow directions the first time they are given and keep
your eyes on your own monitor
BE RESPECTFUL: Respect others, yourself, and property by adjusting your voice

level to match the activity, stay at your own computer with hands and feet to your
space not your neighbor’s computer including on your own mouse, and no food,
drinks, or gum in the lab.
BE RESPONSIBLE: Raise your hand before talking or getting out of your seat, do
not print without asking permission, and keep your passwords safe.
BE FAIR: Always work with others to do the right thing and assist others when
asked.
BE CARING: Do the right thing for follow students including leaving your
computer stations neat, chairs pushed in, free of clutter and paper, headphones,
mouse, and keyboard in place.
BE A GOOD CITIZEN: Always follow school rules including use of

polite and appropriate language
Placement of rules in classroom.
As Burden (2010) recommended rules will be displayed on a posted and displayed (“in a
prominent place in the classroom”) on the wall by the door so students may be able to see upon
entering and leaving the room (p. 94, para. 6). Rules will also be posted on the bulletin board.
Rules continually reviewed.
Rules will be review with each new student (Burden, 2010, p. 95, para. 1). Students are
so excited after being out of school such as after the Christmas break. Therefore, rules to be
reviewed “after a holiday, or after the winter, or spring break (2010, p. 92, para. 1).
Throughout the year and at the end of the year I will discuss the rules with my class
making note of any issues or concerns they may have. These issues will definitely be considered
in adapting rules for the next year. Rules are presented in a positive terms. To begin with my
classroom environment will also be one of respect for my students. I will smile as my students
enter the classroom.
Model rules.
I will request the assistance of an older student or teacher to model rules in skits. We will
demonstrate the negative and the positive with emphasis on the positive approach. My voice will
be calm, a smile on my face, and hands/arms held out in a non-demanding manner.
Praise students.
I will purposefully look for a child that is following a rule and bring that to the attention
of the class. Demonstrate that he is following the rule and did not realize it. I will continue to do
this daily; thereby encouraging rules to be followed in a positive manner and not waiting until a
rule is violated. I will look for the opportunities to use the terms from 101 Way to Praise A
Child in all student situations.
WOW • WAY TO GO • SUPER • YOU’RE SPECIAL • OUTSTANDING • EXCELLENT • GREAT• GOOD • NEAT • COOL •
WELL DONE • REMARKABLE • I KNEW YOU COULD DO IT • I’M PROUD OF YOU • FANTASTIC • SUPER STAR •
NICE WORK • LOOKING GOOD • YOU’RE ON TOP OF IT • BEAUTIFUL • NOW YOU’RE FLYING • YOU’RE CATCHING
ON • NOW YOU’VE GOT IT • YOU’RE INCREDIBLE • BRAVO • YOU’RE FANTASTIC • HURRAY FOR YOU • YOU’RE
ON TARGET • YOU’RE ON YOUR WAY • HOW NICE • HOW SMART • GOOD JOB • THAT’S INCREDIBLE • HOT DOG •
DYNAMITE • YOU’RE BEAUTIFUL • YOU’RE UNIQUE • NOTHING CAN STOP YOU NOW • GOOD FOR YOU • I LIKE
YOU • YOU’RE A WINNER • REMARKABLE JOB • BEAUTIFUL WORK • SPECTACULAR • YOU’RE SPECTACULAR •
YOU’RE DARLING • YOU’RE PRECIOUS • GREAT DISCOVERY • YOU’VE DISCOVERED THE SECRET • YOU
FIGURED IT OUT • FANTASTIC JOB • HIP, HIP, HURRAY • BINGO • MAGNIFICENT • MARVELOUS • TERRIFIC •
YOU’RE IMPORTANT • PHENOMENAL • YOU’RE SENSATIONAL • SUPER WORK • CREATIVE JOB • SUPER JOB •
FANTASTIC JOB • EXCEPTIONAL PERFORMANCE • YOU’RE A REAL TROOPER • YOU ARE RESPONSIBLE • YOU
ARE EXCITING • YOU LEARNED IT RIGHT • WHAT AN IMAGINATION •WHAT A GOOD LISTENER • YOU ARE FUN
• YOU’RE GROWING UP • YOU TRIED HARD • YOU CARE • BEAUTIFUL SHARING • OUTSTANDING
PERFORMANCE • YOU’RE A GOOD FRIEND • I TRUST YOU • YOU’RE IMPORTANT • YOU MEAN A LOT TO ME •
YOU MAKE ME HAPPY • YOU BELONG • YOU’VE GOT A FRIEND • YOU MAKE ME LAUGH • YOU BRIGHTEN MY
DAY • I RESPECT YOU • YOU MEAN THE WORLD TO ME • THAT’S CORRECT • YOU’RE A JOY • YOU’RE A
TREASURE • YOU’RE WONDERFUL • YOU’RE PERFECT • AWESOME • A+ JOB • YOU’RE A-OK MY BUDDY • YOU
MADE MY DAY • THAT’S THE BEST • I LOVE YOU! http://juliecantrell.wordpress.com/2010/02/11/101-ways-to-praise-
a-child/
Procedures for violation of class rules.
I plan to use the approach explained Teaching with Love and Logic: Taking Control of
the Classroom by Jim Fay & David Funk. (Love and Logic® is a method of working with
students which was developed by educational expert Jim Fay, child psychiatrist Foster W. Cline,
M.D. and Charles Fay, Ph.D., Fact Sheet, para. 1). Love and Logic "uses humor, hope, and
empathy to build up the adult/child relationship, emphasizes respect and dignity for both children
and adults, provides real limits in a loving way, [and] teaches consequences and healthy
decision-making" (Fact Sheet, para. 4).
There are four beliefs that form the foundation of Love and Logic.
They are (Cunningham, 2002, para. 2):
 'Discipline is effective when it is a central part of learning.'

 'Misbehavior finds its roots in discouragement and control issues.'
 'Modeling of self-disciplined behavior is our best teaching tool.'
 'The most critical component of discipline is the relationship that is built between the
teacher and the student'" (Fay and Cline, M.D., 1997).
I agree with the authors that “The effective teacher administers consequences with
empathy and understanding, as opposed to anger and lecture” (Fay & Funk, 1995, p. 36, para. 1).
Yes children (students) learn from their mistakes when: (a) They experience the consequences of
their mistakes; (b) Adults in their environment provide empathy (1995, p. 36, para. 2). My plan
for handling violations of the rules uses Love and Logic Solution: The Delayed or Anticipatory”
Consequence. According to Jim Fay “immediate consequences work really well with rats,
pigeons, mice, and monkeys. In real-world classrooms, they typically create more problems than
they solve” (Fay, 1998, para. 1).
I know that personally when I become frustrated it is difficult for me to think and in-turn
if I am not careful I relay these emotions to my students and others around me. In my home life I
wait before reacting to such a situation so I can act appropriately. It only makes sense to do the
same in my classroom as Jim Fay relates. He teaches “The next time a student does something
inappropriate, experiment with saying, “Oh no. This is so sad. I’m going to have to do something
about this! But not now…later. Try not to worry about it” (Fay, 1998, para. 10). In their book
Fay and Funk relates that “delayed consequences are usually much more effective than
immediate ones. Take your time, talk it over with friends. Deliver consequences when both you
and the student are in the thinking state (Fay & Funk, 1995, p. 276, para. 9).
In summary my plan will be to first wait and think giving responses related from Fay
book such as: “I will let you know after lunch when I am not teaching what the consequences
will be for your actions. Don’t worry about it now.” By stating “don’t worry” the student will
worry and think about it. In one of his examples in the teacher waited until the next day and then
the student came to the teacher and wanted to know. The teacher told the teacher after school
they would discuss the issue.
Example of ‘talked back’.
See below for an extensive example from their book regarding a student that “talked back” to
a teacher (Fay, J., & Funk, D., 1995, pps 17-18):
Teacher What have I done to make you so upset?

Student You’re always trying to make me look bad.
Teacher No, I don’t.
Oh yes, you do! You just wait until I don’t know the answer and then you call on me
Student
so I’ll look bad.
Wait! I don’t know when you don’t know the answer. And, I don’t want you to look
Teacher bad. I have an idea. How would if work if when I call on you, and you don’t know
the answer, you just look away, and I call on someone else right away?
Student Yeah. I guess that would help.
Good. Have we got a deal? If so, let’s get on with the important things we both have
Teacher
to do. See you tomorrow, pal.
Fay’s teachings relate that Love and Logic Anticipatory Consequence allows you time to.
"anticipate" whose support you might need, and how the child might try to react (summary
book). "Love allows children to grow through their mistakes. Logic allows them to live with the
consequences of their choices." -Jim Fay, Founder of Love & Logic (summary book).
1. How will you teach students about the rules?
I will request the assistance of an older student or teacher to model rules in skits. We will
demonstrate the negative and the positive with emphasis on the positive approach.
In keeping with the Love & Logic approach I will use the example explain in
Teaching with Love & Logic (1995). At the start of the year:
Teacher Class, here is a list of the rules I use in my classroom. Please look them over and tell
me if there is anything that seems unreasonable.
Student Where does it tell what’s going to happen if we break the rules?
Teacher I don’t expect you to break the rules. But if that does happen, I’ll do something.
Student Something? What is something?
as a unique individual and each situation as a unique case. So, I will think of
something based on the situation. I’ll try to be fair. In fact, if I come up with
something you believe is not fair, I want you to tell me why it’s not fair. If you
present a good case, I’ll change the consequence to something fair.
Student Oh, right. I bet!
Teacher To show you that I mean it, I’ll even teach you the words I want you to say if you
think I’ve done something that isn’t fair. Repeat after me: “I’m not sure that’s fair.”
Let’s practice this until you’re sure you have it.
Procedures
According to Harry and Rosemary Wong “the great majority of what teachers call behavior
problems in the classroom have nothing to do with discipline. The number one problem in
education is not discipline. It is the lack of procedures and routines resulting in students not
knowing what to do-responsibly-in the classroom.” I also agree with their following statements
which I had not realize the importance of procedures until this activity.
Students readily accept the idea of having a uniform set of classroom procedures, because
it simplifies their task of succeeding in school. Efficient and workable procedures allow a
great variety of activities to take place during a school day, and often several activities at
a given time, with a minimum of confusion and wasted time. If no procedures are
established, much time will be wasted organizing each activity and students will have to
guess what to do. As a result, undesirable work habits and behaviors could develop which
would be hard to correct (Effective Teaching, n.d., para. 3).
I will use The Three-Step Approach to Teaching Classroom Procedures of Harry and
Rosemary Wong that includes: (Effective Teaching, para. 4).
1. Explain: State, explain, model, and demonstrate the procedure.
2. Rehearse: Rehearse and practice the procedure under your supervision.
3. Reinforce: Reteach, rehearse, practice, and reinforce the classroom procedure
until it becomes a student habit or routine.

Emergency procedures are reviewed at the beginning of the year, posted on the wall, and
drills are conducted through the year.
Students will be asked for assistance in updating procedures or procedures will be
reviewed at the beginning of the year, after breaks, with new students, and whenever a procedure
is broken.
All of this information will be share with parents and students via hardcopy, and email.
Computer Lab Classroom Procedures.
Arrival
 Enter the lab quietly (Computer lab is like a library where people work quietly by
themselves.)
 Move to your assigned computer (If you do not remember then you wait on the blue
line for teacher’s assistance.)
 Look on the board for the day’s lesson (If you need help, then raise your hand.)
Get started on the warm-up (don't wait for the teacher, I'll explain the days lesson
after everyone is working)
Computer and Monitors.
 All computers and monitors should be on, if not please wait at your seat and raise
your hand
 Please note that I can see every ones computer from my computer
 If you are too loud I will block your computer and monitor
 Both will be release once the class is quiet, you will see a message on your screen
stating “Please Show Respect by Being Quiet!”
Dismissal Procedures.
 When you hear the bell, Give Me 5!

 Save Work/Exit programs
 Headphones on top of computer
 Keyboard - pushed up to the monitor
 Mouse - pushed up to the monitor

 Wires - not dangling off the table
 Pencils & Paper - returned / trash
 Push in chair and stand behind it until dismissed
Lining Up Procedures
When instructed:
 Line by your computer's number behind your chair

 One straight line facing forward
 Hands to your side or behind your back
 Voices off
In the Hallway
 No talking
 We will walk slowly as a whole class in one straight line by staying behind whoever
is in front of you, stopping at each corner.
 As we pass by your hallway, you will quietly walk down to your class.
I have encountered a problem . . . .
 No Sound?
 Volume too high?
 Volume too low?
 Problem with the program I’m using?
 Something wrong with your screen?
 Raise Your Hand & Wait for Assistance!
Approach of Love and Logic; Effective Teaching.
I will continue to follow the Love and Logic approach as well as Harry Wrongs
recommendations including the following paragraphs (Effective Teaching). When procedures are
performed correctly, there should be words of praise and smiles. Effective teachers reinforce the
correct technique by having the student perform the technique over and over again, each time
exhorting the student to do it better.
For example, if a student rushes into the classroom and pushes another student, ask him
or her to return to the door and try again. Tell the student why. Give the student specific
directions (walk quietly, don’t push anyone, go directly to your seat, begin the work that is
posted on the board, etc.), and be sure to use the student’s name and say “please” and “thank
you” to model respectful behavior. (This example will be used also in the lesson plan for
procedures.)
#1 Explain
Students, I have a procedure to get your undivided attention. You will see me stand here with my
hand up. Or I may hit a bell because some of you will not be able to see my hand while you are
working in a group. When you see my hand raised or hear a bell, the procedure is as follows:
1. Freeze.
2. Turn and face me, pay attention, and keep your eyes on me.
3. Be ready for instruction. I will have something to say.
Repeat, and look for class understanding.
Byron, please tell me the procedure when you see my hand raised or hear a bell.
Byron does so.
Yes, yes, yes, thank you, Byron.
Repeat this with several more students.

Is there anyone who does not understand or know what to do if you see myhand raised or
hear a bell?
#2 Rehearse
Good, let’s rehearse the procedure.

We will be working together this year, so let’s get to know one another. Please look at
the people to the right of you. You may have 2 minutes to introduce yourself and get
acquainted.
At 2 minutes, hold up your hand and hit the bell, perhaps doing both this first time. Do
not say a word. Carry out the procedure exactly as you plan to do it for the rest of the
year. Be patient and wait until the class completes the three steps and is paying attention.
Do not give up as you wait for the students to give you their undivided attention.
Compliment them when you have their attention.
Thank you. You practiced the procedure correctly. Now let’s try a different scenario. You
will often find yourself out of your seat, working in groups or alone somewhere in the
room.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one at the
computer.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one at the
computer. Then hold up your hand, and wait for the students to pay attention.
#3 Reinforce
Thank you. That was the correct procedure for what happens when I hold up my hand or
ring the bell. Please do the same thing each time you see my hand raised or hear the bell.
Beginning Each and Every Day the Right Way.
Just as it is easier to get control at the beginning of the year than it is to regain control if
you’ve lost it, it is easier to start each class period with a quiet class than it is to quiet a noisy
class. You are far less likely to ever have to worry about discipline problems if your class is
continuously occupied. As you can see, a strong, positive start to the school year and the
immediate implementation of a few simple procedures provide a structure that can help a teacher
have a well-managed classroom. A well-managed classroom gives every student the chance to
have one of the best learning experiences of his or her life.
Procedures are the foundation that set the class up for achievement.
Student achievement at the end of the school year is directly related to the degree to
which the teacher establishes good control of the classroom procedures in the very first week of
the school year.
When a class is managed with procedures and the students know these procedures, they
will more willingly do whatever you want them to do. You can then be an exciting, creative, and
informative teacher with a well-oiled learning environment.

Motivational Lesson Plan: Procedures First Day
Lesson Plan Protocol

Pre-Lesson Planning, Plan for Lesson Implementation and Post Lesson Implementation Reflection
May, 2009
Computer Lab Classroom Procedures
Lesson Planning Information
Teacher Candidate Name: Clara Wright Date: March 6, 2011
Sponsor Name: Shiela Davis
JIU Professor Name: Dr. Shana Pate JIU Course Name and Session: EDU523: K-12 Classroom and
Instructional Management
Grade:04
Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Social Skills/Communication Arts
Group Size: 20
Pre-Lesson Planning
ACEI
Standard
n/a State the objective for this lesson.
Given a list of procedures with specific steps to follow, students will role play two out of three procedures
correctly in small groups.
4.0a,b State how this lesson aligns with grade-level standards and/or prior assessment results.
The lesson plan is based upon student written pre-assessment results, National and State Educational Standards
Students will complete Study of Ants Pre-assessment/Prior Knowledge Topic Survey. This assessment will be used to determine
lesson factors regarding the Study of Ants. See example: http://www.ncrel.org/sdrs/areas/issues/students/learning/lr1anti.htm
Missouri Show-Me State Standards; (http://dese.mo.gov/standards/science.html)
Continue on next page.
JIU School of Education Mission

JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education
challenges in the diverse learning organizations and communities that they serve.
Continue: Computer Lab Classroom Procedures Lesson Plan
4.0a,b Continue:
State how this lesson aligns with grade-level standards and/or prior assessment results.
Process Standards: Content Standards:

Goal 2: Students in Missouri public schools will acquire the Communication Arts
knowledge and skills to communicate effectively within and
beyond the classroom. In Communication Arts, student in Missouri public
Students will demonstrate within and integrate across all content areas schools will acquire a solid foundation which includes
the ability to: knowledge of and proficiency in
1. Plan and make written, oral, and visual presentations for variety of
purposes and audiences 5. Comprehending and evaluating the content and
3. Exchange information, questions, and ideas while recognizing the artistic aspects of oral and visual presentations (such as
perspectives of others story-telling, debates, lectures, multi-media productions)
7. Use technological tools to exchange information and ideas
6. Participating in formal and informal presentations and
Goal 4: Students in Missouri public schools will acquire the discussions of issues and ideas
knowledge and Notes skills to make decisions and act as
responsible members of society.
Students will demonstrate within and integrate across all content areas
the ability to:
1. Explain reasoning and identify information used to support decisions
4. Recognize and practice honesty and integrity in academic work
5. Develop, monitor, and revise plans of action to…accomplish goals
6. Identify tasks that require a coordinated effort and work with others
to complete those tasks
7. Identify and apply practices that preserve and enhance the safety
and health of self and others
Missouri Department of Elementary and Secondary Education, Spring 2010
Missouri Grade Level Expectations Grade 04; http://dese.mo.gov/divimprove/curriculum/GLE/
Communication Arts
Information Literacy
I1B04: Develop and apply effective research process skills to gather, analyze and evaluate information;
Locate and use various resources to find information on keywords and questions
Listening and Speaking

L1B04: Develop and apply effective listening skills and strategies:
Demonstrate listening behaviors (e.g., prepares to listen, listens
without interruptions, maintains eye contact)
L2A04: Develop and apply effective speaking skills and strategies for various audiences and purposes
a: In discussions and presentations, present ideas in a logical sequence
b. In discussions and presentations, identify and apply appropriate speaking techniques such as volume control, pace and eye
contact.
According to Missouri Department of Elementary and Secondary Education (www.dese.org)

Students should acquire this knowledge base at various grade levels and through various courses of study.
Each grade level and each course sequence should build on the knowledge base that students have previously acquired.
This lesson plan is based upon the correct state standards which will meet the goals and expectations for Missouri Schools.
3.2c State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional
needs.
Teacher will follow IEP guidelines as well as any additional accommodations/modifications needed.
In regards to the slideshow presentation for the visually impaired students: the default font settings on the screen were change to
largest for easier viewing. Additionally handouts with notes and highlights may be given to students as needed.
The following accommodations/modifications will be made, if needed.

