Apprentice Teaching in Secondary Mathematics and Science

Classroom Management Implementation Plan Completed Instrument Due: October 21, 2013 Class Date: Thursday, October 24 Class Time: 4th Period Obser'ed 1, 2, 3 Observer: Nicole Giovagnoli #umber o$ students: 2%

Class Location: uchhol! "igh #ame o$ Class: &eometry "onors

1, 3, 0

(ules, (outines and Procedures Classroom rules 1. osted. 2. !mp"asi#e appropriate be"avior. 3. $d"ered to %it"out e&ception. Classroom routines and procedures are taug"t and practiced. 1. Getting students- attention. 2. 1eginning and ending o+ class 3. 2aterials ac3uisition, distribution and collection. 4. /"arpening pencils, "eading papers, etc. 5. /tudents %"o are tard6, returning +rom an absent, or absent +rom class. 7. Incomplete or missed %or8. 0. !&pectations +or group %or8, seat%or8 and ot"er activities. Physical )n'ironment 1. $ll students can see presentation o+ instruction. 2. 'eac"er can observe all students at all times. 3. ;urniture arranged to +acilitate learning and ma&imi#e space. 4. Classroom is attractive, bulletin boards are current and student %or8 is displa6ed. 5. ;re3uentl6 used materials are accessible.

Obser'ed impact on student beha'ior '"e classroom rules (listed in )1 belo%* are open ended and emp"asi#e an e&pected be"avior rat"er t"an a list o+ t"ings t"at students ,s"ouldn-t. do. /tudents in t"e class ad"ere to t"e classroom rules, %it"out reminder. 'oda6 t"e students %or8ed on t"eir geometric constructions. One person per group %ent to t"e +ront to gat"er t"e compass and straig"tedges +or t"e rest o+ t"eir group9t"is "elps control c"aos in t"e classroom. /tudents %or8 %ell toget"er in t"eir groups. I+ t"e6 get stuc8 on a problem, t"e6 "ave no "esitation in as8ing +or "elp +rom anot"er group member. 2s. :ogers gets students attention at t"e beginning o+ class b6 standing in t"e +ront o+ t"e room and telling t"em good a+ternoon. /tudents 3uiet do%n, and settle in t"eir seats. ;re3uentl6 used %"iteboards and te&tboo8s are stored underneat" student des8s9t"is "elps reduce t"e amount o+ time it ta8es +or students to gat"er materials. Demonstration o+ constructions is done on t"e /mart1oard so t"at students can all observe t"e process. Demonstrations in a %"ole class +ormat "elps reduce t"e number o+ repeated 3uestions during class. '"e +riendl6 and %arm p"6sical appearance o+ t"e classroom seems to ma8e students +eel com+ortable. '"e des8s are arranged in groups in %"ic" students can consult eac" ot"er %"en t"e6 "ave 3uestions. 16 setting t"e des8s in groups, students are more engaged in t"eir learning. '"e6 can collaborate %it" ot"er students, discuss t"eir processes, and broaden t"eir understanding t"roug" interaction %it" t"eir peers. '"is creates more o+ a learning ,communit6. in t"e classroom. '"e proCect t"e students are doing t"is %ee8 aligns %it" t"e Common Core standards +or creating classical constructions in geometr6. /tudents seem to respond %ell to doing a "ands@on proCect t"at directl6 aligns %it" %"at t"e6 "ave been learning about. /ome students are +rustrated %it" t"e de&terit6 t"at goes along %it" dra+ting. Do%ever, t"eir +rustrations in t"is class are alleviated t"roug" peer "elp. 2s. :ogers circulating t"roug"out t"e room "elps 8eep students on tas8. /"e spends a balanced amount o+ time at eac" group so t"at no one group is more inclined to get distracted or ,get stuc8.. /"e "as an in+ectious positive attitude t"at clearl6 rubs o++ on students.

1, 2, 3, 4, 5

2, 3, 4, 5, 7, <, =

Instruction and academic *or+ 'eac"er 1. >aried teac"ing strategies. 2. ?ell@planned lessons at appropriate level +or students. 3. $ssignments are relevant and meaning+ul to students. 4. Clear 3uestionsAdirectionsAinstructions. 5. 1alanced interactions %it" students. 7. Circulates around t"e classroom. 0. Btili#es +ormative assessment to guide t"e lesson. <. ositive atmosp"ere and e&pectation +or success. =. $ppropriate praise@tell t"em %"en t"e6 e&cel and "o% to improve.

