EDTC 5100

Preparing for a CareEr

PlanNing for the First Day

EDTC 5100:Preparing for a CareEr PlanNing for the First Day

Table Of Contents
Table of Contents
Course Syllabus

Overview

Lesson 1 - Becoming a Teacher

Exemplary Teacher Profile

11
12

Expectations and Explanations

Keys to Success

iteachU.S. 2013.

14
15

Lesson 2 - First Day of the First Year

What to Expect Your First Year of Teaching
Dress for Classroom Success
Preparing for the First Day

17
18
20
22

Lesson 3 - Creating Effective Classrooms

Starting the School Year
Hints for an Organized Classroom
Maintaining Instructional Momentum
Streamlining the Paper Mill
Classroom Communication
Tips for a Successful Parent-Teacher Conference

27
28
28
29
30
31
32

Lesson 4 - Your Discipline Plan

Guidelines, Rules, and Consequences
Law and Order in the Classroom
Concepts to Keep in Mind as You Start Developing Your Own Discipline Plan as a New Teacher

35
36
38
39

Lesson 5 - Best Practices

Effective Environments for Effective Instruction
Classroom Best Practice of Learner-Centered Instruction
Learner Centered - Student Centered Learning
Classroom Instruction That Works

40
41
43
44
48

Lesson 6 - Legal Issues

United States Department of Education Fact Sheet
When You Suspect Child Abuse or Neglect: A General Guide

49
50
51

Closing
It Takes Us All!

53
54

Glossary

55

Biographical Sketch
Jana Engelmann
Marty Jonas

58
59
59

iteachU.S. 2013.

Course SylLabus

Prerequisites: EDTC 5000

Course Description:

You never
have a second
chance to
make a first
impresSion
- WilL Rogers

Famous anthropologist Margaret Mead once

said, We are now at a point where we must
educate our children in what no one knew
yesterday, and prepare our schools for what
no one knows yet. Teaching is an ongoing
process that begins on day one and continues
the entire year. As a new teacher, you must be
well prepared for the first day and every day to
follow; you do not know what the year has in
store for you.
You will begin to acquire multiple heroic
characteristics during the first days of school:
the diplomacy of an ambassador, the resilience
of an athlete, the magnetism of a Hollywood
star, the bravery of a soldier. Teaching is not
an easy job and can be quite challenging. You
must have the heart to love what you do and do
what you love!
The first day of school is the most important day
of your teaching year. This course will focus
on how to prepare for the first day of school
beginning with your professional appearance.
You will also learn about communicating with
students and parents, time management, and
discipline strategies. You cannot over plan
or over organize for the first day. Plan for the
first day, the first month, the first semester
and then be flexible. With a good blueprint,
developed under the guidelines of your school
or teams specific polices and procedures,
i.e., bell schedules, zero tolerance, block
scheduling, etc., you will lay the foundation for
the days to follow. Plan to succeed.

Objectives:
Realize the impact of teaching on
students lives.
Reflect on personal educational history.
Acknowledge the importance of the first
day of school.
Prepare for successful school year.
Learn from veteran teachers.
Distinguish the advantages of the learnercentered classroom.
Formulate a classroom management plan.
Know legal issues surrounding the
classroom.

Program Goals for the Course:

Goals
To develop a
comprehensive
classroom
management system
to implement on the
first day of school
To be knowledgeable
of federal and state
laws and their
implications on the
classroom

Evidence
Classroom
management activity

End of course exam

iteachU.S. 2013.

Program Mission:
iteach is committed to a mission of excellence in
teaching by recruiting, training, and supporting
qualified degreed individuals through focused
pedagogical instruction so that the emerging
shortage of highly qualified teachers can be
reduced, especially in the identified high needs
areas of special education, bilingual education,
Spanish, math and science.

1
Unacceptable
Candidate does not model correct language
usage.
(1) Pervasive written communication errors are
present.
(2) Thoughts are poorly organized.

Conceptual Framework:

Grading:

iteach prepares educators who, as they engage

learners, are committed to an academic
knowledge base and to learner-centered
instructional practices. In order for the iteach
educator candidates to successfully travel
the Road to Certification, the compass of
iteachU.S. provides direction. The ordinates of
the compass point to the educational theories
which are interwoven into the programs
curriculum. The tools teachers employ as they
orient students in their exploration for learning
must and will be extensive. The framework is
grounded in providing these research-based
tools to each candidate.

All assignments will be graded on a 1, 2, 3

scale. The rubric for the grading scale is as
follows:
3 = Target
2 = Acceptable
1 = Unacceptable

2
Acceptable
Candidate models effective written
communication skills.
(1) A few written communication errors may be
present, but they do not interfere with meaning.
(2) Thoughts are organized.

3
Target
Candidate models excellent written
communication skills.
(1) No written communication errors are
present.
(2) Thoughts presented in a well-organized,
detailed manner.

Candidate rarely and inappropriately or

Candidate usually and adequately demonstrates
superficially demonstrates knowledge of
knowledge of assignment material.
The candidate consistently and thoroughly
assignment material.
demonstrates knowledge mastery of
Candidate does not fulfill the required elements
assignment material.
for the assignment.

While you should aim for the evaluation grade of Target (3), this grade is reserved for exceptional work. If in any course you receive a grade of 1,
you need to read your instructors comment and then resubmit your work. All assignment grades in the coursework must be a 2 or higher.
The assessment grades will be in a numerical form. All assessments must demonstrate mastery at a 75 or higher.
A candidate must demonstrate mastery of the course content prior to being moved on to the next course. Mastery will be a 2 or better on all
assignments and a 75 or higher on all assessments.
iteachU.S. 2013.

Accommodations:
If you have a disability for which you require
accommodations, please let the administrative
office know. The program will be glad to work
with you to find appropriate accommodations.

iteachU.S. 2013.

Overview

iteachU.S. 2013.

First Days of SchoOl

Reflections for a Teacher

The beginning of school, especially the first

day of school, is a significant time in the life of
a teacher. You lie awake all night anticipating
the alarm going offbecause you dont want to
miss any opportunities afforded to you on the
first day of school!