• Make sure the appropriate books and materials are open to the correct pages
• Provide an overview of the lesson before beginning
• Establish relevancy and purpose for learning by relating to previous experiences
• Always demonstrate how new material relates to previously learned information
• Familiarize student(s) with any new vocabulary before beginning the lesson
• Provide consistent review of any lesson before introducing new information
• Highlight important concepts to be learned in text material
• Use manipulative, hands-on activities whenever possible
• Alternate quiet and active tasks
• Use cooperative learning strategies when appropriate
• Set time limits for specific task completion
• Cue student by calling his/her name before asking questions
• Require verbal responses to indicate comprehension
• Provide immediate reinforcers and feedback
• Shape approximations of desired behavior by providing reinforcement such as praise or immediate feedback for
correct answers
• Use praise generously
• Use physical proximity and touch to help student(s) focus
• Ignore attention-getting behavior for a short time
The exceptional students will be assigned as leaders of each group activity.

Accommodations/Differentiation/Modifications will be included for special needs students with Individualized Education
Plans. Struggling learners may have assignments shortened (as determine by their IEP class modifications), power
point handouts, pictures, highlighted notes, and as needed a Think/Pair/Share type of activity with a study buddy. If
needed the matrix may be partially prepared and given as a handout.
**How to Plan for Differentiated Instruction**

Point to keep in mind include:
*Step 1- Know Your Students*
*Step 2- Have a Repertoire of Teaching Strategies*
*Step 3- Identify a Variety of Instructional Activities*
*Step 4- Identify Ways to Assess or Evaluate Student Progress*
Ref: A Must See!!
http://www.teach-nology.com/tutorials/teaching/differentiate/print.htm
Differentiating instruction could include reducing the number of items expected; giving the
students more time; letting the student respond in a different modality (orally instead of in
writing); being responsive to the student’s cultural background, providing an alternative to the
given assignment; providing the student with the opportunity to do an independent study while the
rest of the class follows along with the teacher (JIU, 2011, EDU523, Module 4, Theme 3, para. 4).
3.1b List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based
3.5b technologies, etc.) that will be used in this lesson. Include those that you will have to create.
Technology: Smartboard, PowerPoint Presentation, Video clips, and pictures
Use the power point presentation for teaching and explaining the unit.
Issues will be addressed as the slide is presented during each lesson.
Students will be called upon to read a slide, and then teacher will lead open-ended questions to
review the slide.
There will be a stopping point on the presentation for each lesson. It is noted that due to the time
frames and student’s discussion/participation the presentation may not end in the planned stopping
slide. If this occurs then the presentation will continue with the next lesson.)
The Internet was used to locate specific pictures for the presentation and additional information for the
Unit.
Websites will be distributed to students so they may view during computer time and/or at home.
Relate that if possible they may want to visit these sites to learn more either in the computer lab or at
home i.e.
3.4b List strategies that foster student engagement in learning and self-motivation.
I will use the strategies outline below as they apply to the procedure.
However, it is important to note that students love computers and that in itself is a self-motivation.
I also use “free choice on the computer” as a reward and many times this has been relayed to the class from previous students (e.g.
friends, sisters, brothers) even before I have an opportunity to describe.
Pictures/Posters
Teacher will use the team approaches for this lesson. Teacher will talk about basketball team (or other sports) and the
fact that each member of the team have to depend on each other…that they have to help each other.
That when a game is won the entire team wins…they “sink or swim together.”
Team Work Posters/Pictures throughout the room i.e.
Teacher will create teamwork flyers and post one each desk and
throughout the classroom.
However, the flyers will have the names of each team member for their
group as well as one posters regarding teamwork and all of the students
names on poster as well as teacher.
Each group will be given time to select a name for their group.
Continue:
List strategies that foster student engagement in learning and self-motivation.
50 Tips on Motivating Students

(Ref: Establishing Classroom Rules and Consequences
http://www.education.ne.gov/BMIT/pdf/EstablishingClassroomRulesandConsequences.pdf)
1. Know your students and use their names as often as possible.

2. Plan for every class; never try to wing it.
3. Pay attention to the strengths and limitations of each of your students. Reward the strengths and
strengthen the weak spots.
4. Set your room in a U-shape to encourage interaction among the students.
5. Send lots of positive messages with posters, bulletin boards, and pictures.
6. Be sure that your classroom is comfortable; check the air circulation, temperature, lighting, and
humidity.
7. Periodically change assigned seating arrangement.
8. Vary your instructional strategies; use illustrated lectures, demonstrations, discussion, computers,
tutoring, coaching, and more.
9. Review the class objective each day. Be sure the students see how the entire program moves along.
10. Make your instruction relevant. Be sure your students see how the content relates to them and the
world of work.
11. Open each presentation with an introduction that captures the interest of your students.
12. Move around the room as you teach; walk energetically and purposefully.
13. Be expressive with your face—SMILE!
14. Put some excitement into you speech; vary your pitch, volume and rate.
15. Use demonstrative movements of the head, arms and hands; keep your hands out of your pockets.
16. Use words that are highly descriptive; give lots of examples.
17. Accept students’ ideas and comments, even if they are wrong; correct in a positive manner.
18. Maintain eye contact and move toward your students as you interact with them; be sure to nod your
head to show that you are hearing what they say.
19. Give lots of positive feedback when students respond, offer their ideas, perform a task correctly, come
to class on time, and bring their materials to class.
20. Foster an active career student organization.
21. Use appropriate humor in your teaching and in tests, to relieve anxiety.
22. Post program-related cartoons, and use them on overheads and in handouts.
23. Provide opportunities for the students to speak to the class.
24. Be available before class starts, during break, and after class to visit with students who wish to see
you.
25. Return assignments and tests to students ASAP. Be sure to make positive comments and suggestions.
26. Teach by asking lots of questions during introductions, presentations, demonstrations, and lab work.
27. Plan lab activities so that all the necessary software, information, and materials are available when the
students need to use them.
28. Give the students an opportunity to participate in organizing and managing the computer lab.
29. Be aware of those students requiring assistance, and then see that they get it.
30. Maximize the use of time so that the students keep busy with productive, relevant activities.
31. Be a model of the work ethic in your dress, language, support of the school, and respect for the
profession.
32. Be consistent in your treatment of students.
33. Make sure that your tests are current, valid, and reliable. They must be based on your curriculum
objectives.
34. Organize a “student of the month” award in your classroom or career student organization (CSO).
35. Invite parents, advisory committee members, and school administrators/counselors to visit your
program for special activities.
36. Plan relevant study trips out of the school.
37. Bring dynamic subject matter experts into your program.
38. Recognize appropriate behavior and reward it on a continuing basis.
39. Use a surprise—an interesting video, special break, or similar activity—to reward the class for good
behavior.
40. Use games, project-based learning, and simulations to spark interest, provide a break in the routine,
and to supplement a unit in your curriculum.
41. Praise students in front of the class; reprimand them in private.
42. Explain why rules are used, why activities are important, and why some requests must be denied.
43. Involve all of your students in your teaching.
44. Provide clear directions for program activities and assignments.
45. Plan around 15-30 minute cycles—students have difficulty maintaining attention after a longer period
of time.
46. Provide opportunities for the students to read alone and in a group.
47. Send “happy-grams” or emails home to parents periodically.
48. Use task and job sheets to help students remember the steps to perform skills.
49. Be enthusiastic about yourself, your students, and your profession.
50. Network with other professionals: attend ESU workshops, conferences, and network electronically with
other professionals and associations.
3.4b,c List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning
environment.
Students will be placed in small groups with a combination of direct instruction and cooperative
learning.
Social and Group Skills will be included with emphasis on Interpersonal and Collaborative Skills.
Teach Social and Group Skills Interpersonal and Collaborative Skills
To help foster a positive experience for the students in the These include skills for working together effectively
formal groups, it is incumbent on the instructor to teach the (staying on task, summarizing, recording ideas) as
social and group skills necessary for their success. Students well as group maintenance skills (encouraging each
must understand and use conflict resolution skills, know how other). Ways to foster skill development include
to build trust within the group, communicate their ideas teacher modeling, brainstorming characteristics of
effectively, listen to other ideas, be respectful to one another, "good" skills, direct practice, process observing, and
be able to reach consensus within the group, and stay on reflection. Skill practice can be "tacked on" to
task. These skills do not always come naturally to students: academic lessons through games (e.g., Talking
They must be taught, learned, and experienced. Chips) or by making social skills a separate
Ref: Overview of the Instructor's Tasks Cooperative Learning objective to be practiced and observed.
http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/insttask.htm (http://www.pgcps.org/~elc/learning1.html
.
The strategies of Slavin, Johnson & Johnson, and Kagan will be followed.
If at all possible the students will select their own group.
However, teacher will have to ensure areas of STAD and GI followed.
STAD
Zone of Proximal Development (ZPD)
Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal
development" (ZPD): a level of development attained when children engage in social behavior.
http://tip.psychology.org/vygotsky.html
A specific goal, such as a grade or a certificate of recognition, is identified for the group to attain. Students are told
that they will have to support one another because the group goal can be achieved only if each member learns the
material being taught (in the case of a task that culminates in an exam) or makes a specific contribution to the group's
effort (in the case of a task that culminates in a presentation or a project).
http://college.cengage.com/education/pbl/tc/coop.html
3.5c State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas and/or drawing
connections).
Group monitoring, self-assessment, questioning strategies.
Providing continuous clarifications, writing observations and asking questions to the students as they progress in their
learning.
Group and individual objectives will continue to be related to students including how to work in a group with respect
to each others input.
Students will be required to work together in their groups to make sure they and their teammates know the material.
Students will be reminded that they will also receive awards for their “true group” interactions
Albert Bandura's social learning theory speaks precisely to the human interactions involved in learning. Observational,
or "vicarious" learning is based upon learning by watching then "modeling" or acting similarly to others. If the student
views and works with people who appreciate learning by engaging in learning activities, then the student too will
engage in learning and might work harder at learning. Peers with positive attitudes and behaviors toward education
will allow and teach each other to set goals that include opportunities to learn and achieve
(http://education.stateuniversity.com/pages/2315/Peer-Relations-Learning.html).
n/a State possible challenges that might arise when implementing this lesson and state how you might handle them.
I will address students that are disruptive by using the Love and Logic approaches. If at all possible I will delay the
consequences and tell the student that I am busy and will discuss the issue later and not to think about it. Many times
this will in fact get the students to stop what they are doing.
I will also try to get those students involved even more so…maybe ask them to model the procedure or take notes for
me of who is doing the procedure correctly.
In cooperative activities at times it can be difficult to keep students on track.
As teachers know there are students who do not want to learn, and when these students are in a group they
can influence others to prioritize different goals besides learning. Teacher will ensure that these students
are not in “one” group. Teacher will address issues to encourage these students, to change their minds…so
to say. If that is not possible then teacher will carefully observe their group to identify encouragement
needs. Teacher will also remind students of the Team Awards!
I will assign roles for each student in the small groups. Their roles will be on a short handout with pictures.
I will first discuss what “group activities” are…noting that this is the beginning of the year and students may not know
or remember.
Teacher will ask students to raise their hands if they have every played any type of sports, i.e. basketball, softball or
any other type of game with partners or teammates. Teacher will relate cooperative learning – group investigation
with games. Teacher will model group interactions.
Play a Cooperative Learning Game to depict Team Work

Ref: We Have the Power!
http://www.lessonplanspage.com/ScienceCIWeHaveThePowerRenewableEnergyUnit3.htm
Human Knot. (10 min.)
Have groups of 8-10 students stand in a circle. They must close their eyes, and reach across the circle and grab the
hand of someone across from them. They will then take their other hand and grab the hand of someone else (who is
not next to them). The group will then attempt to untangle the "knot" without letting go of one another's hands.
Teams can compete against one another to see which team can untangle their knot the fastest.
Teacher will explain the “Teacher Management Tips” that she will use to ensure successful cooperative learning (see
next section for details).
Plan for Lesson Implementation
ACEI
Standard
3.5d Describe how you will communicate the lesson objective through oral and/or written discourse.
Descriptive paragraphs related to each lesson will be presented by teacher, posted on white board, and handout of
lessons/unit with assignments including students’ responsibilities. Teacher will encourage students discussions by
going around the room and asking open ended questions with pauses when needed.
Socratic dialogue (http://home.comcast.net/~whiteboardsusa/whiteboardsusa/socratic_dialogs.htm)

It should be noted that the Socratic method per se is discussion process whereby a facilitator promotes independent,
reflective, and critical thinking. The conversation that results from using the Socratic method is known as Socratic
dialogue. The general goals of a Socratic dialogue are to hold students accountable for learning, make students’
conceptual understanding and thinking processes clear to the teacher and other students, help all students understand
how knowledge is constructed from experience, and build autonomy and self-confidence in students’ own thinking in
relation to a particular question that is undertaken in common. The teacher never badgers a student, or criticizes
answers. He or she merely asks students to explain their reasoning which, if flawed, can be quickly corrected by
questions seeking clarification.
Teachers should make clear to students that they might ask questions even if they know the answer; that they might
ask “why?” two or three times in a row, and that they might ask student peers to explain and justify their conclusions
on the basis of evidence. It is never wrong to seek clarification or to ask questions that deal with extensions of the
problem. Teachers must point out that questioning an idea does not mean that it is wrong. Students need to understand
that their role is to speak up, confronting apparent fallacies and ask questions when they don’t understand. They must
see the educational process as the construction of knowledge in which ideas are based on evidence, clearly stated, and
clearly evaluated. They need to know that no question is “stupid”, and that the only poor question is the question that
is not asked. Students must assume responsibility for constructing meaning from facts that they have gathered as part
of the learning process.
Scaffolding (http://www.teach-nology.com/currenttrends/constructivism/bruner/)
Bruner is poignant about language and how this affects cognition within this theory of learning development. It is
pertinent to any success of a child to identify the differences between adult language and the language used by
children. With the child being younger, they need time to advance not only their conceptual learning but their
language as well. Thus, teachers and parents alike are encouraged to envelop the “scaffolding” method of
communication which is a strategy aimed to simplifying tasks within learning by making smaller steps, all leading to
the final outcome. This aids in maintaining any frustration while keeping in mind what is important throughout the
learning process.
3.1d Describe how you will relate the lesson to prior student learning/experience.
I will use a KWL chart to determine if students have worked in a computer lab before.
Noting that a different lesson will address their prior knowledge of the computer.
Reminding students that this lesson is about the procedures to following in the computer lab to provide a safe, secure, learning
environment.
n/a State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you
estimate each stage will take.
The Three-Step Approach to Teaching Classroom Procedures of Harry Wong will be

followed.
Step 1: Explain Classroom Procedures Clearly
Define
 the procedure in concrete terms.
Demonstrate the procedure; don’t just tell.
Demonstrate a complex procedure step by step.
Step 2: Rehearse Classroom Procedures Until They Become

Routines
Have students practice the procedure, step by step, under your

supervision. After each step, make sure that the students have
performed the step correctly.
Have students repeat the procedure until it becomes routine. The
students should be able to perform the procedure automatically
without teacher supervision.
Step 3: Reinforce a Correct Procedure and Reteach an

Incorrect One
Determine whether students have learned the procedure or whether

they need further explanation, demonstration, or practice.
Reteach the correct procedure if rehearsal is unacceptable, and give
correct feedback.
Praise the students when the rehearsal is acceptable.
Begin the session by explaining that the computer lab has some special rules and
procedures. Have learners turn to the beginning of the student packet and read with them
the General Rules/Procedures of the Computer Lab.
Anticipatory Set (5 Minutes)

As the students enter the room I will have a video displaying the different procedures of the
classroom including students enjoying “free choice” on the computer. Students love the
computer and they love the fact of getting to “play games” on the computer. Therefore this
activity will motivate them to pay attention because they will want to get on the computer
asap.
Continue:
State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time
you estimate each stage will take.
Teaching: Input (10 Minutes)
Teacher will also have a video/power point presentation of computer procedures.