Apprentice Teaching in Secondary Mathematics and Science

1, 2 /tudents 1. $ttentive and on tas8. 2. $ccountable +or t"eir %or8. '"is class is ver6 %ell be"aved and on tas8. '"e6 %or8 great toget"er in t"eir groups %"ic" is "uge in +ostering productivit6. I t"in8 t"e success is largel6 in part to t"e %a6 2s. :ogers paired t"e groups. '"ere is a balance o+ "ig" ac"ieving students %it" t"ose t"at are struggling. '"is %a6 ever6one bene+its, t"e "ig" ac"ievers bene+it b6 teac"ing t"e material to ot"ers and t"e struggling students bene+it +rom e&tra one@on@one "elp.

1, 2, 3, 4, 5

Discipline 'eac"er 1. Calm, +air and consistent in %ord and deed. 2. 2odels positive be"avior. 3. Eno%s students- names. 4. Demonstrates respect +or students. 5. $ddresses con+lict 3uic8l6 and positivel6. 7. Conse3uences +or inappropriate be"avior. /tudent 1. Bnderstands and "as been taug"t t"e rules. 2. Bnderstands t"ere %ill be conse3uences +or inappropriate be"avior. 3. /tudent ta8es responsibilit6 +or "is be"avior.

'"e onl6, ver6 minor discipline issue observed is tal8ing %"en t"e teac"er is spea8ing andAor teac"ing. 2s. :ogers e++ectivel6 "andles situations suc" as t"is b6 pausing in "er sentence, and ma8ing e6e contact %it" t"e students acting up. 16 doing so, t"e students stop tal8ing and no big ordeal is made. In t"is class period t"ere reall6 %as no discipline issues ot"er t"an t"e one stated above. /tudents are %ell be"aved because t"e6 understand t"e classroom e&pectations.

$+ter observing t"e classroom and t"e students- be"avior re+lect on t"e +ollo%ing: 1. 2s. :ogers- classroom e&pectations include t"e +ollo%ing: 1e prompt 1e prepared 1e positive 1e productive 1e polite I t"in8 t"at t"is set o+ classroom e&pectations e&empli+ies a per+ectl6 precise list t"at, %"en ad"ered to, %ould +acilitate an e++ective classroom environment t"at +osters learning. I li8e t"e idea o+ a set o+ ,e&pectations. rat"er t"an ,rules.. I believe t"at rules tend to "ave negative connotations: telling students %"at ,not. to do. :at"er, a set o+ e&pectations "olds students to a positive set o+ standards t"at t"e6 ,s"ould. do. '"ese e&pectations s"ould be displa6ed clearl6 some%"ere in t"e classroom, %"ere students can al%a6s re+erence t"em. In m6 +uture classroom, t"e e&pectations %ill be posted in t"e +ront o+ t"e room, neatl6 and visuall6 appealing. I t"in8 t"at it is important t"at t"e ver6 +irst da6 o+ sc"ool, %e go over t"ese e&pectations as a class. e prompt: students are e&pected to attend class ever6 da6, since %"at is covered eac" and ever6 da6 o+ class is ver6 important. /tudents must arrive on time eac" da6, and get settled and read6 +or t"e lesson b6 t"e time t"e bell rings. ?e "ave a lot to cover ever6 da6, and t"eir promptness is vital to t"eir success in t"is course, and t"e e++ectiveness o+ t"e classroom. Dome%or8 and proCects s"ould also be completed in a prompt +as"ion, and be turned in b6 t"e due date and time. e prepared: /tudents are e&pected to be prepared %it" t"eir notes, %riting utensil, calculator, and te&tboo8 ever6 da6. Fust as in t"e real %orld, i+ 6ou go to %or8 %it"out 6our tools, 6ou cannot do 6our Cob properl6. e positi'e: /tudents must come to t"e classroom %it" an open mind about mat", positive t"oug"ts about t"emselves and t"eir abilit6, and positive %ords +or t"eir peers. ositive attitudes ma8e +or a more pleasant environment, and learning communit6. e producti'e: students must come to class read6 and %illing to learn. /tudents are e&pected to engage in class activities, discussions, and e&plorations9and %ill be "eld accountable +or t"eir participation b6 including it as a vital part o+ t"eir +inal grade. e polite: ;inall6, students are e&pected to respect t"e teac"er and t"eir peers. Gisten %"ile ot"ers are spea8ing, and o++er constructive +eedbac8 to 6our peers. $ll students must reali#e t"at t"ese e&pectations are meant to +oster a more meaning+ul and e++ective learning environment +or t"em, built upon a mutual respect amongst students and teac"er. '"e 6ear %ill be more enCo6able and learning %ill ta8e place more e++ortlessl6 i+ t"e e&pectations are maintained b6 ever6one, t"e teac"er included. '"e students "ave t"e po%er o+ contributing to a positive and productive 6ear o+ learning i+ ever6one does t"eir o%n individual partH