Our world of work consumes over a third of our

lives. We spend countless hours performing,
building, creating, and pleasing others. With
this toil we pay for housing, clothes, food, and
hopefully, if we have enough left overa little
fun money.

The First Day

The alarm sounds, you pounce from bed and quickly you are dressed,
You almost beat the custodian to school because you feel so blessed,
To be a first year teacher in your very own room and school,
Youve done it now, you got the job, and youre a teacher. Oh, thats cool!
As your students file through the door you quickly stop and think,
My, but my throat is dry, my cheeks hurt from smiling and I sure could use a drink,
Of cool refreshing tea or go to Starbucks like I enjoyed so much all summer,
I cant even leave my classroom, now thats a real bummer!
A classroom full of eyes are now cautiously peering at you,
They are waiting to see how you look, and what you say and do,
The first words from your mouth could make or break the year,
So plan well, enjoy the day and dont let them know your fear!
You made it through the first day of school with your sanity intact,
You had your highs, you had your lows, but made itnow thats a fact!
As you make your drive home you start to slow down and reflect upon the day,
You think that you really could have changed some things or done it another way.
Its never too late to start anew with thoughts racing through your mind,
Theres always tomorrow to make the adjustments so you wont be in a bind,
As you think about the days to come and plan for the weeks ahead,
You suddenly think about the first holiday when you can be home in bed!

Because we spend so much time tilling the

soil, it would make sense that we do something
that not only maximizes our skills and talents
but also provides enjoyment and meaning.
Unfortunately, we have been conditioned to view
our work as a thing we do rather than as an
extension of who we are.
I have spoken with many who have found their
work boring, routine, or laborious. They feel
stuck and unable to get off the treadmill of
the rat race. Some have developed physical
problems, including chest pain, infections,
muscle cramps, and the depletion of their
immune system. However, they continue to
believe they have no choice, no options but to
continue on the same path.
What limits us from looking beyond our mental
box of rules, however, is our own thinking of
how our career/job should be. Within that box
are lost hopes, lost dreams and a yearning
for something more. We become blinded by
traditions of the past, resulting in a loss of work
fulfillment in the present.
It is not a lack of opportunity that prevents us
from reaching our full potential in the world of
work, but our own thinking. Many get trapped in
routine believing there is nothing else for them
to do in earning money.
When you begin looking outside your box,
magic happens. Opportunities spring up from
places that you never dreamed. Your lack of
skills is no longer a setback but a chance to
move forward and make a difference.

by Jana Engelmann

iteachU.S. 2013.

We are fortunate to live in a country where there

is opportunity for all; you can actually become
whatever you want to be. With conscious effort
and going beyond your limitations, your work
may become an extension of you. Your work
could become fulfilling, rewarding, and actually
fun.
You have made the decision to step out of the
box, to step out of your comfort zone. You are
embarking on a most worthy profession you
can shape the face(s) of the future. It is time to
begin the journey on The Road to Certification.
Are you ready?
As one of my modern day heroes said:

Lets rolL!
- TodD Beamer

iteachU.S. 2013.

LesSon 1
Becoming a Teacher

iteachU.S. 2013.

11

The beginning teacher must assume many

different roles throughout his or her teaching
career. The classroom teacher must be an
implementer, a planner, an innovator, and a
relater. Presented here are attributes of the
various roles that the exemplary teacher must
assume.

Exemplary Teacher Profile

An Exemplary Teacher as an Implementer:
has a background of broad general
studies with appropriate specialization
has completed credible course work in
content area(s)
displays assurance of the quality of
undergraduate and graduate programs
submits transcripts showing an above
average grade point or a pattern of steady
improvement
has certification/licensure and credentials
reflecting not only mastery of subject
matter but also the ability to communicate
it effectively
is willing to commit the time to provide
students with a meaningful learning
experience
structures activities for learning that
maximize engaged time
maintains an accurate and current plan
book as per district guidelines
demonstrates fairness and consistency in
handling student problems

iteachU.S. 2013.

An Exemplary Teacher as a Planner:

uses teaching strategies which are
congruent with purpose
makes plans which reflect the diversity of
the classroom
develops lessons which have effective
assessments constructed within the design
shows an ability to speak and write about
the significance of acquired knowledge
and cumulative experience
understands theoretical and practical
aspects of curriculum development and
implementation
demonstrates a thorough understanding of
one or more teaching models
makes conscious, creative decisions about
the components of lesson design
develops, on a continuing basis, a
repertoire of effective and positive
classroom management techniques
presents materials in a variety of ways to
accommodate different dominant learning
styles
exhibits high standards of professional
ethics regarding colleagues

An Exemplary Teacher as an Innovator:

demonstrates evidence of keeping current
with recent research and significant
literature
is involved in organizations and projects,
particularly leadership roles
has references and recommendations
indicating excellent performance and
potential for success
develops and continues to refine a wellreasoned educational philosophy that
includes receptivity to new ideas
expresses strong commitment to one or
more educational values.

An Exemplary Teacher as a Relater:

models continuous professional growth
and reflects on personal performance
promotes participation by all students
(perceived high, average and low
achievers) equally
delivers feedback and correctives to
ensure maximum effectiveness
reinforces appropriate student
performance patterns
displays enthusiasm for learning, guides
practice, and checks for understanding
uses specific and appropriate motivational
devices
cooperates with parents and encourages
appropriate involvement in the
educational process
deals with each person as an individual
and with each situation as an individual
matter
creates an atmosphere in which students
ask questions and converse freely with
their teacher
encourages communication by accepting
and evaluating criticism
shows institutional and organizational
awareness
participates in interaction with courtesy,
tact and respect for individual and group
feelings
collaborates with colleagues so that there
is a sharing of ideas
volunteers time to assist with student, staff
and community activities

Assignment 1
This exercise provides you the opportunity to
reflect on your classroom experiences. After
reading the Exemplary Teacher Profile, you
will be able to determine the attributes that you
possess.
Refer to EDTC 5100 Assignments/Assessments
on your Course Homepage to access
Assignment 1.

iteachU.S. 2013.