Each student will be given a copy of the procedures.
Define the procedure in concrete terms.
Teaching: Modeling: (10 Minutes)

Skits with older students that will display the proper procedure.
If time allows the negative will also be displayed with the negative outcomes.
Define the procedure in concrete terms.
Demonstrate the procedure; don’t just tell.
 D emonstrate a complex procedure step by step.
Teaching: Checking for Understanding (20 Minutes)

Students will show an understanding by actually doing the procedures.
At times a procedure may need to be rehearsed over and over including the arrival and
beginning the lessons. This is a very important step that will save time if done correctly.
Rehearse Classroom Procedures Until They Become

Routines
H ave students repeat the procedure until it becomes routine. The students should
be able to perform the procedure automatically without teacher supervision.
Informal Observations—guided questioning—(Essential Questions)

Self-Assessment – Note taking on Procedure Handouts
Peer-Assessment – e.g. Are we lining up correctly?
Scoring Guide—Following Specific Procedure(s)
Guided Practice (20 Minutes)

Students will work in a group with the tasks
Rehearse Classroom Procedures Until They Become
Routines
H ave students repeat the procedure until it becomes routine. The students should
be able to perform the procedure automatically without teacher supervision.
Teacher will walk around the room to determine the level of mastery, to provide individual
remediation, and keep students on track.
Closure (15 Minutes)

Students will be given an opportunity to discuss any procedures or steps that need
additional practice or discussion.
Continue:
State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time
you estimate each stage will take.
Reinforce a Correct Procedure and Reteach an Incorrect

One
Determine whether students have learned the procedure or
whether they need further explanation, demonstration, or practice.
Reteach the correct procedure if rehearsal is unacceptable, and
give correct feedback.
Praise the students when the rehearsal is acceptable.
Independent Practice (10 Minutes)

Students will complete a Classroom Procedure Word search
Materials
PowerPoint Presentation
Handout Procedures
Word search
Student Handouts/Worksheets
Duration: 90 minutes
Arrival
 Enter the lab quietly (Computer lab is like a library where people work quietly
by themselves.)
 Move to your assigned computer (If you do not remember then you wait on
the blue line for teacher’s assistance.)
 Look on the board for the day’s lesson (If you need help, then raise your
hand.)
Get started on the warm-up (don't wait for the teacher, I'll explain the days
lesson after everyone is working)
Computer and Monitors

 All computers and monitors should be on, if not please wait at your seat and
raise your hand
 Please note that I can see every ones computer from my computer
 If you are too loud I will block your computer and monitor
 Both will be release once the class is quiet, you will see a message on your
screen stating “Please Show Respect by Being Quiet!”
Continue;
State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much
time you estimate each stage will take.
Dismissal Procedures
 When you hear the bell, Give Me 5!
 Save Work/Exit programs
 Headphones on top of computer
 Keyboard - pushed up to the monitor
 Mouse - pushed up to the monitor
 Wires - not dangling off the table
 Pencils & Paper - returned / trash
 Push in chair and stand behind it until dismissed
Lining Up Procedures
When instructed:
 Line by your computer's number behind your chair
 One straight line facing forward
 Hands to your side or behind your back
 Voices off
In the Hallway
 No talking
 We will walk slowly as a whole class in one straight line by staying behind
whoever is in front of you, stopping at each corner.
 As we pass by your hallway, you will quietly walk down to your class.
I have encountered a problem . . . .

 No Sound ?
 Volume too high?
 Volume too low?
 Problem with the program I’m using?
Something wrong with your screen?

Raise Your Hand & Wait for Assistance
Additional Procedures to be reviewed as time allows:
Procedures to Rehearse with Students

Entering  the classroom
Getting to work immediately
Arriving late/being tardy
Ending the class period/dismissal
Listening to/responding to questions
Participating in class discussions
Needing a pencil or paper
Keeping
 your desk orderly
Checking out classroom materials
Indicating whether you understand
Coming to attention
Returning after an absence
Working
 cooperatively
Changing groups
Keeping
 your notebook
Going to the office
Requesting help or information
Knowing the schedule for the day/class
Keeping  a progress report
Finding directions for each assignment
Passing in papers
Returning student work
Getting materials without disturbing others
Handing out materials
Moving  about the room
Going to the library/Career Center
Formatting papers/appropriate heading
Finishing a test or assignment early
Returning to task after interruption
Asking a question
Listening to an announcement over the intercom or TV
Using passes to be out of the classroom during class time
Responding to a fire drill
Responding to a severe weather alert
Receiving visitors in the classroom
Behaving when the teacher is out of the classroom or when a
substitute teacher is present
Becoming suddenly ill
Saying, “Please” and “Thank you”
3.5d State how you will support classroom collaboration through oral and written discourse.
I will have handouts, discussions, skits, and pictures.

Brainstorming
Hints for Better Learning Groups

Below is a checklist adapted from Bowen and Jackson (1985-6) of things groups can do to
function better. If possible I will use and handout.
I. Before the group begins:

• Expect to learn, to enjoy, and to discover.
• Team up with people you don't know.
II. As the group begins:

• Make a good first impression.
• Build the team.
o Do something that requires self-disclosure.
o Take interpersonal risks to build trust.
o Establish team goals as appropriate.
• Start thinking about group processing.
III. While the group is in existence:

• Work at increasing self-disclosure.
• Work at giving good feedback.
• Get silent members involved.
• Confront problems.
o Apply lessons from class work.
o Work on issues in the group even if they appear at first to be just between two
members.
o Don't assume you can't work with someone just because you don't like or
respect them.
o If the group can't solve a problem, consult the instructor as a group.
• Regularly review your data.
• Vary the leadership style as needed.
IV. Wrapping up the group:

• Summarize and review your learning from group experiences.
o Analyze the data to discover why the group was more effective or less so.
o Provide final feedback to members on their contribution.
• Celebrate the group’s accomplishments
3.1d List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world
3.3b issues.
Students will actually perform the procedures e.g. correct lining up, what to do if they need help on the computer or if they have a
computer that is not working.
Students will rehearse and rehearse and rehearse until the procedure is done correctly.
For the number of specific computer lab procedures this lesson may take more than one day to ensure all of the procedures are
addressed.
3.3a List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem-solve and
critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned.
Wait-Time will be used.
Wait-time is the pause between a teacher’s question and the student’s response and between the response the the teacher’s
subsequent reaction or follow-up question. (Arends, 2009). Wait-time is a perfect example of “showing respect” and “waiting
for your time.”
Guided Reciprocal Peer Questioning will be used as illustrated below:

(Doing CL, http://www.wcer.wisc.edu/archive/cl1/CL/doingcl/peerqst.htm)
There are times when students feel so confused by new concepts that they don't know what questions to ask.
Guided reciprocal peer questioning provides students with higher order open-ended questions to generate a focused discussion
in a small group setting. The questions are generic prompts students use to generate specific content-based questions.
The instructor gives a mini-lecture in class and then provides a list of open-ended questions.
Below is a selection of these adapted from King (1993) and Millis and Cottell (and references cited within, 1998 ).
Included are questions that encourage synthesis, comparison and contrast, and extrapolation to other contexts.
Explain why _____ . How does ___ apply to everyday life? What is another way to look at __ ?
Why is _____ happening? What is the main idea of _____ ? What is the solution to the problem of ____ ?
What if _______ ? What conclusions can I draw about __ ? What is the best _______ and why?
How does ___ affect __ ? How are ___ and ___ similar? What do you think causes ___ ? Why?
What is the meaning of ___ ? How would I use __ to ___ ? How does ____ relate to what I've learned before?
Why is ___ important? What would happen if ___ ? What are the strengths and weaknesses of ___ ?
What is a new example of ___ ? What are the implications of ___ ?
What is the difference between ___ and ___ ?
Students are then given a few minutes to individually prepare several content-specific questions aided by these open-ended
questions. The students form groups and take turns asking their questions and discussing possible answers. Alternatively, the
instructor can assign reading prior to class and provide the open-ended questions as a take home worksheet. With this
variation, it is helpful to set aside a few minutes at the beginning of the next class for students to review the reading
assignment and questions.
Teacher will ensure enough time is given to allow students to think about an answer prior to requesting an answer.
Students will be asked to write down their answer prior to answering aloud and different students will be questioned.
Questions will be phrased differently for specific students thereby giving the special needs students an opportunity
to answer. I wonder questioning strategy will be used to encourage students to think before they answer.
You can often improve the quality of what occurs in groups if you give individuals the chance to reflect on a question or problem in
advance and write down their ideas; this is especially helpful to the more introverted students. You also get more rich conversation
within the groups - after reflecting and writing, students feel more of a commitment to compare and contrast their ideas within their
groups. (Smith, K. Finer Points).
Additional strategies for the teacher to encourage are the aspects of cognition, schema, pattern recognition, and
creativity.
Be careful not to intimidate your students. Let them know from the start what you will be doing - that you will
periodically ask them to restate material and/or directions - and why you will be doing it. You can also ask everyone
to take a moment and reflect on what they heard, before asking for a volunteer (Smith, K. Finer Points).
Multiple Intelligences will be used as described below.
Howard Gardner claims that all human
beings have multiple intelligences. These
multiple intelligences can be nurtured and
strengthened, or ignored and weakened. He
believes each individual has nine intelligences.
http://keep3.sjfc.edu/students/kds03901/e-
port/mult.%20inte.html
Bodily/Kinesthetic Intelligence (“body smart”)
learners express themselves through movement.
They have a good sense of balance and eye-hand
co-ordination, and they remember information
best when they can move as they learn. They’re
typically good at sports, making things, crafts,
and acting and grow up to become athletes,
dancers, actors, artisans or firefighters.
http://www.suite101.com/content/learning-
• Visual/Spatial Intelligence ("picture smart")
styles-a42445
• Bodily/Kinesthetic Intelligence (“body smart”)
Verbal/Linguistic Intelligence (“word smart”) • Verbal/Linguistic Intelligence (“word smart”)
learners have a strong ability to use words and • Logical/Mathematical Intelligence (“number/reasoning
language; they think in words instead of pictures. smart”)
They typically have highly developed auditory
skills and are often good speakers and story
• Musical/Rhythmic Intelligence (“music smart”)
tellers. Verbal learners are our poets, writers, • Interpersonal Intelligence (“people smart”)
journalists, teachers, lawyers, and politicians. • Intrapersonal Intelligence (“self smart”)
styles-a42445
Logical/Mathematical Intelligence
(“number/reasoning smart”) learners think
conceptually, using reason, logic and numbers
to make connections and understand
information. They tend to ask lots of questions
and like to do experiments; they enjoy problem Teacher will attempt that group are selected according to the
solving, classifying and categorizing things and multiple intelligences. Therefore the extra activities may be created
working with geometric shapes. Logical by “like intelligences.”
learners can become scientists, engineers,
computer programmers, accountants and For example an Ant Song by Musical/Rhythmic Intelligence (music
mathematicians. smart).
styles-a42445 However at the same time groups will need to include other
intelligences due to the combined activities. Additionally the
Visual/Spatial Intelligence ("picture smart") level of intelligence for each group/member should be about
learners think in pictures more than words and the same.
need to create vivid mental images to remember
and understand information. They like maps, This will be the most difficult part for the teacher. I agree that it
charts, pictures, videos, and movies, so teaching would be best if the students could pick their own group but for the
with film may be helpful in their case. They’re success of the group and all of its members teacher will select!
usually good at puzzles, have a strong sense of
direction and like making and repairing things.
Visual/Spatial learners can become navigators,
sculptors, inventors, architects and interior
designers, mechanics or engineers.
styles-a42445
Musical/Rhythmic Intelligence (“music smart”)
learners enjoy creating and listening to
music and tend to think in sounds,
rhythms and patterns. Many of these
learners are extremely sensitive to
environmental sounds. They often enjoy
singing, whistling, playing musical
instruments, and composing music and
can become musicians, disc jockeys,
singers or composers. Teaching with
music may be helpful for them.
http://www.suite101.com/content/learni
ng-styles-a42445
Interpersonal Intelligence (“people smart”)

learners have a strong ability to relate to and
understand others. They’re able to see things
from other perspectives and are often described
as having an uncanny ability to sense feelings,
intentions and motivations. They use both verbal
and non-verbal skills well and are often
empathetic, making them good counselors,
salespeople, politicians or business people.
styles-a42445
Intrapersonal Intelligence (“self smart”)

learners are self-aware and able to understand
their inner feelings, dreams, relationships with
others, strengths and weaknesses. They can make
excellent researchers, theorists, and philosophers.
styles-a42445
Post Lesson Implementation Reflection

ACEI
Standard
4.0a,b State how you assessed student learning and whether or not student learning occurred.
4.0b State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student
learning, or (2) indicate a need to provide challenge opportunities to extend student learning.
5.1e Describe an area of professional growth for you to target to improve student learning and/or student engagement.
5.2c Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being.
Notes
Below is an example of a skit from Harry Wrong that I may use:
#1 Explain
Students, I have a procedure to get your undivided attention. You will see me
stand here with my hand up. Or I may hit a bell because some of you will not be
able to see my hand while you are working in a group. When you see my hand
raised or hear a bell, the procedure is as follows:
1. Freeze.
2. Turn and face me, pay attention, and keep your eyes on me.
3. Be ready for instruction. I will have something to say.
Repeat, and look for class understanding.
Byron, please tell me the procedure when you see my hand raised or hear a
bell.
Byron does so.
Yes, yes, yes, thank you, Byron.
Repeat this with several more students.

Is there anyone who does not understand or know what to do if you see my
hand raised or hear a bell?
#2 Rehearse
Good, let’s rehearse the procedure.
We will be working together this year, so let’s get to know one another. Please
look at the people to the right of you. You may have 2 minutes to introduce
yourself and get acquainted.
At 2 minutes, hold up your hand and hit the bell, perhaps doing both this first
time. Do not say a word. Carry out the procedure exactly as you plan to do it for
the rest of the year. Be patient and wait until the class completes the three steps
and is paying attention. Do not give up as you wait for the students to give you
their undivided attention. Compliment them when you have their attention.
Thank you. You practiced the procedure correctly. Now let’s try a different
scenario. You will often find yourself out of your seat, working in groups or
alone somewhere in the room.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one
at the computer.
Direct two students to stand at the pencil sharpener, two at the bookcase, and one
at the computer. Then hold up your hand, and wait for the students to pay
attention.
#3 Reinforce
Thank you. That was the correct procedure for what happens when I hold up
my hand or ring the bell. Please do the same thing each time you see my hand
raised or hear the bell.
Keep using
Beginning Each and Every Day the Right Way

Just as it is easier to get control at the beginning of the year than it is to regain
control if you’ve lost it, it is easier to start each class period with a quiet class
than it is to quiet a noisy class. You are far less likely to ever have to worry
about discipline problems if your class is continuously occupied. As you can
see, a strong, positive start to the school year and the immediate implementation
of a few simple procedures provide a structure that can help a teacher have a
well-managed classroom. A well-managed classroom gives every student the
chance to have one of the best learning experiences of his or her life.
Response Plan for Dealing with Challenging Students
Well-managed classrooms facilitate learning. Course Author, Renee L. Meyers, related
that “eighty percent of students will rarely break classroom rules, 15% will break rules on a
somewhat regular basis, and 5% are chronic rule breakers and are out of control” (JIU, 2011,
EDU523, Module 5, Theme 1). Even with these low rates the chronic rule breakers who are
“constantly disruptive, demand attention, confront authority, or refuse to do work can disrupt
learning, interfere with the learning of others, and prompt other students to misbehave” (JIU, et
al.). No one can learn in a class that is constantly disrupted by behavior issues.
An affective learning environment is a continuous challenge for any teacher. Situations
and students change not only daily but often many times during a class time. It is important to
remember that the students have personal problematic issues to contend with everyday both
within and outside the classroom. I realize that I must be aware of the “needs of different types
of students…including differences due to factors such as academic ability, language, culture,
disabilities, and socioeconomic status” (Burden, 2010, p. 107). At the same time “many
aggressive behaviors have common triggers/origins, behavior is also highly specific to the
individual student. Therefore, student characteristics, strengths, and deficits must be evaluated
and techniques applied on an individualized basis” (Paul Zionts, n.d., para. 8). Teaching
strategies must be directly related to the students at hand.
Of course my classroom response plan will be consistently followed; although there may
be times of required flexibility due to the student(s) and/or situations circumstances. In cases of
crisis the school crisis intervention plan is in place to address physically aggressive behaviors
and will be followed to the letter to ensure safety to students and staff.
My responsibility as a teacher is to provide a safe, secure, responsible learning
environment. In order to do this I must be equipped with the scope of being prepared as well as
able to apply and use appropriate approaches or techniques to respond to inappropriate
behaviors.
According to Burden (2010) “the principle of least intervention states that when dealing
with routine classroom behavior, misbehaviors should be corrected with the simplest, least
intrusive intervention that will work” (p. 219, Slavin, 2009). Of course if that intervention does
not work then as Burden continues to relate “a more intrusive approach…to handle the
misbehavior in an effect manner that avoids unnecessarily disrupting the lesson” (p. 219, para.
4).
My response plan to handle challenging students and situations will follow researched
based interventions and strategies. These processes are “organized on a continuum from least
intrusive teacher behaviors to most intrusive teacher behaviors and are intended to reflect
suggested instructional/behavioral practices at varying stages of aggressive behavior” (Paul
Zionts, n.d., para. 7).
As Burden (2010) related “to be successful with challenging and possibly violent students
in your own classroom, you must assure responsibility for addressing the situation and take steps
to have the student behave within acceptable limits” (p. 244, para. 8). To take “responsibility” is
something that I personally can relate to and therefore will not be an issue for me.
To begin with another personal factor for me to remember is maintaining good posture
even when I am tired and ready to go home. (This is especially true in the lab because I am
constantly asking my students to maintain good body mechanics at their computer. Therefore I
need to model the same even though reasons include effective leadership.) Federic Jones (1987)
found that teachers conveyed leadership through body language.
Posture, eye contact, facial expressions, and gestures conveyed confidence…Students
observe teacher body language and make judgments about what they see. Good posture
and confident carriage suggest strong leadership; a drooping posture and lethargic
movements suggest resignation or fearfulness. Effect teachers even when tired or trouble
tend to hold themselves erect and move with a measure of vigor (Henley, Ramsey, &
Algozzine, 2006, p. 332).
It is important to prevent as many situations as possible and this can be done by
observations for the early warning signs and imminent signs of violence. While the list below is
not all inclusive it does indicate specific signs as identified by Burden (2010, p. 245, Table 12.2).
Imminent Signs of
Early Warning Signs
Violence
 Social withdrawal  Serious physical
 Excessive feelings of isolation and being alone fighting with peers or
 Excessive feelings of rejection family members
 Being a victim of violence  Severe destruction of
 Feelings of being picked on and persecuted property
 Low school interest and poor academic performance  Server rage for
 Expression of violence in writings and drawings seemingly minor
reasons
 Uncontrolled anger
 Detailed threats of
 Patterns of impulsive and chronic hitting, intimidating, and bully
lethal violence
behaviors
 Possession or use of
 History of discipline problems
firearms and other
 Past history of violent and aggressive behavior
weapons
 Intolerance for differences and prejudicial attitudes
 Drug use and alcohol use
 Other self-injurious
 Affiliation with gangs behavior or threats of
 Inappropriate access to, possession of, and use of firearms suicide
 Serious threats of violence
My plan is based upon Burden’s (2010) interventions, tactics, and strategies to handle
challenging students:
1. Three Step Response Plan (p.220)
2. Develop New Behaviors (pp. 251-252)