Apprentice Teaching in Secondary Mathematics and Science

2. 2s. :ogers "as t"e des8s arranged in groups o+ +our, and t"e des8s are aligned so t"at (a* no student-s bac8 is to t"e board, (b* t"e groups are angled to%ards t"e /mart 1oard at t"e +ront, and (c* students are paired based on academic strengt"s and %ea8nesses so t"at t"ere is a range o+ levels in eac" group. ?"ite boards are stored under student des8s +or ease o+ accessI and plent6 o+ room bet%een groups is le+t +or circulation to ta8e place %it" ease. ;urt"ermore, t"e %alls are decorated %it" student mat"@related art%or8 +rom last 6ear, and 2s. :ogers painted a +iling cabinet and stool at t"e +ront o+ t"e room in +unAbrig"t colors and patterns %"ic" adds to a %arm and %elcoming environment. I t"in8 t"is entire p"6sical set@up is e&tremel6 success+ul in creating a learning communit6. /tudents can interact %it" eac" ot"er and %it" t"e teac"er +reel6 and easil6. '"is is "o% I plan on setting m6 o%n classroom up ne&t 6ear. $s a side note, 2s. :ogers and I discussed %"ite@board paint t"at is no% sold at Dome Depot. I t"in8 t"at it %ould be +abulous to paint, at least a strip o+ %all t"at goes all t"e %a6 around t"e room, %"ere students can be up %or8ing problems activel6 out o+ t"eir seats all at onceH (I can dream, rig"tJ* '"is %ould be especiall6 e++ective at t"e end o+ t"e da6 %"en students are tired.

'eac"er Des8

/mart 1oard

?"ite 1oard 2aterialsI Calculators

Ot"er materials

3. I "ope to create a learning communit6 in m6 classroom in %"ic" learners are stimulated eac" and ever6 da6. >aried teac"ing strategies must be used to 8eep students on t"eir toes, and it also alleviates a lot o+ t"e discipline problems teac"ers encounter. '"is means as a teac"er, I %ill "ave to use a variet6 o+ resources, materials, and activities ever6 da6 t"at I teac". '"ese lessons must be %ell t"oug"t out in order to be success+ul. I+ 6ou don-t put %or8 into t"e lessons, "o% can 6ou e&pect 6our students toJ It is important t"at student@teac"er interaction ta8es place ever6 da6. /tudents must be able to reali#e t"at 6ou care about eac" and ever6 one o+ t"em, personall6 and academicall6 +or t"eir success. 2s. :ogers does an e&cellent Cob at circulating t"roug"out t"e classroom, and students %ere ver6 receptive o+ t"is. /"e balanced "er time in@bet%een t"e seven groups so t"at ever6one got enoug" personal interactions %it" "er. I t"in8 t"at t"is is somet"ing t"at I %ill 100 percent carr6 out %"en I "ave a classroom o+ m6 o%n. It 8eeps students on tas8, reduces acting out, and seemed to +oster more productivit6. '"e atmosp"ere o+ t"e observed room is de+initel6 positive. ?"en a student is struggling, ot"er students assist. 2s. :ogers gives students encouragement and urges t"em to persevere to

Apprentice Teaching in Secondary Mathematics and Science

solve a problem on t"eir o%n. $ positive atmosp"ere built upon respect and positive rein+orcement is somet"ing t"at I %ill also +oster in a classroom o+ m6 o%n. 4. '"e biggest discipline issue in t"ese Geometr6 Donors classes is t"e occasional tal8ing %"en t"e teac"er is spea8ing andAor teac"ing. 2s. :ogers e++ectivel6 "andles situations suc" as t"is b6 pausing in "er sentence, and ma8ing e6e contact %it" t"e students acting up. 16 doing so, t"e students stop tal8ing and no big ordeal is made. I spo8e %it" 2s. :ogers more about situations li8e t"ese, onl6 i+ t"e tal8ing out is %orse. /"e said t"at in t"e past, %"en classes are reall6 poorl6 be"aved, s"e "as counted aloud and t"e number s"e gets to b6 t"e time t"e class 3uiets do%n is t"e number o+ seconds t"e6 must sta6 seated a+ter t"e bell rings +or class to get out. /"e said t"at t"is "as proved to be an e++ective met"od +or c"att6 classes. C"anging seating arrangements can also be a %a6 to alleviate minor problems in t"e classroom. /ometimes certain pairs o+ students need to be separated, and ot"er students need to be placed +ront and center. $ll o+ t"ese are valuable strategies I %ill consider in a classroom o+ m6 o%n.