13

Expectations and Explanations

Research shows that a new teacher passes through several changes in attitude during the first
year of teaching. These phases are depicted in the following chart:

Foster democratic classroom environment:

You demonstrate the ability to lead students
and other professionals. You demonstrate
problem-solving abilities, intelligent risktaking abilities, integrity, confidence, respect
and humility. You inspire and motivate
children and adults.
Promote intellectual curiosity:
You demonstrate the ability to inquire,
prioritize, execute many responsibilities
simultaneously, and pay close attention to
detail.

Now that you are aware of the identified

phases that new teachers go through, you
can be proactive to ensure that you are so
very well prepared that you do not slip into
the survival mode and land in disillusionment.
The instructional courses of The Road to
Certification will provide you with the tools to
overcome the pitfalls encountered by the first
year teacher.
There is not one thing that makes an
individual a successful teacher. I do believe,
however, that you can be a successful teacher if
you possess the following dispositions:
Life Long Learner:
You seek ways to improve and to evaluate
your own teaching and acquire knowledge
that enhances your personal and
professional development.
Reflective:
You are perceptive about how others regard
you. You know how to teach students,
parents, colleagues, and others.
iteachU.S. 2013.

You reflect deeply on your strengths and

weaknesses. You have the ability to assess
realistically.
Dedicated:
You go above and beyond what is
normally required to ensure that your
students achieve academic success.
You are committed to the community you
serve through academic, social, and
extracurricular activities.
Effective Communicator:
You possess excellent oral and written
communication skills. You understand the
importance of literacy to the success of all
students.
Respecter of Diversity:
You understand the challenges associated
with an underserved student population and
possess an unwavering determination to do
whatever it takes to help children succeed.

Values positive interaction:

You possess a powerful vision of a highachieving school and have the ability to
execute strategies to realize that vision.

I do not want to curb your excitement as you

prepare for your new career. Here are some
common sense suggestions from veteran
teachers to help you keep your excitement.

Keys to SucCesS
Be Reasonable
You probably went into education because
you care about kids and you want to make
a difference in their lives. However, be
reasonable. You will not save them all. Your first
year you will be doing well if you can just stay
positive and have lessons ready every hour of
every day. You will not be able to make every
student leave your class feeling like that was the
most worthwhile class they will have all day.
Do not expect lots of positive feedback
from students. Students complain
no matter what effort you put into
your lessons. Just be sure to have an
educational objective/reason to back up
everything you do in class. And do not
expect students to jump for joy at your
efforts to make class more interesting.
However, during your second year,
students will come back and compliment
you, but not usually at the time you have
them in class.
Teach what you are comfortable teaching.
This advice was given to me by a faculty
member. It was nice knowing that this was
acceptable. In high school you are handed
a curriculum and set free to run your class.
I liked having the freedom to teach what I
knew.

New teachers have enough to learn about

school administrative routines, which
forms to fill out, and so on, without having
to learn a new content.
You have many great ideas for your
classroom, but you cannot do them all
your first year, or any year for that matter.
There are always better ways of doing
what youre doing. Do not let that frustrate
you.
Teaching is an art, not a science. It will
take time for you to find a comfortable
teaching style, and it will change a little
every year. Methods that work for some
will not work for others. There is no right
way to teach. You must find the way that
works for you.

Organize Your Life

Although this sounds harsh, do not expect to
have much of a life outside of your first year of
teaching. Beginning teachers need almost
every waking moment to be prepared for the
classroom.
Say good-bye to television for a while; say goodbye to late-night chats with friends. You need
to prepare, and you need sleep. That is all you
have time for!
Do as much ahead of time as you can to
get ready for school. Find a lesson plan
format you can use. Find a method of
keeping grades that will help you keep
your sanity. (I have to turn in grades
for athletic and other extra-curricular
eligibility every single week.) That is what
computers are for!

Do not expect to have much of a

life outside of your first year of
teaching. BeginNing teachers neEd
almost every waking moment to be
prepared for the clasSroOm.

iteachU.S. 2013.

15

 After you complete a unit, take a few

minutes to jot down some impressions
about how the unit worked. List changes
that you should make before teaching it
again. This will save you the heartache of
making the same mistakes twice, and it
makes the second year easier.
It is OK if you are only a day or two ahead
in your lessons. Many veteran teachers
will be at least a week ahead, and will
have good ideas of what they will be
teaching next month. Do not worry, I have
never met a new teacher who was able to
do this. Have assurance that you are not
alone in the desperate grasp for ideas for
a unit you start in two days.

Reflect
Although the first years of teaching seem to
consume you, you do need to stop to reflect on
how you are doing.
Make short notes about how policies work,
how units went, and think about how
you treat your students. After all, we are
there for the students, and there is more
than content to teaching. However, this is
difficult to see during the first years.

iteachU.S. 2013.

someone in whom you can confide. A

spouse or significant other is fine, but it
really ought to be someone in the teaching
field; a mentor teacher, or even a new or
student teacher would be great. Many
times just talking about frustrations and
joys gives you insight about the situation
that you had not seen before.
Share materials. Most teachers take
it is as a compliment that you want to
copy their units. It is much easier having
something to work from, something to
build on, upon which you can make
changes that will fit your teaching style.
Write out your philosophy and have it
handy. On days you wonder why you went
into the profession of education, pull it out
and remember your reasons for becoming
a teacher.
Have ways of encouraging yourself.
Maybe it is a favorite poem, story or audio/
video tape. Mine is an audio tape of Guy
Doud that came from a Dr. James Dobsons
Focus on the Family radio show. Guy Doud
was Teacher of the Year, 1986-1987. He
entertains, encourages and reminds me
that I am in the right profession.

Take compliments seriously and criticism

lightly. I feel like I make more mistakes
than I do good. But we cannot let this get
us down. Mistakes are how we learn. Take
the compliments you get and put them in a
warm fuzzy file to pull out on a rainy day.