3. The Problem Solving Approach (pp. 250-251)
4. Use of Rewards and Consequences (pp. 256-261)
Response to non-disruptive behaviors
In my opinion the best response to a non-disruptive behavior is to ignore it. If the
behavior is something slight, does not continue, and does not disrupt the instruction then by
bring notice to the behavior can only make it become a disruptive behavior.
For example if I notice a student nodding during instruction I may ignore it. Although if
this develops into actual sleeping for more than a few minutes then I would walk next to the
student and bump his chair to wake the student. On the other hand if the nodding is a constant
behavior then I would talk to the student and assess the situation. This would be done after class
and privately.
Recently I had a student during my last class that repeatedly was falling asleep at her
computer. Even after several trips by this student she continued to nod, and after two separate
classes she continued these actions. The student was too sleepy and too young (first graders) to
relate to me why she was so sleepy. After talking to her classroom teacher and the counselor I
found out that this student was on medication and in the process of changing her medications
because of the drowsiness side affects.
This particular example illustrates the need to not continue to ignore a behavior even if it
is non-disruptive, and to assess the complete situation by discussing the behaviors with other
involved including teachers, counselor, and parents. It would be appalling to discipline a student
for behaviors out of their control.
Response to minor misbehaviors

It is important to remember that if a teacher “stops the lesson to discipline 1 or 2 students
for some minor misbehavior then the class went from 1 or 2 students being off task to 20 or 30
students being off task” (Waxler, n.d.). Therefore the minor disruption has turned into a major
disruption of getting “20 to 30 kids being off task” Waxier, n.d.). Unless it is absolutely
necessary I will not stop a lesson for a minor misbehavior regardless of how much I may want to.
Response to disruptive behaviors
I have never been in a class or taught a class that at least one student distracts classmates
and teacher with the disruptive behavior. The behaviors may include fidgety, and out of his seat,
talking out of turn. At times this is a very likeable student that seems to need the extra attention.
For example in one of my classes there is a student (JJ) that wants to do everything he
can to help me, to help others, to be up and about out of his seat and talking. JJ smiles and has a
friendly disposition; however recently JJ does not follow procedures of being in line waiting
quietly for attendance and directions. Instead he likes to stand beside me and to help with
attendance and/or distributing papers and password cards. I have used slight reminders to JJ by
telling him quietly please get in your spot, or “Thank you for your help but wait until I ask you.”
Whenever possible I ask JJ for assistance including errands to the office, or to help a student that
needs computer assistance. I do remind JJ that he still has to get his assignments done prior to
the “free time” and surprisingly enough he still want to help. With all of these measures JJ does
complete his assignments with usually high scores and earns his free time. His classmates have
come to raise there hand and ask if JJ can help them.
I am proud of JJ, he has come along way. We have worked together and set goals that he
has met and still gets the “extra” attention that he needs. Yes I still allow JJ to stand beside me
while attendance but he realizes that he has to be quiet and cannot “take the attendance” due to
confidential notes I may have on my sheet. At first I thought I should insist upon JJ getting in
line and following all of the procedures and expectations without flexibility. Instead JJ and I set
goals together and have a wonderful positive relationship with each other and the rest of the
class.
Response to disruptive behaviors of disrespect
As in all situations I must remember not to take the disrespect personally. Since this is
something that I do have a problem with I have to be extra remindful and act accordingly.
Educational World (Perri Gibbons, 2002) had an essay where a teacher talked about a parent that
had a lot of antagonism and as a result no respect with the school system. The teacher saw this
and focused on separating herself from the problems the mother perceived. She made sure that
the mother knew that her son was her (teacher) primary concern and not previous issues with
other teachers, students, or the school. This teacher’s years of teaching experience had taught
her that no child is “all bad,” and that all parents need and deserve to hear positive things about
the children they love. To meet these challenge the teacher provided the mother with a regular
flow of information. Whenever possible, that information celebrated news of good behavior and
positive effort.
It was reported that these techniques made a positive difference in the interactions with
the mother, and ultimately with the student. I plan to be on the watch for this type of situation. I
want my students and there families to feel confident that they will not be attacked or blamed or
put on the spot. I will give them the respect they deserve and I am sure that if not always most of
the time the respect will be returned. Prevention should always be the number one strategy. If I
can stop a problem before it ever occurs then the student, class, and I are in a Win-Win situation.
I agree with Dr. Spencer Kagan’s Win Win Discipline (2002):
The student needs to learn non-disruptive ways to meet his/her needs. When that happens
the student wins (gets needs met without becoming a discipline problem; learns
responsible behavior for life) and we, and the rest of the class, win (are part of a smooth
running, productive learning community) (Kagan, para. 6).
Remember if the student, parents, and teacher believe that their needs have been met by working
together then this builds a positive relationship of respect and therefore builds a positive
classroom learning environment.
Response to off-task behaviors that can be either non-or-disruptive behavior(s)
As noted in eHow.com, off-task behavior can be a result of laziness, or can be a sign of a
student's difficulties with attention or comprehension.
Off-task students frequently will gaze at their work for long periods of time, yet
accomplish nothing. They may also prefer to write notes to friends, sharpen their pencils
repeatedly, or engage in other behaviors that do not directly relate to the task at hand. If
the behavior is not addressed, they may eventually disrupt other students. Students who
persistently show off-task behavior should be redirected back to the work at hand. You
should also check for understanding. Do so in a manner that does not draw attention to
the student, as most students will deny having a problem understanding if their peers can
overhear. If the behavior persists, ask the school psychologist to evaluate the student
(Michelle Martin, 2011).
Special Note Regarding Computer Class and Technology
Educational Psychology by Edward Vockell discussed the issue of technology and
computers in his book by bringing to point the fact that technological problems can bring about
frustration to teachers and students alike. This is something I experience in my computer lab.
These issues are described below:
Just as tension and hostility among students can cause discipline problems, technological
sources of frustration can severely disrupt the learning process. Teachers should take
steps to prevent these problems and to minimize their impact. The severity of these
problems is likely to be reduced if (1) the hardware and software are user friendly and
free of problems, (2) the teacher is familiar with the hardware and software and knows
what problems are likely to arise and how to solve them, (3) the students have useful
guidelines for avoiding or overcoming these problems (e.g., don't push certain buttons,
save text files often, and make backup copies of important files), and (4) the teacher is
creative and flexible enough to suggest solutions or alternate courses of action when
problems arise.
My job is not limited to teaching technology skills but even more crucial is teaching
appropriate behaviors that my students will use for the rest of their lives. Before students can
learn, they need an emotional base of security, trust, and self-confidence. It is the classroom
teacher’s responsibility to nurture these feelings in some students and teach them to others
(Henley, Ramsey, & Algozzine, 2006, p. 318).
According to Curwin and Mendler (1997) violence prevention works best when
integrated with teaching practices and the most successful results are desired. I will use the
following techniques as outlined by Burden (2010) and Curwin & Mendler (1997) to help reduce
school violence. I will greet students each time they enter the room, call the students by their
names, know who each student is and their interests, strengths, and weaknesses, use non-verbal
messages such as body language and cues, reveal information about themselves to their students,
teach to diverse learning styles, highlight effort, have fun, and teach empathy to their students.
My Inclusive, Diverse Classroom
Everyone agrees that people are different regardless of where we live. This is entirely
true within the United States. Since the United States has always been known as the “melting
pot” and “the land of opportunity” this diversity has been and always will be true. Because of
these differences it is helpful for teachers and students to acquire as much knowledge and respect
about the diversity of humans that we possible can. With acquired knowledge familiarity is
eminent. In turn, familiarity breeds respect. Each step is necessary pat of the diverse cycle of
humanity. My plan is based upon the poem by Edna Massimilla, Heaven’s Very Special Child
(see next page).

Heaven's Very Special Child
A meeting was held, quite far from earth
"It's time again for another birth"
Said the Angels to the Lord above,
"This special child will need much love"
Her progress may seem very slow,

Accomplishments she may not show
And she'll require extra care
From all the folks she meets down there.
She may not run or laugh or play

Her thoughts may seem quite far away
In many ways she won't adapt,
And she'll be known as handicapped.
So let's be careful where she's sent

We want her life to be content
Please, Lord, find the right parents who
Will do this special job for You.
By Edna Massimilla of Hatboro,
Pa 19040 They will not realize right away
(reprinted with permission) The leading role they're asked to play
http://www.frommyheart.org/index.
php?p=1_27_Heaven-s-Very- But with this child sent from above
Special-Child Comes stronger faith and richer love.
And soon they'll know the privilege given

In caring for this gift from Heaven.
Their precious charge, so meek and mild
Is heaven's very special child.
“Variables include human characteristics that differ or vary from one person to the next”
(Burden, 2010) including: height, weight, intelligence, gender, race, socioeconomic status, and
age. Burden also points out that we have “less observable but equally important variables
include self-esteem, confidence, anxiety, and learning style” (p. 151).
Individuals within a group tend to “follow the leader.” A good comparison would be the
“domino effect,” as one domino topples so do the rest. If someone within the group “acts out”
the majority of the time the rest will. We, as teachers, must first model respect for each and
everyone and then educate our students about diversity. Since there is so much diversity I our
classroom it all boils down to educating on these difference which in actuality are similarities.
This integrating knowledge (and individuality, at the same time) gives another tool that
teachers use to manage classrooms to ensure the atmosphere is a safe, secure, and learning
environment. My diverse classroom management plan is based upon these diversities.
Students with mild learning disabilities
Burden (2010) describes that many students with learning disabilities have average or
above average intelligence, but they often fail to perform I line with their potential compared to
their peers (p. 175). These students may be able to do one thing but do not actually perform that
task. This is where it can be extremely difficult for the teacher.
Students with learning disabilities may experience difficulties in four areas (Burden,
2010, p. 175):
1. Learning and academic difficulties
2. Language and communication difficulties
3. Perceptual and motor difficulties
4. Socio-Emotional and behavioral difficulties

Special Needs Teaching Strategies
• Control the difficulty of the tasks
• Teach in small interactive groups
• Use a combination of direct instruction and cognitive
strategy instruction
• Provide a framework for leaning (e.g., advance
organizers)
Learning • Model processes and strategies using thinking aloud and
instructional conversations
disabilities and • Teach self-regulation and self=monitoring
inappropriate • Provide opportunities for extended practice and
application
behavior
• Use learning tools and aids
• Adjust workload and time
• Present content and have students demonstrate Teach
students to use memory strategies.
Ref: Burden, p. 171
Students who are gifted and talented
Statistics demonstrate “Gifted students come from all ethnic groups, they are both boys
and girls, they live in both rural and urban areas and they aren't always straight A students…
Students who are intellectually gifted demonstrate many characteristics, including: a precocious
ability to think abstractly, an extreme need for constant mental stimulation; an ability to learn
and process complex information very rapidly; and a need to explore subjects in depth” (Tips,
2003).

Unchallenged Teachers should:
gifted students • Not required that they repeat material they already have
mastered;
may develop • Present instruction at a flexible pace, allowing those who
poor attention, are able to progress at a productive rate;
• Condense curriculum by removing unneeded
assignments to make time for extending activities
and study
• Encourage students to be self-directing and self-
habits, form evaluating in their work
negative • Use grading procedures that will not discourage students
from intellectual risk-taking or penalize them for choosing
attitudes toward complex learning activities
school and • Provide resources beyond basal textbooks
• Provide horizontal and vertical curriculum enrichment
learning and
• Encourage supplementary reading and writing; and
waste academic • Encourage the development of hobbies and interests
learning time Ref: Burden
(Burden, 2010,
p. 154)
Below are suggestions from Davidson Institute for Talent Development,
(2003) that can be used by any teacher to aid gifted students and promote
achievement in positive ways (Tips).
Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted

Gifted students Students
Tip #2: Let Go of "Normal"
learn differently Tip #3: Conduct Informal Assessments
and have unique Tip #4: Re-Familiarize Yourself with Piaget & Bloom
Tip #5: Involve Parents as Resource Locators
academic needs. Tip #6: Learn About Distance Learning Opportunities
Tip #7: Explore Acceleration ~ It's Free and It Works!

Tip #8: Learning from the Experiences of Others
Tip #9: Utilize Outside Resources
Students with emotional or challenging behavior disorders
There are times that students struggle with controlling their behavior and emotions
because they nave not learned how to cope and the skills to regulate their moods, to stop before
they act. Although these student may have a medical condition that leads them to anger, to act
out with “little provocation and to bounce quickly between moods. While there is no way to
eliminate the classroom problems that this type of behavior can cause, teachers can assist the
student and build a better class environment by making accommodations” (Erin Schreiner, eHow
Contributor, n.d.).
Teaching Strategies
Special Needs
• Teacher should read and understand each IEP and
address any needs with teaching strategies for that
student.
Students with • Follow accommodations and/or modification as outline in
the IEP
IEP
• Follow behavior plan as outline by the team
• Be consistent
Emotional • Acknowledge the Problem
Set a "Cool Down" Zone
outbursts or Create a Silent Signal
other behavior Use Journaling
Reward Frequently
issues
Ref: Schreiner
Students with attention deficit and hyperactivity disorder
Attention deficit and hyperactivity disorder (ADHD) is a behavior syndrome involving
poor attention span, hyperactivity, and weak impulse control (Burden, 2010). According to
Burden, “3 to 5 percent of school-age children in the United States have ADHD, with far more
boys than girls affected” (p. 178).
The spectrum of autistic disorders ranges from intellectually gifted to severely limited, it
is impossible to offer a one-size-fits-all set of solutions (Curwin, 2008, p. 192). “Many students
with autism have sensory issues leading to hypersensitive reactions to touch, sound, or sight” (et.
al. p. 192). I have observed attention deficit and hyperactivity disorder students who were so
focused that when attempts were made to interrupt them they became very upset and angry.
Special
Teaching Strategies
Needs
Organization Techniques for Teachers with ADHD Students (Mayflor Markusic,
Inattention and
2011)
Un- • Utilize folders and dividers on the student’s desk –desk should remain
uncluttered with colorful folders and dividers…to organize work.
organization
• Post a visual aid for the schedule – The concepts of “time” and
“routine” can be learned by the ADHD-diagnosed student when supported
by a visual representation of the classroom’s daily schedule.
• Demonstrate how to organize the items on the desk – Before the

ADHD-diagnosed students become independent in organizing their own
things, the teacher must demonstrate an easy-to-follow method of
organizing the items on the desk. Then, the teacher should consistently
follow up on the students to encourage them to organize their own desks. As
the students learn to organize, their efforts must be recognized by giving an
extrinsic reward, such as a ribbon or a “desk fairy.”
• Involve the help of parents by using assignment charts – The

assignment chart will be taken home by the students and will require the
signature of the parents.. A variation of the assignment chart is the task
chart. It will be used by both teacher and student to track the tasks that have
been completed and the tasks that still needed attention.
• Use colors or color codes – Colors are generally more attractive to
students than simple black letters. The textbook and accompanying
workbook for each subject must bear a particular color that is associated
with the subject. In this manner, the student can focus on what is on the
textbook and not on the question of whether he/she got the right textbook or
not. It is also a recommended idea to have extra textbooks at home so that
the students will not be hindered by a lack of homework resources.
http://www.brighthub.com/education/special/articles/1764.aspx#ixzz1HClhZnrF
Ways to work effectively with ADHD students (Burden, 2010, p. 179):
• Maintain a schedule and have consistent daily routines.
• Establish clear standards of behavior
• Prepare students for transitions and provide support in completing
ADHD: transitions
• Assign work that is within the student’s capabilities.
• Inattention • Emphasize time limits.
• Hyperactivit • Use novelty in instructions and directions.
y • Be brief and clear,
• Arrange the environment to facilitate attention.
• Allow for movement and postures other than sitting.
• Impulsivity
• Provide organizational assistance.
• Provider rewards consistently and often
• Avoid fatigue, stress, and pressure.
• Be accepting of these students’ limitations.
Curwin related that because many of these students have “difficulty correctly
reading their immediate social circumstances, which often causes them to
misinterpret other people’s words or body language” (2008, p. 192). I have seen
Easy Targets documentaries of ADHD students who thought another student was being
“nice” to them, and in reality they were being bullied.
• Teacher will need to observe and be supportive that this does not occur.
Students with Asperger’s Syndrome
Classroom Transition Tips For Asperger's Students (Kate Simon, 2010):
Asperger students
http://www.brighthub.com/education/special/articles/25249.aspx#ixzz1HCYa1W6r
Difficulty with adjusting to
the daily classroom activities Asperger's children respond well to visual cues; therefore to make the transitional process
because they cannot easily easier:

• Use picture charts to show each activity that takes place during the school day.
transit. • A separate picture for each part of the day can be attached or removed from the
board with Velcro.
• Picture chart(s) will serve as a reminder that one activity has ended and another is
Minds are rigidly focused on starting.
• Example: "Circle Time is over soon, would you like to put the Circle Time picture
their current interests
on the chart?" The picture chart(s) will help the Asperger's students learn to
anticipate the classroom routine.
Having to abandon such
interests can provoke an Older Students with Asperger’s: Use verbal cues that a transition will be forthcoming.
attack of nerves and anxiety. • "Math is ending in five minutes, and then it will be time for Science."
• Keeping a written log of the daily classroom schedule in easy view of Asperger's
students is also an effective way of preparing them to adjust their mindsets for the
changes that will be occurring.
• Teachers should also be sure to provide ample time for notifying children with
Asperger's syndrome of a special event that is not a normal part of the classroom
routine.
Unusual events such as student assemblies and fire drills can still be positive experiences
if the students have a clear awareness of when they will take place. Though classroom
transitions are more challenging for ADHD/Asperger’s students than for neurotypical children,
“teachers who offer emotional support and willingness to help these children adapt will facilitate
a smoother process” (Simon). This was observed to be true in a recent fire drill where ADHD
students attended and went well due to the prior planning, educating, and support; although one
student wore headphones to drown out the noise.
Students with challenging life issues

At times classrooms may have students with challenging life issues in these instances
teacher must understand these students may have difficulty with their academic work because of
what they may be going through at home. “Some students may have been the victims of
circumstances beyond their control, such as having been abused or neglected, living in extreme
poverty, or having parents who are abusing alcohol or drugs, having eating disorders, or being
depressed” (Burden, 2010, p. 184). Teachers should remember that normally there is a reason
why students behave the way that they do.
Troublesome As teacher, identify students who have a problem and make sure they get professional help.
behaviors/attendance Refer the student to the school counselor, nurse, or other appropriate support personnel
problems (Burden, 2010, p. 185).