Take time for non-education reflection. You

need to remain sane for your sake and for your
students sake. It will be difficult to do this many
times, but I found that when I was stressed the
most, I was not giving myself time to be offduty. Enjoy music, quiet time in prayer and/or
moments just to be thankful for what you have.

Share, share, and share! You must have

Assignment 2

It is time to understand why you are traveling

The Road to Certification.
Refer to EDTC 5100 Assignments/Assessments
on your Course Homepage to access
Assignment 2.

LesSon 2
First Day of the
First Year

Working through this course will eliminate fears

and prepare you for success.

What to Expect Your First Year of

Teaching
No one said it was going to be easy
The greatest difference between my
expectations and actual classroom experiences
has been the arduous task of balancing lessons
that target the high achievers and low achievers
in the same classroom. . . during the first six
weeks of teaching pre-algebra, I altered my
teaching strategies to reach those students who
counted on their fingers, those who multiplied
and divided on a beginner level, and those who
have surpassed all eighth grade objectives.
Lori G. Rich, 8th grade, Texas
Every whole-class lesson I teach must account
for James, who doesnt recognize half the letters
of the alphabet, and Jessica, who is a very fluent
reader.Amy D. Weber-Salgo, 1st-3rd grades,
Nevada
By October, I discovered that my students
developmental levels ranged from pre-primer
reading, writing, and math levels to that of third
grade. To accommodate the various levels,
daily planning has required extra care and
consideration to ensure that each childs needs
are met. I constantly ask myself. . . `How can I
keep Gabriel, a very bright student who always
manages to finish his work before the rest of his
classmates, occupied for the last ten minutes
while the rest of the class is still working, and
Im still teaching a reading group? How can I
continue to challenge and stimulate students
iteachU.S. 2013.

who are at third grade reading and math levels

while allowing students who are at pre-primer to
second grade levels to keep their pace?Phu
N. Ly, 2nd grade (inclusive), Massachusetts

Tips and Strategies from First-Year

Teachers
Before you begin on the first day, be as
prepared as you possibly can. Set up your
room. Look around. Is there anything anywhere
that would distract you if you were a student?
Move around the room and ask the same
question from a number of different spots, e.g.,
spots from which students should be working
and observing. Always put your plans on the
board; before class begins. Everyone here
would be lying if they didnt admit that they were
nervous on the first day!Thomas Muller, 9th12th grades, Oregon
Think about every stupid question that could
be asked as a result of your lesson plan. Do
they contain any words that could set students
off? I did not realize how silly kids can be.
Something as simple as a squeaky chair will
set them off. You need to develop a range of
appropriate responses and be able to deliver
them with a straight face. Sometimes it is
important to let them be kids and be silly when
they want to, but you should choose those
times.Catherine McTamaney, 9th-12th
grades, Tennessee
Over plan! Prepare two hours for every hour
of actual teaching. The day will go faster than
you expect. You need to avoid the dreaded 15
minutes at the end when you will be asking
yourself, `What do I do now?Catherine
McTamaney, 9th-12th grades, Tennessee

You have to be very organized. Five minutes of

unorganized time can lead to chaos.Phu N.
Ly, 2nd grade (inclusive), Massachusetts
Rather than saying, I have a job, I say with
delight, I am a teacher! Its so much more than
a job, its an awakening.Stuart D. Chandler,
5th grade teacher, Aurora, CO

Set clear, reasonable expectations that

communicate consistency and high
standards.
Set expectations and standards in clear
language. Establish a vision and stick to it.
Even in little things like the right heading at
the top of the paper. Expect the best of all your
students.Lisa M. Shipley, 7th and 8th grades,
Missouri
Set high expectations for the students from
the first day. Even if it means taking extra time
for some students, high expectations = high
results. - Jeffrey Breedlove, 10th-12th grades,
Kansas

Many teachers summarized their

classroom management strategies in a
single word, respect.
Keep it simple. . . . You dont have to spell out
everything. Respect. . . . Conni Neugebauer,
kindergarten-4th grade, South Dakota
Always live up to the same rules you set up
for them. Keep them simple and justifiable.
`Respect is the only rule I have on my
classroom wall. Catherine McTamaney, 9th12th grades, Tennessee

I do not like to have too many rules because

kids will forget them. My students help set up
the rules, which makes them more respectful of
them.Mark White, 5th grade, Nebraska

Stay cool under fire. Criticism can be

turned to an advantage.
Sometimes it is so easy to want to defend
yourself with the principal or parents. I learned
how to listen, to try to understand where
they are coming from. Parents concerns are
very real.Phu N. Ly, 2nd grade (inclusive),
Massachusetts
You can feel like you are being critiqued.
Instead of being defensive, you can say, `Hey,
that is right.Scott D. Niemann, 3rd and 4th
grades, Alaska

Use innovations in teaching, technology,

and rewards.
Dividing topics into smaller, more manageable,
and therefore, more achievable tasks, has
encouraged students to take it one step at a
time. Presenting a variety of student-centered
lessons that require active student participation
has stimulated student interest. Relating
information to students lives and establishing
a reason for learning has increased student
participation. Second, I have established a very
pro-active (some might call it aggressive) makeup policy. My No Zero Tolerance program uses
computerized grade software to track students.
Students receive a weekly status report that lists
grades and highlights any zero.Grace D.
Clark, 9th-11th grades, Virginia

I have `cool cash rewards that can be

redeemed in the Shipley Store, which has
things that local businesses have donated.
Rewards will take you further than punishments
in the long run.Lisa M. Shipley, 7th and 8th
grades, Missouri

Right before school started we set up a sneak

preview of what those first days of school were
going to be like. Before school officially started,
we invited kids and parents to come by for an
hour so we could talk and share.Mark White,
5th grade, Nebraska

Other recommendations included:

Make friends with the custodial staff
youll need them,
Reach out to parents and form
relationships with them before problems
begin,
Get to know your students by coaching or
taking part in extracurricular activities,
Take care of yourself physically and
spiritually,
Dont forget, youre only human.

Develop a really good relationship with the

administration. You question, Will they back
me up? Lots of times they are viewed as the
enemy: teachers versus the administration.
You need the administration and the office.
Secretaries make or break you. Teaching is very
political.Jeffrey Breedlove, 10th-12th grades,
Kansas

Reach out to the parents. Let them know from

the start that you know they are very important
to their childs education and that you want to
work with them. That they are central to the
process. That you are looking for their interest
and concern. Formally or informally form some
kind of parent-teacher contract. Make regular,
positive calls home, not just negative or critical
ones.William C. Smith, 7th grade, New York
I have two rules: get parents on your side, and
allow yourself to make mistakes.Phu N. Ly,
2nd grade (inclusive), Massachusetts
I make a lot of home visits. This challenged
me to love the kids more. The home visits were
made both on school time and on my time.
Every Wednesday I visited the homes of the
kindergarten kids. This helped me relate to the
kids a lot better.Christopher W. Albrecht,
kindergarten-7th grade, West Virginia

Get to know another side of the kids

I got to know the kids better and watched them
mature and see the leadership side of their
personalities. I have some of the same kids in
class. The kids see me beyond the instructor
role, they see me as available for questions,
and that builds the relationship.Sebastian C.
Shipp, 9th -12th grades, North Carolina
I recommend coaching to give you an edge. I
coach volleyball. And teaching drama allows
me to work with all students. You must have a
high energy level and be willing to put in the
extra time. They will appreciate it.Stephanie
D. Bell, 9th and 10th grades, South Carolina
Being involved in drama production after
school was one of the highlights. Like many
teachers, during my regular schedule, I teach
students at only one grade level, while in drama
I worked with kids from all levels.

iteachU.S. 2013.

19

They were very generous and I was able to

develop a much broader range of relationships
than in class.Sara M. Hagarty, 10th grade,
Delaware

It is okay if kids do not like you. They need

to respect you. A lot of teachers want to be
buddies.Katharine L. Hagar, 7th grade,
Hawaii

Additional quick tips

You are not friends. You have to distinguish

your role as the teacher. Phu N. Ly, 2nd
grade (inclusive), Massachusetts

Learn students names correctly and quickly.

Delissa L. Mai, 9th grade, Wyoming
Learn to laugh at yourself. A sense of humor
is critical.Katharine L. Hager, 7th grade,
Hawaii
Expose yourself as being human and being
real. Do not be afraid to get down and dirty,
do what they are doing, work when they are
working. Keep a written list of what needs to
be changed for next year. Try things and if they
dont work, write them down.Jill P. Clark, 9th
and 11th grades, Pennsylvania
First year teachers have to remember that,
`We cant save everyone and not take it
personally. I had one child who just dug in and
did not want my help. I have to balance my
guilt and how much I could really do to help.
Allison L. Baer, 4th-6th grades, Ohio
Teachers cannot forget about the importance
of their own mental and physical health or they
will fall apart. Find time to go out with your
colleagues to talk about mutual ideas and
problemslet off steam. There are tons of kids
sneezing and coughing on you every day. You
need to be healthy to be a good teacher. I jog
in the morning like any good prizefighter.
Christopher D. Markofski, kindergarten,
Washington

iteachU.S. 2013.

Dont hang out with high school kids. You are

the teacher not a friend.Jeffrey Breedlove,
10th-12th grades, Kansas

DresS for ClasSroOm SucCesS

For many years, it has been assumed that
teachers and other school district personnel
should model and reinforce acceptable
student dress and help students understand
the importance of appropriate appearance in
school. Recently, some districts have expressed
concern over the relaxed dress appearance
of the classroom teachers. School Boards
have begun establishing dress codes for their
teachers as well as their students.
Many districts and schools allow casual dress
day or certain days for School Spirit Day
or Jeans Day. Even on these days, teachers
should not be mistaken for students. Casual
attire should never be so casual that your skin
is revealed if you bend over, raise you arms,
or sit down. Many students, administrators,
and fellow teachers are offended by visible
body parts. A general rule of thumb: If there
is any question, do not wear it. Your clothing
should not be a distraction during your day.
Remember that you are a professional! You
are no longer in college. If in doubt, do dress
professionally and take your cue from your
administrators and the other professionals in

your school.

It has beEn
asSumed that
teachers
should model
and reinforce
acCeptable
student dresS
and help
students
understand the
importance of
apPropriate
apPearance in
schoOl.

As depicted in the following quotes, students as

well as teachers question the need for a dress
code for teachers.

Besides, it is much easier to learn in a relaxed

environment. This environment starts with
feeling comfortable.

Are jeans appropriate teacher dress?

I think teachers should be allowed to wear

jeans. Since students are allowed to wear
clothes that they feel comfortable in, it should be
the same for teachers. Teachers should work in
a comfortable environment.

I do not think it is appropriate for teachers

to wear jeans to school. In my opinion, if
teachers wear jeans to schools, it evokes a
sense of casualty. If this sense of casualty is felt
throughout the classroom many bad things can
happen. These include students not listening,
not paying attention, or just simply ignoring
the teacher. I think it is appropriate for a
teacher to wear formal clothes to evoke a more
professional sense. This type of environment is
more productive and beneficial to the class.
I believe jeans are an appropriate dress
for teachers because teachers have to be
comfortable to give a good lesson. I believe it is
teachers decisions to wear what they want.
Yes, students wear jeans all the time. Jeans are
perfectly normal and accepted by everyone. Of
the teachers who already wear jeans at school,
it does not bother me. Jeans are just like khakis,
only a different color. Why should color matter?
There was once a time when teachers
dressed up in suits everyday. Male students
also dressed in their best, and girls wore pretty
dresses with ribbons in their hair. There was
also a time when teachers beat their students,
all grade levels learned in the same room,
and most people dropped out of school before
ninth grade. Times have changed. Students
wear jeans to school everyday. Why should not
teachers?