• Expect the student to perform at a high level
• Have a consistent learning environment
• Keep in control
Students with parents
• Hold students responsible for their own behavior
who are substance • Set limits when necessary
• Provide a quiet place to work
abusers
Ref: Burden
Abuse or neglected Teacher required by law to report suspected cases of child abuse or neglect.
students Ref: Burden

• Educate student to prevent certain behaviors
• Individual attention
• Mentoring
Students prone to • Tutoring or coaching
• Prevention training
violence, vandalism, and • Recreational, enrichment, or leisure activities
bullying • Programs to promote a sense of community and social integration
Ref: Burden

• Recognize child abuse by knowing the signs that may signal the presence of child
abuse or neglect
• Consider the possibility of physical abuse
• Consider the possibility of neglect
• Consider the possibility of sexual abuse
• Consider the possibility of emotional maltreatment
Students living in Specific strategies and support from the teacher:

• Provide free learning materials
poverty • Facilitate after-school programs
• Subsidize school expenses
• Treat students with respect
• Teach procedures in a step-by-step manner to clarify expectations
• Permit students to work together
Ref: Burden, 2010, p. 187-189

• Partner students with classmates to serve as mentor or buddy concerning procedures in
the classroom and the school
• Find volunteers who can tutor the student at the school or at the student’s shelter.
• Provide the student with needed supplies to do homework at the shelter
• Check into services provided by the school or district for children who are homeless
• Work with other counselors, special education teachers, or other resource people in the
school to meet the needs of the children who are homeless.
Homeless
Ref: Buren, p. 191
NOTE: Follow-up issue regarding how is the student getting to school.

If riding a bus then does the bus take the student directly to the shelter?
Recent observance of a student that the bus took an elementary student
4-blocks from shelter. The student got of the bus, and was hit by a car.
Know the warding signs such as:

• Frequent restroom requests
• Dental problems
• Bad breath
Eating Disorders • Hair loss
Make sure students are not ridiculed because of their appearance.
Ref: Burden, p. 191
Know the warding signs such as:

• Overwhelming sadness, apathy, irritability, and hopelessness
• Pervasive difficulty in concentrating, remembering, or making decisions
• A sense of inappropriate guild, worthlessness, or helplessness
Depression and Suicide • A dramatic drop in school performance
• A radical change in personality
• Noticeable neglect of personal hygiene, dress, and health care
Known school policies and roles, procedures to follow.
Students with different cultural back grounds

Make sure that classroom poster, pictures, books, music, toys, dolls, and other materials are
diverse in terms of race, ethnicity, gender, age, family situations, disabilities, and so on.
Varied representations are not only important for making diverse student populations feel
Classroom poster, included; they are important for teaching homogeneous student populations about the world
beyond their classroom.
pictures, books, Ref: http://www.understandingprejudice.org/teach/elemtips.htm
music, toys, dolls, Tips for Elementary School Teachers
and other materials

Teachers must be sociocultural consciousness means understanding that one’s way of
thinking, behaving, and being is influenced by race, ethnicity, social class, and language.
Therefore, prospective teachers must critically examine their own sociocultural identities
Sociocultural and the inequalities between schools and society that support institutionalized
discrimination to maintain a privileged society based on social class and skin color.
Consciousness Teacher candidates must inspect and confront any negative attitudes they might have
toward cultural groups.
Ref: Kea
Consider the Cognitive differences and do the following (Burden, 2010, p. 153):
• Expect students to be different
• Spend the time and effort to look for potential.
• Realize that student needs are not only in deficit areas. Development of potential is a
need, too.
Cognitive • Be familiar with past records of achievement.
• Be aware of previous experiences that have shaped a student’s way of thinking.
Differences
• Challenge students with varied assignments, and note the results.
• Use a variety of ways of grading and evaluating.
• Keep changing the conditions for learning to bring out hidden potential.
• Challenge students occasionally beyond what is expected.
• Look for something unique that each student can do.
Special Teaching Strategies
Needs
• Visual/Spatial Intelligence ("picture
Multiple
smart")
Intelligen • Bodily/Kinesthetic Intelligence (“body
ces smart”)
• Verbal/Linguistic Intelligence (“word
Use Howard smart”)
Gardner • Logical/Mathematical Intelligence
theories of (“number/reasoning smart”)
multiple
intelligences • Musical/Rhythmic Intelligence (“music
when smart”)
selecting • Interpersonal Intelligence (“people
instructional smart”)
techniques
and • Intrapersonal Intelligence (“self smart”)
differentiatin
g instruction.
These multiple intelligences can be nurtured and strengthened, or ignored and
weakened. He believes each individual has nine intelligences.
http://keep3.sjfc.edu/students/kds03901/e-port/mult.%20inte.html
Bodily/Kinesthetic Intelligence (“body smart”) learners express themselves through

movement. They have a good sense of balance and eye-hand co-ordination, and they
remember information best when they can move as they learn. They’re typically good
at sports, making things, crafts, and acting and grow up to become athletes, dancers,
actors, artisans or firefighters. http://www.suite101.com/content/learning-styles-
a42445
Verbal/Linguistic Intelligence (“word smart”) learners have a strong ability to use

words and language; they think in words instead of pictures. They typically have
highly developed auditory skills and are often good speakers and story tellers. Verbal
learners are our poets, writers, journalists, teachers, lawyers, and politicians.
http://www.suite101.com/content/learning-styles-a42445
Logical/Mathematical Intelligence (“number/reasoning smart”) learners think

conceptually, using reason, logic and numbers to make connections and understand
information. They tend to ask lots of questions and like to do experiments; they
enjoy problem solving, classifying and categorizing things and working with
geometric shapes. Logical learners can become scientists, engineers, computer
programmers, accountants and mathematicians.
Visual/Spatial Intelligence ("picture smart") learners think in pictures more than
words and need to create vivid mental images to remember and understand
information. They like maps, charts, pictures, videos, and movies, so teaching with
film may be helpful in their case. They’re usually good at puzzles, have a strong
sense of direction and like making and repairing things. Visual/Spatial learners can
become navigators, sculptors, inventors, architects and interior designers, mechanics
or engineers. http://www.suite101.com/content/learning-styles-a42445
Musical/Rhythmic Intelligence (“music smart”) learners enjoy creating and

listening to music and tend to think in sounds, rhythms and patterns. Many of
these learners are extremely sensitive to environmental sounds. They often
enjoy singing, whistling, playing musical instruments, and composing music
and can become musicians, disc jockeys, singers or composers. Teaching with
music may be helpful for them. http://www.suite101.com/content/learning-
styles-a42445
Interpersonal Intelligence (“people smart”) learners have a strong ability to relate

to and understand others. They’re able to see things from other perspectives and are
often described as having an uncanny ability to sense feelings, intentions and
motivations. They use both verbal and non-verbal skills well and are often
empathetic, making them good counselors, salespeople, politicians or business
people. http://www.suite101.com/content/learning-styles-a42445
Intrapersonal Intelligence (“self smart”) learners are self-aware and able to

understand their inner feelings, dreams, relationships with others, strengths and
weaknesses. They can make excellent researchers, theorists, and philosophers.
Students with limited English proficiency

Teacher should demonstrate respect and understanding for the support that occasional
first language use provides and not “they are talking about me.”
Teachers should
A good approach is for a teacher to discuss his or her reasons for allowing students to use
not think:
their first language in class with the students. For example, teachers can explain how
"They're talking
they understand that native language use can be helpful in their learning process. At the
about me."
same time, they can also question students who are busily speaking in their first
language, asking if they are on- or off-task.
Ref: Curran
Maintain Routine reduce the likelihood that a learner will become lost in unexpected transitions.
Routines as Because many ELLs come to the United States with experience in different classroom
much as possible cultures, predictable routines are more easily learned and understood and can help anchor
to help all them in the new culture. In addition, these new routines "may be the first stable feature
students some students have experienced in a long time, especially if they have recently
including the immigrated under adverse circumstances" (Peregoy & Boyle, 2000, p. 16).
ELLs. Ref: Curran
Peregoy and Boyle (2000) suggest that teachers can also ease new immigrant students
into classroom routines by assigning them a personal buddy. Ideally, this buddy would be
a student who knows the newcomers' language. His or her job would be to accompany
the new student through the day, providing a model for appropriate behavior and a
Study Buddy
resource for support. For example, this student could explain classroom procedures (e.g.,
how to line up for the bus, pay for lunch, etc.) and provide an up-close language model
as the ELL observes his or her interactions with other students and the teacher.
Ref: Curran
• Plan collaborative learning and pair-work projects in which students work together in
both their first and/or second languages.
• Second language acquisition specialists have discussed the importance of this social
interaction.
Include ELLs in
classroom • Group projects, unlike abstract teacher talk, may provide rich learning opportunities
activities & for language learners as the students observe and engage in communication with a
Collaborative purpose.
Learning • Allowing students to work in cooperative groups (especially groupings that remain
unchanged for long periods of time) may be another way to help create a sense of
belonging.
Ref: Curran
Creating a • Learn to pronounce students' names correctly,
classroom • Displaying welcome signs in many languages, and
environment • Make eye contact with students, can help convey to ELLs that they are important
where students members of the classroom community.
feel safe, secure, • Connect with parents or guardians of ELLs
and a sense of Ref: Curran
belonging will
help reduce fear
and anxiety -
ELLs
For all students including the different culture backgrounds and ELLs (Curran, 2003):
Teachers need to learn about their students. Because learning is built on previous
learning, it is essential that teachers make an effort to learn about and build on the
cultural and linguistic backgrounds their students bring from home. Often these different
backgrounds are seen as deficits or problematic (McKay & Wong, 1996), while
ironically, it is these students who have the potential to leave our school systems as
bilingual and bicultural. When teachers learn to see the diverse backgrounds of their
students as resources, these students' experiences can serve to promote the
multilingualism and multiculturalism of all the students and the teacher.
According to authors, Leonore Ganschow and Elke Schneider, students who have
difficulties in one or more of the language systems — reading, writing (especially spelling and
grammar), listening, speaking — may experience problems learning a foreign language in school
(Ganschow, & Schneider, 2006, para. 6). The article continues to relate that thes e s tuden ts
ar e “referred to as ‘at-risk’ because of their struggles in the regular foreign language
classroom.” Some of these students may have been classified by the school as having language
learning disabilities or dyslexia” (Ganschow, & Schneider, 2006, para. 6).
Another issue we need to consider is students that are English language learners may also
need special education services. For these students this is a two-sided sword. English language
learners who need special education services are further disadvantaged by the shortage of special
educators.
“Prior to initiating a nondiscriminatory assessment of an ELL student, school personnel
should implement careful screening and appropriate classroom instructional and behavioral
interventions. Further, before planning a formal assessment, educators must gather information
through interviews with parents, teachers, and the student; through classroom observations; and
through the collection of educational, developmental, and medical histories” (Lionel A.
Blatchley & Matthey Y. Lau, 20100.
In regards to Instructional Strategies, According to the National Center on Secondary
Education and Transition (NCSET) web article, Frequently Asked Questions: How can strategies
are modified to improve their effectiveness with students with disabilities (NCSET, Swanson):
A meta-analysis of intervention research by Swanson, Hoskyn, and Lee (1999) identified
three factors associated with improved instructional outcomes for students with learning
disabilities, regardless of the instructional model used or the content of the instruction.
These include:
(1) control of task difficulty;
(2) use of small, interactive group instruction (six students or less); and
(3) use of direct response questioning that helps students put their thoughts into words by
“thinking aloud.”
By using these factors, teacher will be able to adapt instructional model or content to
meet the needs of learning disable student. I am commitment to do everything I can for all of my
students to be successful in school and ultimately for the rest of their lives. I will demonstrate
my respect and caring for my students by implementing the following techniques (Burden,
2010):
• Get to know all of your students.

• Create an inclusive classroom by making instructional and management modifications
based on an understanding of your students.
• Create a classroom environment that promotes positive behavior and enhances student
learning.
As Burden (2010) related teachers often make accommodations and modifications to
their teaching to meet the learning needs of students with exceptions (p. 163). Burden continues
to describe the difference between accommodations and modifications: (210, p.163):
• Accommodation is an adjustment in the curriculum, instruction, learning tasks,
assessment, or materials to make learning more accessible to students
• Modification is a change in the standard learning expectations so that they are realistic
and individually appropriate. Modifications are used for students for whom all possible
accommodations have been considered and who still need additional measures to help them
progress.
General Tips about Making Accommodations (JIU, Module 6, Theme 2)
I will use accommodations as an effective tool in creating an inclusive classroom where:
• All children can learn.
• All students differ in the way they learn best.
• All students learn best when studying interesting topics they find personally
challenging.
• Effective instruction for students with disabilities is based on best practices for all
students.
• Accommodations:
 Must become the rule, not the exception

 Increase the chances of learner success
 Are the responsibility of all educators
 Are developed from a collaborative, problem-solving process
There are different levels and methods of accommodations, depending on the severity of
the disability to be used. Prior cognitive awareness, evaluation, and the ability to adjust
accordingly is a necessity for the teacher to counteract these levels of diversity. In addition
selecting the “best place to make the accommodations” (JIU, Module 6):
(1) Classroom expectations;
(2) Instructional arrangements;
(3) Classroom grouping;
(4) Instructional materials; and
(5) Instructional methods.
Accommodations also differ as to types (JIU, Module 6):
• Input: The way the teacher presents information
• Output: The way the teacher asks students to show they understand the information
• Size: The amount of work the student is required to do
• Time: The amount of time the student is given to complete the task
• Difficulty level: The level of difficulty of the tasks
• Level of support: How much support that is provided by another adult or student
• Goals: some students may be given modified goals
Accommodations do not reduce learning expectations. They provide access. Changing,
lowering, or reducing the learning expectations are usually referred to as a modification or
alteration. These modifications include (Thompson, n.d.):

• Requiring a student to learn less material (e.g., fewer objectives, shorter units or
lessons, fewer pages or problems)
• Reducing assignments and tests so that a student only needs to complete the easiest
problems or items.
• Revising assignments or tests to make them easier (e.g., crossing out half of the
response choices on a multiple choice test so that a student only has to pick from 2
options instead of 4).
• Giving a student hints or clues to correct responses on assignments and tests.
Modifications can result in greater gaps between students and their classmates. Using
modifications may result in implications that could adversely affect a student throughout his or
her educational career (Thompson, n.d.). Teacher will be extremely careful in using the above
modifications, and whenever possible explain to the classmates why these methods are being
used.
Maslow Hierarchy of Needs
The Maslow concept of a hierarchy of needs is important to all individuals/learners.
However, these needs become increasingly important for students:
• Culturally diverse students
• Exceptional needs,
• Emotional or challenging behavior disorders and the
• Students with challenging life issues.
Teacher will use Abraham Maslow's theory of Hierarchy of Needs in development of
teaching strategies.
Psychologist Abraham Maslow concept of a
hierarchy of needs as described in his 1943 paper "A
Theory of Human Motivation" and his subsequent
book, Motivation and Personality suggests that
people are motivated to fulfill basic needs before
moving on to other needs
(http://psychology.about.com/od/theoriesofpersonalit
y/a/hierarchyneeds.htm)
Maslow believed that these needs are similar to

instincts and play a major role in motivating
behavior. Physiological, security, social, and esteem
needs are deficiency needs…meaning that these
needs arise due to deprivation. Satisfying these lower-
level needs is important in order to avoid unpleasant
feelings or consequences. Maslow termed the
highest-level of the pyramid as growth needs…
Growth needs do not stem from a lack of something,
but rather from a desire to grow as a person (et. al.).
Maslow hypothesized that humans have a

hierarchy of personal needs that tend to develop
along with physical development and continues
throughout life.
Physiological Needs Question: How can a person learn if they are hungry or
These include the most basic needs that are vital to have not had enough sleep?
survival. Teacher will be observant of student(s) behaviors…are
they sleepy…do they act like they never get enough to
eat?
Security Needs Question: How can a person learn if they are worried
Security needs are important for survival, but they are about the safety or are sick?
not as demanding as the physiological needs. Teacher will be observant regarding students
appearance of health or the sign/symptoms of safety…
abuse.
Social Needs Question: How can a person learn if they feel like they
Maslow considered these needs to be less basic than have no friends, lonely?
physiological and security needs. Teacher will be observant as to student(s) interactions
with others.
Continue: Hierarchy of Needs
Esteem Needs Question: If you have no self-esteem and never