Teachers should be allowed to wear the same

types of clothing as students. If a teacher
wishes to wear jeans, let them. It really has
no effect on the students idea of the teacher.
Although teachers are supposed to have a
higher standard than students, jeans can
be considered more than adequate dress
compared to some of the clothing that students
wear.

parents.
For those of you who are recent college
graduates, you certainly do not want to be
mistaken as a student. Decide now to set
yourself apart.
On a practical note, do not buy shoes for looks.
The majority of your days will be spent on
your feet. Buy the most comfortable shoes you
can find. Visitors do not like to come to your
classroom and find you barefooted. If you must
take your shoes off during the day because they
hurt your feet, find yourself some comfortable
shoes that you can stand and walk in during the
entire school day.

If the idea is to be comfortable in a teaching

and learning environment, if jeans make a
teacher comfortable, then there is no problem.
Fancy wear is sometimes a hassle. What is most
important is that students and children enjoy
what they wear.
I think that teachers are role models, and if
teachers and administrators and people who
work in the schools dress professionally, then
I think it will help the students relate better to
them.
Prior to your first day of school, take time to
review your districts policy regarding dress
codes. If there is not a designated code for
teachers, make sure that you do not violate the
students dress code. You want to present a
professional image to your students and their

iteachU.S. 2013.

21

As you prepare for the first day of school, a

checklist might be useful to ensure that you
have not forgotten anything in your preparation.

Preparing for the First Day

Arrange your classroom so that it is
functional and comfortable to you.
Prepare seating arrangements or
groupings of desks for the first few days.

Know your daily schedule for lunch,

conference period, and assigned duties
that you may have. Post a schedule or bell
schedule for students to see as soon as
your class schedule is established.
Discuss class rules, procedures, and
rewards.

Gather instructional materials and student

books.

Tell students about yourself. They are as

curious about you as you are about each
of them.

Begin organizing your files.

Stay flexible!

Prepare and cover all bulletin boards.

More can be added later (birthday board,
monthly calendars, etc.)
Have lesson plans and materials ready for
the day and plan more than you think you
will need.
Run copies of all reproducible materials
and organize them for student distribution.
Plan your passing out and taking up
system. Begin on day one.
Have a fun, short, and easy activity or
assignment ready for students as soon as
they walk in your door.
Know where you want students to put their
supplies.

iteachU.S. 2013.

Collect, organize, and store all supplies.

Pre-SchoOl Preparation Tour

If you are hired early enough before the first day of school, you can gather some very important to make your year begin more successfully. Ask the
following questions using this key:
A
S
TC
N
L

Administrator (Principal or Assistant Principal)

Secretary
Team Coordinator or Department Chair
Nurse
Librarian

1.

Where is my classroom?

2.

Where do I park?

3.

What are my expected work times?

4.

Where are the Faculty Restrooms, the Teachers Lounge, and the Teacher Workroom?

5.

Do I have keys to my room, desk, and closet, and where do I get them?

6.

May I come into the building after hours or on weekends? If so, what is the procedure for turning off the alarm, etc.?

7.

Is there a bell schedule, and how are tardies and attendance handled?

8.

What is my schedule, and what are the expectations for my assigned duties?

9.

Where do teachers eat lunch, and may I leave campus for lunch or during my conference period?

10.

Who do I call if I am going to be absent, and what is the number?

11.

Is there a phone in my room, and what are the rules for its use?

TC

12.

What is our school logo, mascot, etc.?

A
13. What is the expected professional dress for teachers? What about jeans, sweats, or t-shirts? Are there specific days set for casual day or
jeans day?
A

14.

What do I do if I have an emergency and need to leave my room?

iteachU.S. 2013.

23

15.

Do I have a classroom with furniture, or do I need to purchase something on my own? What should my classroom inventory include?

A.

16.

When will I receive my class list(s)?

17.

Do I have my own computer, and may I install my own programs from home? What about downloading programs? What is my e-mail
address? Who may I e-mail?

18.

Will I be given any consumable supplies for my room? What will they be?

TC

19.

What is included on the student supply list? Should every student have those items? What do I do if they do not?

20.

Where is the book room, and how do I check out books for my classroom?

21.

What kind of lesson plans do I need, and who do I turn them in to?

22.

Is there an electronic grade book or a hard copy grade book? Where do I get them?

23.

How do I have materials copied on campus (use of copier, copier code number, etc.)?

TC

24.

Is there a district print shop or media center? Where and how do I send things to be printed or made?

TC

25.

Where do I obtain curriculum guides for the subjects I will be teaching?

26.

What are the procedures for arrival and dismissal of students? Where do students go before school starts? Do I need to pick up my
students from a particular place? What time may students enter the school and classroom? Where do students go after school?

27.

How do I check attendance?

28.

What is the student medication policy? Where is the clinic and how do I send students there? Are there clinic passes?

29.

Are there hall passes, office passes, restroom passes, discipline referrals, counselor passes, etc., and if so, how are these used?

30.

How do I get assistance from the office if an illness, discipline problem, or an emergency arises in my classroom?

TC

31.

What are the cafeteria procedures for lunch count for students and teachers? What do I do if a student does not have lunch money?

TC

32.

Are there specific bathroom or hallway rules?

33.

Who is the building custodian(s), and where are their offices located?

34.

Is there a campus officer, and how do I call them if needed?

iteachU.S. 2013.

35.

Who is my team coordinator or department chairman?

36.

Who is my campus mentor? Do I have a campus buddy?

37.

Who will be my appraiser, and what is the appraisal schedule?

38.

Who is on the Campus Planning (Improvement) Committee?

39.

How do I find out about professional development opportunities?

40.

What is the procedure for teacher communication with parents (newsletters, assignment notebook, etc.)? How do I use the assignment
notebook?

41.

When are faculty meetings? Does everyone have to attend?

42.

When are the PTA/PTO meetings, and what is the attendance requirement?

43.

What school events am I expected to attend?

TC

44.

Is there a district posting or building information bulletin board?

TC

45.

How do I use interschool mail and what is its purpose?

TC

46.

Do I have a teacher box for messages? Where is it located? How do I receive messages during the day?

TC

47.

What is the procedure for checking out materials from the Service Center? What audio or video materials are available for classroom
use? Is there a district rating policy?

48.

What audiovisual equipment is available and how do I obtain it?

49.

What is the districts policy regarding copyright laws? Are the rules for printed and A/V materials the same?

TC

50.

How do I find out about field trips or school bus rental?

TC

51.

Where is the computer lab, and what is the schedule for its use?

TC

52.

Are there manipulatives available for my classroom, and how do I check them out?

TC

53.

What is the procedure for laminating my classroom materials, and are there rules for attaching room decorations to the walls?

iteachU.S. 2013.

25

54.

How will I know if I have any special needs students in my classroom? Who will help me understand their modifications, etc.?

55.

Where are the confidential cumulative student records kept, and how are they used?

56.

What are the school policies about rules, consequences, suspensions, and keeping students after school (D-Halls, Saturday School, etc.)?

TC

57.

How do I complete progress reports, report cards, and grade sheets?

58.

What are the procedures for referring a student to the Counselor or for special education?

59.

Where is the On-Campus-Suspension room, and how are assignments handled?

TC

60.

Where are the emergency evacuation procedures posted, and where do my students go for fire drills or disaster drills?

61.

Is there a bilingual or ESL program on campus, and how are students referred to that program?

iteachU.S. 2013.

LesSon 3
Creating EfFective
ClasSroOms

iteachU.S. 2013.

27

You will never be busier in your life than the

first week of school. The suggestions and hints
offered in this chapter are intended to help you
be a good steward of time in your classroom
organization. Educators often share their wealth
of expertise and knowledge of the classroom
environment to help beginning teachers. There
are a vast amount of resources available
on the internet from individuals as well as
organizations. This lesson contains a collection
of information designed to offer suggestions on
effective classroom practices.
Over the years, I have collected many ideas,
suggestions, and thoughts from veteran
teachers. In the next several readings, many
of these hints are shared with you for your
success as a teacher.
While many of the suggestions are more
appropriate for the elementary grades, many
others can be utilized in the middle and high
school classes as well.

Starting the SchoOl Year

If you decide to seat students alphabetically,
number the desks prior to the start of class. As
you greet the students at the door, tell them their
desk number, or hand them the desk number
on a slip of paper. When you check your roll be
sure to verify correct seating placement.
Try the following game to help students get
acquainted with one another. Students take a
piece of paper and write their names boldly at
the top. They write some things that they would
like others to know about themselves. Then,
students fold the papers up like a tent to set
them on their desk.
iteachU.S. 2013.

To help students learn about each other at

the beginning of the year, students prepare
Hanging Autobiographies. The poster of their
life contains items from home as pictures, etc.

Use baskets to store glue, scissors, or markers.

Arrange materials with enough room for two or
three students to reach at a time.

Make sure you spend time teaching students

the proper way to put a heading on all papers.
Use a laminated poster board to make models
of how to set up their papers. Leave this poster
displayed for all the students to see.

Clearly label all shelves and material storage

places for easy clean up.

Have each student write his/her name on

a piece of notebook paper. Then have the
students fold the paper like a tent. The tent is
then placed on the front of his/her desk. You can
quickly learn students names in this manner.

Hints for an Organized ClasSroOm

Each child should have an individual dish pan
to store crayons, pencils, etc. under his/her
desk. They are cheap and keep things neat.
Use gallon-size freezer bags instead of supply
boxes.
Arrange desks in a v-shape in the room, no
more than three desks deep.
Have a rolling cart with craft supplies, or
frequently used materials on it. This makes
it easy to move your supplies to where the
instruction will occur.
Instead of desks, use tables with three to four
students at each. Arrange them depending on
the activity, making sure that all students can
see.

Place your desk and storage areas away from

the main traffic areas.

Arrange student desks in a u-shape, and

label the areas of the room with the cardinal
directions (North, South, East, and West).
Cover bulletin boards with cloth, burlap, nonfade paper, or plastic folders.
To aid in cleaning up after projects, hang
garbage bags at the end of each table.
To organize materials, use plastic bins marked
with mailing labels.
Color code materials so students know where to
return them.
To keep traffic areas clear, have students leave
backpacks and bags in lockers, a closet in the
room, or other designated areas.
Use vinyl rain gutter sections mounted along the
wall to display books.
Make sure all electrical outlets are plugged with
covers, or use a plug-in to be safe and smell
good.
Stack crates to use as bookshelves.

Use carpet squares or scraps in rooms without

carpeting.
Use high quality masking tape, the type used in
car body shops. It is more expensive; however,
there will be little or no clean up when removed.
Increase display space for student work by
stringing heavy-duty twine across the room or
along hallways, and use clothes pins to hang
work.
Use large and medium sized clear plastic
containers to store science lab equipment.
Space coat hooks around the room so they do
not touch, and students will not bunch up when
retrieving coats or lunches.
Consider getting rid of your desk. Use a rolling
podium; it takes up less space and can help
vary where instruction occurs.
Use a plastic magazine rack to store spiral
notebooks. It keeps them organized and handy.
To help with traffic patterns around the
teachers desk, have arrows on floor so
students have to line up at one side and exit
the other direction. This prevents build up and
interruptions by students coming up on the
other side.
In the classroom library, color code books
according to type: fiction, non-fiction, mystery,
etc.
If storage is causing you problems, consider
these ideas: Store teacher materials in milk
crates for movement throughout the building.

Use copy paper boxes to store unit material.

Use laundry baskets for lunch bags. Have
students roll their coats and place them
standing next to each other in a laundry
basket or box.
For additional bulletin boards use long ceiling
tiles attached to walls by Liquid Nails. Also,
you can use chalkboards as displays by using
magnets to post sentence strips or posters
during lessons.
For a variation in bulletin board background,
you use fabric. You can wash it and reuse as
necessary. Note: If you use burlap or other
flammable material, spray with a fire retardant
solution. Wallpaper books may be obtained
from stores and then the sample material used
as borders.