After the first three needs have been satisfied, esteem receive recognition from others especially family then
needs becomes increasingly important. People who how can you learn?
are able to satisfy the esteem needs by achieving Teacher will ensure recognition and praise is given to
all students. At the same time student will encourage
good self-esteem and the recognition of others tend to
recognition from family members where it appears to
feel confident in their abilities be needed.
Self-actualizing Needs While this is the highest so many times for the special
This is the highest level of Maslow’s hierarchy of needs student this can be the most difficult to achieve.
needs. Self-actualizing people are self-aware, Several of these characteristics are for the most part
concerned with personal growth, less concerned with belonging to the gifted student. However, at times
these students do not feel the acceptance because of
the opinions of others and interested fulfilling their
others feelings.
potential. At the very peak of Maslow’s hierarchy are
the self-actualization needs. “What a man can be, he If needed teacher will implement measures to ensure
must be,” Maslow explained, referring to the need acceptance from others…i.e. model acceptance so
people have to achieve their full potential as human other may see. There may be a need to let the class
beings. know that special needs students are held to the same
Maslow also identified some of the key standards as the other students in the classroom…this
characteristics of self-actualized people: will help to gain acceptance.
• Acceptance and Realism: have realistic
Teacher will be available for guidance and advice for
perceptions of themselves, others and the world
all students.
around them.
• Problem-centering: concerned with solving
problems outside of themselves, including helping
others and finding solutions to problems in the
external world.
• Spontaneity: spontaneous in their internal
thoughts and outward behavior. While they can
conform to rules and social expectations, they also
tend to be open and unconventional.
• Autonomy and Solitude: need for independence
and privacy…need time to focus on developing
their own individual potential.
• Continued Freshness of Appreciation: view the
world with a continual sense of appreciation,
wonder and awe.
• Peak Experiences: or moments of intense joy,
wonder, awe and ecstasy. After these experiences,
people feel inspired, strengthened, renewed or
transformed.
For the special needs student teacher will follow their IEP, and as with all students “the
key to classroom management is prevention. And one way to prevent problems in the first place
is to ensure all students have the chance to be successful. Once students start experiencing more
success in the classroom, their behavior will improve and classroom management issues will be
minimized” (JIU, Theme 2).
I am not alone! I must remember that the schools have a wondering team of specialists,
therapists, administrators, counselors, teachers, and other supportive staff that are working
together to meet our students needs. Of course the student and family member(s) are the most
important part of the team. While my plan is based upon the above diversities it is also flexible
and as new diversities arise (such as new students) then educational researches and interviews
will be conducted to meet the additional/different needs of these students so they too can be
successful.
My Communication Plan for Families
Close communications with parents are very important. Research shows that children do
better in school when parents talk often with teachers and become involved in the school. To
have an open, direct, and honest relationship with my students’ parents I have to develop a trust.
My parents have to know that I am an advocate for their child. “When family members and
school personnel get to know one another, and trust that each other share some common goals
and values regarding growth and development for children and youth, then the
misunderstandings, even conflicts that can occur will be resolved more easily. When
relationships develop, all parties benefit” (Ferguson, p.1, para. 3):
Parents Trust
There are steps to accomplish a parent’s trust (Burden, 2010, p. 68, 1-6):
1. Begin with creating open, two-way communication and to establish friendly
relationship. Contacts should be of a positive nature.
2. Teachers should have an understanding of the student’s home condition which
will assist in deciding on an appropriate course of action with the student and parents.
3. Parents appreciate knowing teacher’s policy concerning homework, late papers, and
grading guidelines. Academic expectation sand events as well as student
performance requirements would have been reviewed with students and parents at
the beginning of the years as well as through out the year.
4. Furthermore, I would have enlisted help from families about academic issues by
requesting families to supplement needed classroom and instruction supplies.
Hopefully I had volunteer family members as classroom aides and/or chaperones for
regular and/or special events. This would also create a system of trust and
partnership with families.
5. Disciplinary expectations and actions would also have been reviewed in a letter to
parents/students at the beginning of the year. These actions will be used as a tool if
their child misbehaves.
6. To enlist help from familes about dealing with their children. Teacher will
contact parents for assistance in identifying ways for help their child.
When the above steps are followed then parents’ trust is gained and they will realize how
genuinely concerned I am about my students overall well being. This partnership will only make
it easier with any resistance I may come against.
For me as a student in a public school there were few and far between
parents involved in the school. I rarely saw anyone except possible the PTA
presidents. As for parents attending the school or being involved I do not
remember any.
When my daughter was in school I worked during the day and unable
to attend most activities unless I took off work. If I did attend anything it was
uncomfortable because no one from the school talked to me, and I did not
feel like implementing a conversation because I was not one of the “in-
crowd.” I wanted to do what I could to help and be involved but nothing was
offered and I was not going to say anything. It definitely was not a win-win
situation.
Dianne Ferguson wrote an article, “About the Difference Between
“Parent Involvement” and “Family/Community Linkages” published by the
National Institute for Urban School Improvement, Inclusive Schools: Good for
Kids, Families and Communities. Ferguson describes a broader set of
activities for family members in the school building increasing the number of
adults in the building providing care and guidance to students (n.d., p. 3,
para 1).
I would have loved to be involved in my child’s school and felt like I
was helping. Some of these activities (listed below) are some that I could
have done on the weekends or afterhours. Everyone has special talents,
including families – not just parents that could support our schools and
ultimately our students. I believe these activities should be introduced by
the school administrators and where appropriate by the classroom teacher.
My feelings about this are so strong that I must include with my classroom
management plan.
For examples, family members might come to school to: (Ferguson, p.3, para. 2):
• Help maintain and improve the school physical plant and grounds
• Provide assistance in the office or cafeteria
• Create and maintain supports for families (e.g., food and clothes lending closet)
• Plan community events with other community groups
• Teach and co-teach special interest classes or regular subjects
• Supervise students at lunch and recess
• Assist teachers to design integrated, project-based curriculum units
• Work as classroom assistants
• Meet, orient, and support other families when they come to the school
• Provide translation for family members who don’t speak English
• Assist in decision-making through committees and councils
Ferguson relates that “sometimes schools find that families come to
celebration events in large numbers, but rarely come for meetings or other
events that focus on how family members might support their children’s
learning at home. Other schools find that only a small ‘core group’ of family
members seem to come to whatever is offered” (Ferguson, p. 2, para 2).
Burden (2010, p. 84) outlines “14 Ways to Communicate with Parents;”
I will describe ten of these communication strategies.
1. Introductory letter (attached)
I will send an introductory letter to parents’ one-two weeks prior to first
day of school. The letter will also be posted on class website and distributed
as an email via SIS program. Although I realize that for new students
administration may not have had the opportunity to post on SIS within this
time frame. If that is the case then I will seek measures to obtain their email
address and use appropriately. For the any additional students that are
enrolled without notice I will send a letter within the next day of school.
2. Letter about classroom management
A Parent-Teacher Classroom Management Plan/Contract will be sent
home with my students on the first day of school. The plan will be posted on
class website (updated as needed) and distributed as an email via SIS
program. For the any additional students that are enrolled without notice I
will send a letter within the next day of school.
3. Information sheets
Informational sheets are distributed for home, and posted on the web (this is my
responsibility to develop and post informational). Examples include:
• O’Neal Students Improve MAP Scores
• State law (Section 160.522) requires the Department of Elementary and
Secondary Education to publish an annual “report card” about each school district, each
school building and each charter school. We recently received our 2009 – 2010 MAP
scores from the State of Missouri. The scores for O’Neal were very good!
• Information about websites, software used, specific student passwords, and how
to download and use are distributed for home and posted on the web. Of course the
specific passwords are only sent home via student. (See TimezAttack; information is also
posted on website).
4. Open house
While the principal’s office send letters regarding dates/times of open
house, the regular classrooms have scheduled appointments. The computer
lab is open for visitors to tour with handouts of Computer Lab
Rules/Consequences and Approved Web Sites. I usually have a volunteer on
hand to help with this. Because I tour the buildings and take pictures of
families and students visiting the school, then these pictures are posted on
our website. Students (and parents) love this! It also gives me an
opportunity at the very beginning to meet my students and their families.
See: O’Neal Open House Photos. Thank you for attending our Open House! We would
like to extend a heartfelt thank you to everyone who came out to attend.
5. Newsletters
Newsletters will be sent hardcopy home with my students, posted on
class website, and distributed as an email via SIS program. Presently I use
the schools newsletter (http://www.poplarbluffschools.net/schools/oneal/december-
newsletter/) but I am in the process of developing a computer lab newsletter.
See an example from Siloam Springs,
http://web.sssd.k12.ar.us/southside/2010_Labnewsletter.pdf
6. Individual notes and letters
For special incidents I will use the Incident Report form described by classmate Ginger
Lee Kocurek (attached) and described below:

INCIDENT REPORT
Although an incident took place and it appears that a student may have inappropriate
behavior, we must first gather all of the information to determine what led to or caused
this behavior, how it can be avoided in the future, and whether or not there should be any
consequences.
7. Phone calls (See attached Parent-Teacher Telephone Scripts 1 &
2).
Harry K. Wong and Rosemary Tripi Wong (1991) points out that
teacher do not like to call parents (p. 162). They continue to relate that
parents are scared to hear from teachers (p. 162). For these reasons I will
pave the way as soon as I can at the beginning of the year.
In my observations I will select one-two students each day to carefully observe their activities
with the point of watching for something good that they are doing. If that student starts to
misbehave I will whisper to her that I plan on calling their parent and “wanted to say good things
about her…the student will usually turn their behavior around” (Trim, 2009). I will continue this
process as described by Diane Trim:
After the final bell, I called parents. If I couldn’t reach them at home, I’d call them at
work. Everyone likes to hear good things about their kids and few parents complained
that I called to tell them nice things. It’s important to my scheme that I talked to parents
in person. The personal contact smoothed the way to other possible phone calls about the
student and communicated to parents that I liked their kid. Of course, the student loved it
that I said nice things about her, too, so that made discipline easier as well.
I will also use the sandwich technique” where I will begin the
conversation with something positive about their child and end the
conversation with another positive statement about their child (Maurer,
2006).
8. Websites and e-mails
I am responsible for our school and my classroom websites:
http://www.poplarbluffschools.net/pb/schools/oneal/
http://www.r1schools.org//home/oneal/computerlab/
This information is share with students and parents at the beginning of the year in hard
copy and via email. At the same time I am responsible for general email messages to parents and
students via our SIS (Tyler Student Information System). I try to post anything that is given hard
copy to our students as email especially academic information. I am also responsible for our
school’s web calendar.
Example of web post attached
• http://www.poplarbluffschools.net/schools/oneal/earthquake-awareness-month/
• 2008-2009 School Accountability Report Card
• 2010-2011 Supplemental Education Services – Poplar Bluff R-I School District
• 2008-2009 O’Neal School Accountability Report Card
• 2010-2011 School Improvement Letter – O’Neal Elementary
• Facts and Terms Every Parent Should Know About NCLB
• No Child Left Behind Act (NCLB) of 2001
• Federal Register / Vol. 68, No. 74 / Thursday, April 17, 2003 / Rules and Regulations
18895
• Missouri Revised Statutes

9. Special events and informal contracts
Special events are described on web page, email, and hard copy to students. For example
during National Fire Prevention Week special activities were related to students and parents.
• Fire Fighters Visit O’Neal Informational
Poplar Bluff firefighters told O’Neal Elementary students not to be afraid of firefighters when
they visited the school as part of National Fire Prevention Week on Tuesday, October 5, 2010.
• Poplar Bluff R-1 Schools Show Support for Red Ribbon Week
Students and staff will unite and take a visible stand against substance abuse for National Red
Ribbon Week, which begins on October 25.
• I usually video record or take pictures of students working on specific computer
programs such as “Education City Play Live” this is a program where the students are competing
against each other of course they get excited and loud. I do not identify the students by name or
class but I do post on youtube.com, our webpage, send to teachers and post on school drive so
students may view. I plan to develop a slide/video show to be played at the next PTO meeting
and prior to the beginning of the spring concert. For parents that have email I send specific
pictures to them and for parents that do not, I print (black and white…no color printer) and send
to me.
• I use my cell phone everywhere I go within the school including during my two
daily duties to take pictures and or video clips. These are also shared with the Year Book Staff.
I do these activities for my students and their parents. However, I too get a benefit because the
parents want to know who took the pictures and since the pictures are of positive activities and
shared with them they realize I do care and want to share as much positive with them as I can.
10. Progress Reports:
Reports are given monthly or more often if needed, as identified by
computer teacher, classroom teacher, or parent. Reports address areas of:
Behavior:
Study/Work Habits:
Effort
Program Awards (Blue Ribbon)
Academic Issues:
Parent Signature:
11. Sending home student work
The computer lab does not does not send work home. However I do
send information about websites and how to download. (See TimezAttack;
information is also posted on website).
12. Conferences with families.
For the most part I do not have face-to-face conferences with the
families. Besides the phone calls or meetings where parents are invited in to
learn or get assistance with a software program. Most of my conferences are
with the classroom teacher and given any supportive documentation. This
too helps me to be the “good guy!”
As a teacher I will ensure my students’ families know that they are
welcomed and encouraged to be involved in as many ways and times as they
can. I will see out their recommendations as to how we can broaden this
scope. Family members are more likely to feel genuinely welcomed and find
their ideas and help are needed, not just tolerated. Teachers are more likely
to gain a deeper understanding, and ability to honor different cultural values
and practices. Differences in culture, social class, and feelings of power or
lack of power can better be managed within the context of genuine caring
relationships between family members and school personnel (Ferguson, p.1,
para. 2). When relationships develop, all parties benefit.
Conclusion
I realize that this classroom management plan will continue to change as my experiences
increase but I believe I will never leave these theories behind. Including the fact that students
develop from a “combination of natural forces within the child and outer forces of the child’s
environment” (Burden, 2010, p. 40). The most important aspect is to remember that the “control
of student behavior is a joint responsibility of the student and the teacher” (2010, p. 40, main
points #4) and parents. I will ensure that my classroom climate is flexible yet based consistently
on the same set of values or principles and these values stem from the love I have for my
students. My classroom will be safe, secure, and relaxed so the most optimum learning may
occur.
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Illustration #1: Response Plan for Challenging Students
Response Plan for Challenging Students
Whenever possible the appropriate intervention(s), tactics, and/or strategies will be integrated
from one of the following approaches to handle challenging student(s) (Burden, 2010).
However, as situations and students change so will the response plan is flexible to meet the
challenge.
1. Three Step Response Plan

2. Develop New Behaviors
3. The Problem Solving Approach
4. Use of Rewards and Consequences
Three-Step Response Plan to Misbehavior

Using the Principle of Least Intervention
Provide Situational
Use Mild Responses Use Moderate Responses
Assistance
Teacher Response: Teacher Response: Teacher Response:
To help the student cope with the To take nonpunitive actions to get To remove desired stimuli to
instructional situation and keep the student back on task. decrease unwanted behavior.
the student on task.
Nonverbal Responses Logical Consequences
Remove distracting objects Ignore the behavior Withdraw privileges
Provide support with routines Use nonverbal signals Change the seat assignment
Boost student interest Stand near the student Student write problem reflections
Provide cues Touch the student Place student in a time-out
Help students over hurdles Verbal Responses Hold student for detention
Redirect the behavior Call on the student during the lesson Contact the family
Alter the lesson Use humor Have the student visit the principal
Provide non-punitive time-out Send an I-message
Modify the environment Use positive phrasing
Remind students of the rules
Give students choices
Ask “What should you be doing?”
Give a verbal reprimand
Illustration #2: Example Human Disposition
Develop New Behaviors

For Example: Human Disposition
What is a Human Disposition? (Smith, 2010)
A human disposition is one's capacity or tendency to act in a certain manner, depending upon the
circumstances. But, human responses to circumstances are seldom uniform and precise, and they tend to
be strongly influenced by the nature of the circumstances. So, we cannot precisely define or predict a
human action based on an individual's dispositions, we can only estimate whether or not that individual
has the capacity or tendency to act. Normal malleable dispositions (e.g., paying attention, following
directions, cooperating, sharing).
These three methods for addressing malleable human dispositions provide insights into how the teacher
can deal with human dispositions in the classroom (Smith, 2010).
Triggering
Triggering deals with stimulating the individual to act based on a set of circumstances. When the
individual is stimulated, the individual responds in a certain way. This is the basis of conditioned learning
or reinforcement theory, where the teacher triggers the student to respond to a certain social situation in a
certain way. Getting all students to be quiet and pay attention by holding up two fingers is a perfect
example of triggering. Triggering is prevalent in virtually every instructional methodology and quite
amenable to direct instruction.
Interfering
Interfering relates to disrupting the train of behavior in order to disrupt or stop the pattern of thought.
Thus, by interfering, the teacher can disturb the thought process and introduce alternative behavioral
patterns. “OK. Take a deep breath.”
Illustration #2
“Time out” is a common interfering ploy used by teachers and parents alike. You stop the aberrant
behavior and introduce a different behavior, thus halting the reinforcement of the unwanted disposition.
Seeing a student remove safety goggles during a laboratory project, the teacher stops the class and gives a
brief lecture on the need for always wearing safety goggles. A social studies teacher stops a role playing
exercise on Civil War Reconstruction when one student calls another a “carpetbagger” and holds a
discussion on the use of “name calling” as a negative argumentative strategy.
Influencing
Influencing involves making causal corrections while the behavior continues. The entire school system is
set up to influence the dispositions of children. Classrooms are set up around dispositions concerning
rules, work ethics, attitudes toward social interactions, honesty, playing fair, sharing, etc. For a humorous
view of the effect schools have on dispositions read All I Really Need To Know I Learned in
Kindergarten by Robert Fulghum.
Development of Social Skills include:

Did the student obey a request to stop a negative behavior?
Did the student refrain from teasing, threatening or making fun of others?
Did the student wait for the person to finish talking before the student started speaking?
Did the Did the student continue to indicate interest by nodding or otherwise visually reacting?
Did the student show or demonstrate other positive behaviors?
Did he listen as much as he talked?
Did the student avoid sighing or whining about having to wait?
(Edited from http://cccoe.net/social/showrespect.htm)
Problem Solving Approach
When students confront a conflict they need problem-solving strategies to help them act
effectively without doing damage to themselves or others. Students can use a ten-step
process for dealing with problem situations before they do something hurtful to themselves
or others (Burden, 2010, pp. 250-251, Curwin & Mendler, 1997). As teacher, it is my
responsibility to first recommend which strategy and if some instance direct which strategy
to use. Of course students will needs assistance with each strategy and each step. Therefore
it is extremely important that I am knowledgeable and experience with any strategy utilized.
Illustration #2
Give yourself time to think and responds when something upsetting occurs. If
 Stop and Calm Down
angered, use some technique to calm your anger.
Clarify your concerns in specific, behavioral terms. Consider whether you
 Identify What the Problem is.
need to talk to others to help come up with a solution.
 Decide on Your Goal. Determine specifically what you want to have happen.
 Think of as Many Solutions to
Brainstorm about actions to solve the problem.
the Problem as You Can.
 For Each Possible Solution,
Think of All the Things That Anticipate consequences for possible solutions.
Might Happen Next.
 Choose the Best Solution. Select one from the previous list that has the most desired consequences.
 Choose a Back-Up Solution in
Case the First One Doesn’t Always have a back-up plan ready with at least one solution.
Work Out.
 Plan Your Solution and Make a Mentally rehearse when, where, and how a best solution will be implemented.
Final Check. Also anticipate potential obstacles and how to deal with them.
Carry out your decision and see how it works. If it does not work, then try
 Carry Out Your Solution.
another solution.
Ask self: (1) Did I reach my goal? (2) If the same problem occurs again,
 Evaluate. what will I do? (3) Are there any people (parents, friends, and teacher) who
might help me as I figure out the best solution?
Illustration #3: Use of Rewards and Consequences
Use of Rewards and Consequences

Rewards
Intrinsic reward: Grades and completion of assignments
Extrinsic reward: Fee time on allowed web sites
Consequences
Consequences are based upon the teachings of Love and Logic.

Consequences are logical by giving consequences that meet the behavior.
Whenever possible consequences are delayed with procedures followed as outline from Love &
Logic.
Specific Interventions that I follow when problems arise are incorporated as much as possible
from the interventions outlined in Discipline with Dignity Medium Control Approach. I found
the points outlined in the Schoolwide and Classroom Discipline, goes hand-in-hand with the
approaches I plan to use and therefore include in my plan (When Discipline Problems Arise,
#20-30):
 Intervene quickly (for specific behaviors/issues); do not allow behavior that violates
school or classroom rules to go unchecked.
 As appropriate, develop reinforcement schedules and use these with misbehaving
students.
 Instruct students with behavior problems in self control skills; teach them how to observe
their own behavior, talk themselves through appropriate behavior patterns, and reinforce
themselves for succeeding.
 Teach misbehaving students general prosocial skills--self-awareness, cooperation, and
helping.
 Place misbehaving students in peer tutoring arrangements; have them serve either as
tutors or tutees.
 Make use of counseling services for students with behavior problems; counseling should
seek the cause of the misconduct and assist students in developing needed skills to behave
appropriately.
 Make use of in-school suspension programs, which include guidance, support, planning
for change, and skill building. THIS IS A VERY LAST RESORT FOR ME!
 Collaborate with misbehaving students on developing and signing contingency contracts
to help stimulate behavioral change; follow through on terms of contracts.
 Make use of home-based reinforcement to increase the effectiveness of school-based
agreements.
 In schools which are troubled with severe discipline problems and negative climates, a
broad-based organizational development approach may be needed to bring about meaningful
change; community involvement and support is critical to the success of such efforts.
Illustration #4: Response Plan-Challenging Students Chart
Response Plan for

Challenging Students Chart
This chart is based upon the interventions and strategies of my classroom management plan.
This is a initial chart, as experience and knowledge continues to grow and the “tried and true”
test are determined successful the chart will continue to change. This chart is to be used as a
resource and not a “set-in-stone” plan.
Behavior Interventions
 Assess the behavior

 Talk to student
 Set interventions and goals with student
Disruptive Behavior  Give gentle reminders
 Give praise when goals are met
 Continue to set new goals
Disrespect  Keep everyone else on task by waiting until after class and then meet privately with
student.
From rolling eyes and  Show respect by not being pulled into a verbal battle of what did or did not do.
 Use the problem-solving approach.
heavy sighs to loud o Try to find out what the real problem the student may be having and
o Address techniques to solve that issue and
remarks.
o To get the student on the right path.
Teacher’s responsibility to Hopefully the misbehaving student will see the “error of his/her ways” and apologize.
minimize the disruption. Even if the student does not apologize, but the behavior improves then we all have won.
Depending upon the Remember the Win Win situation.
degree of disrespect
 First Intervention – Broken record:

By asking the student over and over to do the issue at hand.
(Ref: JIU, Module 5, Theme 2: Responding to More Challenging Behaviors)
Defiant attitude
1. Offer support - An offer of help is totally non-confrontational and is therefore one of
the best ways to deal
Often pupils are defiant Often pupils are defiant because they are afraid of failure – they don’t want to look
stupid in front of others.
because they are afraid of 2. Remind them of past successes and capabilities
failure. 3. Ask for their advice
4. Go through stepped consequences as per classroom behavior policy/rules
5. Praise the slightest improvement they make.
6. Avoid asking - ‘Why?’ Asking ‘why’ is confrontational.
7. Use silence - This can be very powerful. They want a response and by meeting them
with an impassive look and total silence you clearly convey that you will not be drawn
into an argument.
Ref: Rob Plevin, 2010
Emergency Bulletin Board
A large bulletin board posted in classroom by door with bright signs and maps.
Escape plans and procedures posted for all possible weather emergencies e.g., Fire, Tornado,
Earthquake.
These plans are reviewed first day and frequently throughout the year.
Drills conducted often to practice the procedures.
This time is use to observe challenging students to determine the best measures to ensure safety.
I do not want a student “playing around” in a real emergency.
Recently I have had an issue with challenging students responding “here” when a student that is absent
name is called. Each and every time this happens I explain to the students why it is so important why I
must know who is in the class and who isn’t. I model the correct activity to follow. This is a time that
I do not ignore a student that is not paying attention by laughing and talking.
Emergency telephone numbers and contact information is also posted on my Emergency Board.
Follow School Response Plan for Violent Behaviors

Note: for this assignment I have included responses from the web article—see NEXT PAGE.
In the meantime I will obtain our school response plan and incorporate it into my plan.
These issues are very important and must not be ignored.
My plan will follow the school plan

Reference:
Clarksville Montgomery County School System Classroom Response Plan
http://www.cmcss.net/iso/masterdocs/RSK-M003.pdf
Illustration #4
Clarksville Montgomery County School System Classroom Response Plan

Student to Student Fights:
Student to Student Fight
The following outlines some tips to stop a fight before it becomes physically violent.
 Several keys to early intervention:
• Don’t ignore warning signs.
• Get assistance.
• Remove others from the area.
• Approach calmly and confidently.
• Assume a supportive stance, off to the side and away from both individuals.
• Use a distraction such as a shout, blink the lights, or clap before communicating with participants.
• Use firm nonverbals that are calm, supportive and rational.
• Do not take sides.
• Set and enforce reasonable limits.
• Separate the participants and allow time to calm down.
 If a fight ensues, do not jump into the fight. Physical intervention should be the last resort, and it should be a team effort.
First try verbal intervention. If a staff member is alone:
• Get assistance.
• Remove obstacles and weapons.
• Remove onlookers.
• Attempt verbal intervention.
 Student Disturbance Incident
• Follow instructions of the school administrator.
• Make a list of student names who are absent from your class.
• Lock classroom door, if possible.
• Do not allow students to leave the classroom for any reason, unless you receive word from an administrator.
• Keep your grade book, seating chart and purse handy.
• Remain calm and in control. Keep student calm.
• Don’t try to speculate as to the nature or extent of the incident. Do not discuss with the students. Inform the students that
the administration will update the students and staff as soon as possible.
• Document (names, descriptions, etc.) anything you hear or see from students that you think maybe helpful later.
Procedure to Follow When Gun is on Campus:

 If student is suspected or in possession of firearm:
• Two administrators are to accompany student to private office. Remain close to student and tell student to keep arms at
side of body.
• Check the student, check all clothing and book bags. The extent and intrusiveness of the search of the student’s person
may increase based on the Level of your suspicion. Respect the student’s privacy.
Check suspected student’s locker. Have student accompany you to locker.
• If there is reason to suspect that a friend of student might be in possession of a Weapon, bring that student to the office for
body and locker search.
• Prior to the search, inform student as to why you are searching him/her.
• Allow student to explain his/her side of the story.
• Document and date what you did and why you did it.
• If a weapon is found, immediately call police support officer and have student arrested.
 If you have a tip that a student has a gun in their locker:
• Two administrators should inspect the locker. You may have police accompany you also.
• If weapon is found, ask principal to call police and have student arrested.
• If a student reports that another student has a gun, get as much information as possible.
• If a student should pull a gun on you, do not try to disarm the student.
Remain calm; back away and inform the student to put the gun down.
Do not threaten the student. If possible, have someone notify the police.
• If a student is searched for a suspected gun and no gun is found, be sure to inform the parents/guardians as to why you
conducted the search. If an arrest is made, an administrator will notify parents or guardians.
Illustration #4
Shots Fired on School Property:

 Immediately, the principal or his/her representative will call 911.
 Principal or his/her representative will announce, “Dr. Lockett please report to the office. Dr. Lockett please report to
the office.” (Sentence is repeated twice), over the intercom system.
 After 911 Call is placed and the emergency announcement is made, the Principal and/or their representative will notify the
Risk Manager/Safety Coordinator; Tommy Butler; at one of the following numbers,
 “Dr. Lockett please report to the office. Dr. Lockett please report to the office.”
• MEANS: lock the classroom door, do not allow students to leave the classroom, be seated on the floor next to an
interior way away from windows and doors until further notice.
 It is critical that everyone immediately takes cover. Those inside and outside of a classroom must know where to go for
safety.
 Avoid any and all confrontations with suspect or suspects.
 If safety permits, designate personnel to check hallways and other areas of the building to direct students, teachers,
visitors, maintenance workers, etc. not in a classroom to a safe area.
 Inform office staff as to appropriate information to give callers.
 Classroom teachers should immediately take roll and account for any Student’s not in class. (Students at the library,
seeing a Guidance Counselor, Speech, note to office, etc,). Librarian, Speech teacher, Guidance Counselor, etc. should write
down the names of students in their care and the teacher/class where the
student should normally be.
 If an arrest is made, an administrator will notify parents/guardians.
Hostage Situations- Intruder in the Building:

 First person to notice intruder (person with a weapon or person who is upset and/or acting out of control) will notify the
principal or person in charge of the building.
 Principal or his/her representative will announce, “Dr. Lockett please report to the office. Dr. Lockett please report to
the office”. (Sentence is repeated twice), over intercom system.
 At the same time the principal or his/her representative will call 911. After the 911 call is made, contact the Risk
Manager/Safety Coordinator; Tommy Butler; at one of the following numbers…
 “Dr. Lockett please report to the office. Dr. Lockett please report to the office.”
• MEANS: lock the classroom door, do not allow students to leave the classroom; be seated on the floor next to an
interior wall away from windows and doors until further notice.
 Avoid any and all confrontations with suspect or suspects.
 If safety permits, designate personnel to monitor hallways and other areas of the building to direct students, teachers,
visitors, maintenance workers, etc.
 Inform office staff as to appropriate information to give callers.
 Classroom teachers should immediately take roll and account for any Student’s not in class. (Students at the library,
seeing a guidance counselor, speech, note to office, etc.)
 Librarian, Speech teacher, Guidance Counselor, etc. should write down the names of students in their care and the
teacher or class where the student should normally be.
Illustration #5: Introductory Letter #2 (Teacher-Parent)
Dear Parent or Care Giver:
My name is Clara Wright, computer lab first-through-fourth grade teacher. I am

really glad to welcome you and your child to my classroom this year. I have been
teaching in the Elementary Computer Lab grade for five years; although I have
twenty-five years of computer experience.
I am interested in networking and have my own blog (list link) which I see as a
window to express my opinions and more importantly to get yours. Apart from
that, I am always on a quest to meet new people and learn about their language and
culture.
Your child will be participating in programs to introduce the computer or build upon
the prior year’s knowledge. One of our goals is that students will know the home
row keys prior to entering the 5th grade.
We have twenty-seven computers in the lab which makes it extremely nice because
each student works at their own computer. Your child will attend the computer lab
for one class period once a week. It is the hope of all the teachers involved that
time will be utilized to the maximum benefit of technology enrichment skills.
You can help your student by working with him/her on the following groups of
letters: Home Keys – ASDFJKL;. It may help them to color code the keys. We
will be doing fun things to help each other to learn the keys such as songs and
cheers. Of course the younger students may only learn 1-2 keys.
Computer basics according to grade level information will be distributed to each

student and be encouraged to take home for you as well. As a class we will be
working in several different software programs including on the internet.
Computer and internet safety will be maintained at all times and is therefore also
taught during the lab.
I plan to send home a draft copy of computer lab rules and consequences for my
students and your review and input. This will be completed by the end of the week.
Please be assured these rules and consequences are for the safety of your child.
Page 2 Introductory Letter

I am planning activities to develop the student's creative skills and interests. I
hope to make this academic year, an educational as well as a fun-filled year for my
students.
I am looking forward to meet as well as know each and every student of my class
and their parents too. If you would like to meet me to discuss your child’s
performance or any other problems that he/she is facing in class, you can feel free
to meet me during lunch break hours, between 9.15 to 10.00. It will be appreciated
if you inform me a day in prior to fix the meeting. Apart from this, you can also
email me at cwright@pb.k12.mo.us to discuss any concern you have about your child.
Please note if you do not have access to computer internet you may call me and
review the procedures and times that you may access the school’s lab computers.
Yours Sincerely,
(Signature)
Clara Wright
You may find out more information by visiting web pages of interest that can
be viewed during the summer as well as during the school year.
http://www.poplarbluffschools.net/pb/schools/oneal/
http://www.poplarbluffschools.net/schools/oneal/oneal-links/
http://www.r1schools.org//home/oneal/computerlab/
Illustration #6: INCIDENT REPORT
Although an incident took place and it appears that a student may have inappropriate behavior,
we must first gather all of the information to determine what led to or caused this behavior, how
it can be avoided in the future, and whether or not there should be any consequences.
Name of Student/Perpetrator__________________________________________
Grade______ Teacher______________________ Date of Incident___________
Victim(s)_________________________________________________________
Witness(es):_______________________________________________________
Person filling out this Incident Report: (circle one) Name___________________

Teacher Student/Perpetrator Student/Victim Witness Parent/Guardian
1. Describe the incident as you saw it, experienced it, or what you heard about it:___
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2. Do you have any opinion as to why the Student/Perpetrator did this act? Yes No
3. If yes, please explain what you believe led to this incident:___________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
4. Is there any other information you would like to share that might shed some light on the
misbehavior of the Student/Perpetrator?__________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
5. Is there any information, which you have shared above, that you do not want the student
mediators or other students to know? Yes No If yes, what information?_______
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
6. Would you like to have a private meeting with the Teacher? Yes No If yes, what day
and time would be good for you?_____________________________________
Reference: Ginger Lee Kocurek

Illustration #7: Teacher-Parent Telephone Scrip #1
Include the student.
If at all possible, make the calls right after the class bell with the student at
teacher’s side. This was the student will know exactly what I am saying.
The Script
TO STUDENT: What’s the best number to reach your parents? What’s your
mom/dad’s name?
Dial phone
TO SPEAKER: May I speak with Mrs. Jones? *Always use courtesy titles,
unless the parent has said otherwise. Don’t identify yourself as a teacher
calling from the school. That’s the parent’s business, not anyone else’s.
TO PARENT: Hello, Mrs. Jones, this is Clara Wright. I’m Sammi’s computer
teacher. Is this a good time? *Always introduce yourself and make sure that
the parent has time to talk.
TO PARENT: I have Sammi here with me, Mrs. Jones. Sammi is very helpful
to his classmates. However, we need to talk to you about Sammi’s behavior
in class today. *Make sure you don’t show any anger or frustration.
TO PARENT: Sammi chose to curse repeatedly in class today. Swearing is

not allowed in school and it disrupts class. Do you think you can help me with
this problem? *Always ask for the parent’s help. You two are partners in
helping students succeed.
Listen to parent.
TO PARENT: Thank you for your help. I will tell you that Sammi worked hard
on her assignment in class today and apologized to me for disrupting class.
*This is where you work in the positive behavior that the student showed
you.
TO PARENT: I’m going to pass the phone to Sammi. I think she’d like to talk
to you, but she has to go to class soon.
Pass the phone to the student.
TO PARENT: Thank you for your time today. Sammi and I will call you at the
end of the week to discuss her improvement. *This is the master stroke.
Sammi’s weekend will be much, much better if she plays the model student
in class. Both Sammi’s mom and Sammi will be on board.
Make the follow-up positive phone call on Friday. Have the student next to
you so the parent can tell the kid she’s proud of her.
Post-phone call
Document the date, time, phone number, and person you spoke to. Jot down
a few words and the parent’s suggestion for helping the student behave.
Write a plus or minus sign next to the call. I used to dedicate a spiral
notebook for this purpose and write down all the calls I made in the book.
Later, I documented the calls in our grading program under the student’s
notes. If I ever had to write a referral for a student, I printed out the
student’s grade sheet, which included all the parent contact I’d had.
It’s a great idea to make the Friday parent phone calls, too. Students look
forward to them because it’s an opportunity to salvage their weekend plans.
Parents look forward to them because they’re hoping for good news. They’re
a great tool for you, too, because these phone calls are positive parent
contact. The more positive parent contact, the more the parent is on board
with helping you help the student succeed. Document these phone calls, too.
Put a smiley face in the plus/minus column.
Reference
Trim, D. (2009). Parent phone calls: Here’s your script. Retrieved March 27, 2011, from
http://www.insidetheschool.com/articles/parent-phone-calls-here%E2%80%99s-your-
script/
Illustration #8: Teacher-Parent Telephone Script #2
Example call: Take a deep breathe
Hello, I need to speak with __________________________ (parent’s first and

last name).
This is Clara Wright, computer teacher.
_____________________(student’s name) attends computer lab on
__________________(day of week and time of day) from

_________________________ (regular teacher classroom’s name).
Do not worry __________________ (student’s name) is OK.

She is not hurt or ill.
However, I needed to call you simply to follow-through with what I told

____________(student’s name) I would do. I try to always follow-through with
what I say I will do. I told ________________(student’s name) that I would call
you.
________________(student’s name) is
______________________________________________________
(say something positive, e.g. “your child is very knowledgeable about computers”.
In my room students have two chances to make wise decisions before I call
their home. Unfortunately, today (explain what
happened)______________________________________________________
______________________________________________________________
However, today ________________________ CHOSE (important word) an

inappropriate way to respond to me; she chose to get an attitude or
______________________________________________________________
Page two - Teacher-Parent Telephone Script #2
As we know this is not allowed in the classroom. Do you think you can help me with
this problem? *Always ask for the parent’s help. You two are partners in helping
students succeed.
Do you have any recommendations?

OR
Because she chose to break a rule these are the consequences that were outlined
in our class rules and consequences that I feel I must
implement:_____________________________________________________
______________________________________________________________
_____________________________________________________________.
I told ________________________________(student’s name) that I would call

you and let you know what had happened and what the consequences were.
Again, I’d like to thank you for your time, and I don’t expect you to do anything
unless you feel that you should.
Your child is a sweet and caring individual and I am sure this will not happen again.
I will follow through and let you know on Friday’s Report unless you wish me to call
you?
Is there anything else we need to discuss?

______________________________________________________________
_____________________________________________________________.
Thanks again, I really appreciate your help.

Illustration #9: Discipline Form Letter
To the Parents/ Guardians of _____________________________________________
This is to inform you of your student’s discipline problem at school today. The following
incident involving your student happened today:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
______
Please discuss this incident with your student and stress the importance of good behavior at
school. We have discussed our expectations with your student, and hope to see an improvement.
You should receive a phone call from the school within the next 24 hours regarding this incident.
If we can be of help in any way to you or your student, please call us at 555-555-5555. Thank
you for your prompt attention to this matter.
Sincerely,
Mrs. Wright
Clara Wright
O’Neal Elementary Middle School
_____________________________________
Parents Signature
Please return to school with signature.
Ref: Angela Gillespie

Illustration #10: Web Post: Earthquake Awareness
Example of Web post:
http://www.poplarbluffschools.net/schools/oneal/earthquake-awareness-month/
Schools Observing Earthquake Awareness
Month in February
Each February, Missouri observes Earthquake Awareness Month. O’Neal School, along with
others in the district, wishes to stress that there are things everyone can do to be better prepared.
Small earthquakes occur in the region daily. And while small earthquakes along the region’s
New Madrid fault do not cause loss of life, they are a natural hazard that no one can predict.
During Earthquake Awareness Month, your children are learning how they can protect
themselves during an earthquake. At the Drop, Cover, and Hold On website, students
can learn about earthquake preparedness and play Beat the Quake, a game to test their
earthquake knowledge and skill. Web searches will be conducted in the computer lab to
improve their knowledge.
Did you know that most situations, you will reduce your chance of injury if you:
• DROP down onto your hands and knees (before the earthquakes knock you
down). This position protects you from falling but allows you to still move if
necessary.
• COVER your head and neck (and your entire body if possible) under a sturdy
table or desk. If there is no shelter nearby, only then should you get down near an
interior wall (or next to low-lying furniture that won’t fall on you), and cover your
head and neck with your arms and hands.
• HOLD ON to your shelter (or to your head and neck) until the shaking stops. Be
prepared to move with your shelter if the shaking shifts it around.
To learn more about earthquakes and earthquake preparedness as well as emergency

contact information visit:
• Missouri Department of Natural Resources

• Guide for Missouri’s School Districts to Access Earthquake-Related Information
(pdf)
• About The New Madrid Seismic Zone (pdf)
Contact O’Neal Elementary School Office if you have any questions. Please keep this
information, spread the word, and be safe!

Illustration #11: Fire Fighters Visit O’Neal Informational
Poplar Bluff firefighters told O’Neal Elementary students not to be afraid of firefighters when
they visited the school as part of National Fire Prevention Week on Tuesday, October 5, 2010.
Based on data from the National Fire Incident Reporting System, an estimated 9,000 smoking-
related fires in residential buildings occur annually in the United States, resulting in an estimated
average of 450 deaths, 1,025 injuries, and $303 million in property loss (www.usfa.dhs.gov).
As part of National Fire Prevention Week, O’Neal Elementary joined forces with Poplar Bluff
Fire Department and educated school students on how to prepare for a fire emergency. This
year’s theme, “Smoke Alarms: A sound you can live with,” encourages all Americans to test
alarms at least once a month, and to check their batteries and locations.
Training children reduces anxiety levels so they are able to react to stressful situations and thus
save lives. At O’Neal Elementary (as well as other Poplar Bluff R-1 Schools) fire drill(s) were
held where students quickly learned how to safely evacuate their classroom. During one drill
firefighters demonstrated and explained their equipment that they use to fight fires.
Education included video and class discussions on the history of Chicago Fire and Mrs.
O’Leary’s cow, the practice of Stop, Drop, and Roll, singing fire prevention songs, art activities,
a fire escape route contest (PB Fire Department), and computer games/activities. Students signed
posters to be presented to the PB Fire Department as a sign of appreciation. Students wrote
essays about what they learned during the week. A few of their expressions are noted below:
• I have learned to get out of my house when there is a fire and stay out.
• I have learned to stay below the smoke.
• I have learned to roll out of bed.
• I have learned to don’t be afraid of firefighters.
• I have learned to feel doors before I open them.
• I have learned to have escape routes.
• I have learned to have a meeting place.
• If you hear the fire alarm get out of the house climb out of a window, go out the door, go the
safest way.
• Make sure that your family has a meeting place far away from your house.
• Practice your fire safety at least 2 times a year.
• Make sure you to your meeting place not any where else so your family does not go back in the
house looking for you.
• I have learned about smoke alarms.
• I also learned to test my smoke alarm every month and to have a meeting place.
• I learned to rub my hand o the door before I opened it.
• I learned not to breathe house fire smoke.
• You have to stop, drop, and roll when a fire gets on you.
• I am going to be one when I grow up. My Aunt Carla used to be one too.
• When you get to your meeting place call 911.
• Never go back into your house.
• If I am on the top floor and cannot get out to put towels, clothes around door to keep smoke
out, and to wave to firefighters and they will get me.
• I know to test my smoke alarms once a month.
• I learned not to hide under my bed when there is a fire.
• Thank you for helping us not to die!
• When there is a fire, there is smoke. Smoke is a gas that can kill you! Open a window and
scream for help.
• You should not hide in a closet or under your bed because it will make it harder for the
firefighter to find you.
• I have learned that it is important to get out of the house as quickly as I can if there is a fire.
• I have learned never to go back and get anything, and that smoke can make you sleep.
• When you hear beep-beep got out of the house quickly.
• I learned that you should not put your toys on fire hazards. Don’t touch hot doors and always
have 2 routes out of your house and room.
• I learned not to get anything by a candle and not to play with matches.
• I have learned you never stand up in smoke. Smoke is really poisonous. If a door is cold it is
safe to go through.
• Always have a smoke detector in your house.
PLEASE TAKE A MINUTE AND VISIT OUR SITE AND SEE THE PICTURES.
http://www.poplarbluffschools.net
(Don't forget to click on O'Neal).
If you have any questions feel free to contact me.
Clara Wright
Computer Lab Instructor
Ph:
cwright@pb.k12.mo.us
http://www.poplarbluffschools.net
Illustration #12: Timez Attack Info Sheet
Online Game Helps O’Neal

Students Learn Times Tables
O’Neal Elementary School is using an online software
program called Timez Attack, which can also be accessed
from home, to help students learn and practice their
multiplication skills.
Timez Attack teaches the times tables from 2 to 12.
Students will develop math skills while defeating a host of
challenging obstacles and characters. When a student
completes a post-test, they are tested on all 66 facts and
have just 2.5 seconds to recall the answer. It’s identical to the pre-test so you can accurately measure how much the
student has improved and their general mastery of the facts.
Students are encouraged to continue to practice by logging in at home.

Website Log-in Instructions Timez Attack
1. Go to the website: http://www.bigbrainz.com/Schools.php
2. Select ‘Windows’ or ‘Mac’
3. After it launches, select your state, district, and school.
4. Type in “????” for the student password (Your child should know their password.)
5. Under Troubleshooting in the upper left hand corner, hit ‘re-cache.’ Once it’s finished, just
select the student’s class name and then their student name and hit play.
**If you encounter a problem accessing the website from home, please contact the Timez Attack
company at 877-356-7040
**If you encounter a problem with your password please contact Clara Wright,
cwright@pb.k12.mo.us.
Classroom Management Plan 121
Illustration #13: Computer Lab Progress Report
Progress
Name: _________________________Classroom
Teacher__________________ Month/Week/Day Of:
_______________________
Behavior: Study/Work Habits:
Excellent  Works independently, completes all
Very Good work, and helps others with software
Good only when requested.
Needs  Needs some assistance but
improvement completes work.
Unsatisfactory (See  Needs much assistance and takes too
back for additional details.) long complete work.
 Gets distracted easily and does not
complete work.
Effort:  Program Awards – Blue Ribbon*
 Puts forth much effort and  All software program awards
does work quietly keeping hands  Study Island _____Timez Attack
to own computer.  Education City ______Tutput.com
 Does not put forth effort  Total Free Computer
and refuses to do work, talk, and Time:________min.
will not keep hands to self even  Did not receive any awards by
after being reminded. program however received
Papers that Need to be Done Over: participation award by teacher with
 If this box is checked, then 5 minutes of free time.
student should attend lab during  Student did not received awards/free
recess to complete assignment. time due to behavior.
 Hopefully status will change.
Academic Issues:
Your child seems to be struggling in Teacher Signature:____________________
the following academic areas. Any Comments:__________________________
reinforcement you can provide at
home would be very helpful.
 Keyboard – Keys___________________
 Computer Basic: ___________________
 Computer Parents Signature
Safety:___________________ Comments:
 Body Mechanics___________________
 Accessing web page basic
of_________________________________
Other:_________________________________
*”Free Computer Time Tickets” be based on class

participation, effort and citizenship, classroom
projects, keyboarding, rules, and expectations.
Ref: http://www.proteacher.org/c/753_Friday_Folders__Returning_Graded_Papers.html
Illustration #14: Free Computer Time Coupon
Free Computer Time Coupon
Classroom Teacher Instructions:

• Classroom and computer teacher may use coupons as wish.
• Please initial prior to giving to students.
• To be used in the regular classroom or computer classroom at your discretion.
• Coupons may be used during their computer class as deemed appropriate by
classroom and/or computer teacher.
• If redeemed in lab then no more than 2 coupons during a time (10 minutes).
• If we have inside recess and/or you want to reward a student you may send
them as well. Provided I have an extra computer. As always I have to be in the
lab...so if I am working unavailable then students will have the opportunity to
redeem on another day.
• Once the coupons are redeemed they should be initialed and returned to
student. The student will be encouraged to take home to their parents and show
them their award.
Illustration #15: Touch Typing – Keyboarding Skills Check List

Computer Lab Progress Report - II

Touch Typing - Keyboarding Skills Check List
Student’s Name_______________________ Room ________ Date___________
Needs About Great

Topic
Work Right Job
Keystroke Patterns
Strikes keys with quick motion. [] [] []
Types with a steady, even
[] [] []
rhythm.
Strikes Enter key without looking. [] [] []
Keeps fingers on home row keys. [] [] []
Strives for accuracy. [] [] []
Typing Posture
Sits erect. [] [] []
Feet flat on floor. [] [] []
Wrists up. [] [] []
Elbows in. [] [] []
Typing Attitude
Follows directions. [] [] []
Completes exercises on time. [] [] []
Is prepared for class. [] [] []
Has work well-organized. [] [] []
Has a good attitude. [] [] []
Teacher:__________________________ Parent:__________________________
Comments:________________________ Comments:________________________
_________________________________ _________________________________
Sponsored Project Feedback Form
Jones International University

Sponsored Project Feedback Form
Thank you for agreeing to receive __Clara Wright's presentation on March 28,
2011 for course # EDU 523 with Professor Shana Pate.
We hope you have found this project to be valuable and in the spirit of service learning. Please
take a moment to provide the student with feedback. Your feedback does not directly affect the
student's grade in the course, but rather guides the student on the real-world applicability of the
project to your organization's needs. Your time and cooperation are greatly appreciated.
Sponsor's Name: Shiela Davis

Sponsor's Title: Academic Coach
Professor may contact sponsor at: (573) 785-3037 sdavis@pb.k12.mo.us
Rating:
1 = Disagree, 2 = Mostly Disagree, 3 = Mostly Agree, 4 = Agree

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Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 1

Assignment 8.2--Submission of the Classroom Management Plan:

Computer Classroom Management Plan

Jones International University

Professor Shana Pate

EDU523: K-12 Classroom and Instructional Management

of Jones International University EDU523: K-12 Classroom and Instructional Management

social interactions, active engagement in learning and self-motivational” (Classroom

Management: Creating A Successful K-12 Learning Community, p. 6). An effective classroom

the professional synthesize for my plan. Personal Model of Discipline

• Physical Space and Instructional Processes Description

• Description of a Positive Learning Environment

• Rules and Procedures with Lesson Plan for Presenting Procedures

• Designing a Lesson To Teach Rules and Procedures

• Response Plan for Dealing with Challenging Behavior

• Description of Your Inclusive, Diverse Classroom

• Plan for Communicating with Families with attachments of Communication

My Personal Model of Discipline

responsible learning environment.

can easily be repaired students’ feelings of safety cannot.

Technology is definitely based upon the constructivist style of learning: hands-on,

including the teacher.

activities occurring simultaneously.

1, Theme 1, para. 1).

strengthens my abilities to individualized research-based effective teaching strategies.

However, overall my degree of teacher control approach is definitely Medium Control

(2010, p. 25, para. 3). Burden continues to state:

low control philosophy…teacher promotes individual student control over behavior

(common sense) in my classroom management decisions and interactions. My teaching

the ever increasing rewards.

Preventive Discipline Measures

in School wide and Classroom Discipline, at the Classroom Level:

 Hold and communicate high behavioral expectations

 Make clear to students the consequences of misbehavior.

 Work to instill a sense of self-discipline in students; devote time to teaching self-monitoring

 Identify those students who seem to lack a sense of personal efficacy.

 Remove distracting materials from view when instruction is in process.

Corrective Discipline Behavior

I cannot have a Discipline Plan without addressing what I would do if discipline

1. I will react without anger or haste to problem situations.

mind—academic, social and emotional well-being will be fostered.

will need to function in the real world.

why they are involved in consequences.

discussion of any matter.

Ideal Classroom: Physical and Instructional Environment

My room arrangement is consistent with my instructional goals and activities (Burden,

each students’ monitor while standing anywhere in the room.

activities. The table is also used for group presentations by teacher.

Computer work stations.

Parents/teachers/counselors are aware of when the screen is used…including on their IEP.

Instructional materials, textbooks, teacher supplies, and equipment.

“free choice” software is kept in a bookshelf.

Picture of classroom design.

Class Schedule: First Day, First Week

will implement in the future as it applies to the computer class.

Syllabus Elementary Computer Lab

TEACHER INFORMATION COURSE SCHEDULE

MATERIALS NEEDED COURSE ATTENDANCE AND TARDINESS POLICY

COURSE OUTCOMES/OUTLINE SIGNATURE SHEET:

Transitions will be handled as efficiently and quickly as possible. Transitions include

assignments at the same time.

not then “why is she getting to do that?”