The old adage Idle hands are the devils

workshop is most applicable to todays students.
Keep them busy; keep them out of trouble.

Maintaining Instructional
Momentum
Bulletin boards should be interactive. Use them
as part of the lesson; have a weekly theme from
what you are studying.
When leaving the room at any time, use the time
to review facts on note cards with the students
as they are in line or walking in the halls.
When students are working in cooperative
groups, use a die to determine which students
will answer a question. If it lands on 4, then the
number 4 student in each group will give an
answer.

Use 3M Dry Mount spray (the re-mountable,

NOT the permanent kind) to attach letters to
bulletin boards.

Use popsicle sticks that are numbered for each

student in alphabetical order to keep track of
participation.

Students can use a shoebox, fanny pack, or

Ziploc bag to store their materials. These types
of containers, in addition to tidying up the desks,
are easy to carry to their next class.

When assigning students to groups, deal out

playing cards and have a group for each sign:
hearts, diamonds, clubs, and spades.

To minimize traffic to and from the wastebasket,

provide students with their own personal
wastebaskets. A brown paper bag folded over
at the top to make a sturdy cuff can be taped
to the side of a desk. Let students personally
decorate their bags before they set them out.

When making transitions use a song or music:

clean up song, line-up song, etc.
When the class raises an issue or question that
is not relevant to the matter at hand, write those
issues on a part of the board labeled Parking
Lot. Let students know that, when time permits,
you will address those issues. Try to cover the
most relevant before the day is over.

iteachU.S. 2013.

29

If a student finishes his work before his

classmates, have a Job Jar for the student to
draw a job out of that will keep him occupied
until the class is ready to move on.
Students who are finished early with their work
get to become the experts and help the other
students who are not done, but only if they ask
for help.
Word Walls, systematically organized
collection of words displayed in large letters
on a wall or other large display place in the
classroom, are an invaluable tool for writing,
especially for middle school and reluctant
writers.
During independent work, students can
volunteer to be troubleshooters. If they place
the red apple on their desk, it is a sign that
other students can go to those students for help
before asking the teacher for help.
To encourage students to think about what they
say before sharing in a discussion, tell students
to: Decide (what you will say), and Shine with
Pride (give your answer when called on).

Streamlining the Paper MilL

To collect homework or other assignments, try
having a real mailbox. If an assignment is due,
the red flag is up and you can pick up the mail
between classes.
A reflective phrase: If you didnt get the grade
you wanted, I didnt get the work I wanted.
One way to monitor student work is to make
notes on post-its that you can place in the
iteachU.S. 2013.

students folder or in your grade-book as a

reminder to follow-up or talk with the student.
Use grading rubrics to help students be
accountable for their work. Give them out at
the beginning of a unit so they know what you
expect. Also use behavioral expectations on the
rubrics and have students grade themselves.
Use milk crates to hold the papers or activities
for different classes. Each crate can have the
materials for separate classes, and they are
easily stacked and accessible.
Have a folder filled with activities for students
who finish their seatwork early. It can contain
review activities or materials that have not been
fully mastered.
Cover tables with butcher paper (tape the sides
under). During class students can use the paper
as scrap paper to practice, and you can post
great examples on your bulletin boards.
For handing in papers, have the cardinal
directions posted on the appropriate walls.
Students stay in their seats, and you ask them to
pass their papers to the NW corner (or farthest
East etc.). They have to figure this out silently,
and it promotes good geography skills.
In the front of the room under the chalkboard,
string a clothesline with a clothespin for each
student with his/her name on it. They clip
unfinished work on the line, and you clip work
that absent students have missed to the line. It
is easy to see and reach.

Use grading
rubrics to
help students
be acCountable
for their
work. Give
them out at the
beginNing of
a unit so they
know what you
expect.

Use magnetic clips for students to clip work to

their desks if they have unfinished work or if a
child is absent.
To keep parents abreast of students work, send
papers home weekly in a laminated folder.
Include a cover sheet that tells how many
papers are in the folder to prohibit papers from
getting lost on the way home.
To help students keep up with daily assignments
try having the students keep a daily work folder.
Students keep their daily work in it. They can
turn it in at the end of the day if needed. And the
teacher can slip notes into the folder.
Remember to have a place in the room to post
assignments for students. There are several
ways to do this: Post on the chalkboard using
different colored chalk for different subjects; use
daily or weekly assignment sheets; or a weekly
calendar.

Classroom communication, as with any other

communication, can always be improved.
Review these suggestions periodically to
continually improve your communication.

ClasSroOm ComMunication
Place a full length mirror on the wall so students
can see their appearance before leaving the
room.
Save time for comments and compliments at
the end of the day so students leave feeling
positive.
Have an Appreciation Community Circle at
the end of the day where each student takes the
opportunity to appreciate the student next to
him or her.

To prevent students from interrupting you when

you are talking to another student, keep a wait
card that you hand to the interrupting student.
When you finish your conversation, take the
card from the waiting student and talk to him/
her.
At the end of the day, do a quick assessment
of your students. Do a ticket out where you
stand at the door and each child has to answer
a question or give you a high-five to get out of
the room. This one-on-one interaction helps to
develop a better system of communication .
All student book bags should have the students
name displayed on the outside.
On days of performances or presentations,
encourage students to dress up, take a picture
of them, and display the photos on the board.
The students love to see themselves.

To help students monitor their own progress

on long-term projects, create a step-by-step
checklist that breaks down the project. To
further promote student responsibility, this
checklist can be created by or with the student.
When students are absent, they miss out on
lectures and discussions. To keep them up-todate with their notes, assign a student secretary
who is a good note-taker to take notes. Put a
copy of the notes in the class assignment or
make-up notebook for absent students to check
out.

At the end of the day, do a quick

asSesSment of each student. This
one-on-one interaction helps
to develop a betTer system of
comMunication.

Keep a daily work folder for each student that

stays at his/her desk. When a student is absent,
work and assignments are placed in that folder.
iteachU.S. 2013.

31

Use the 3 Cs: Cares, Concerns, and

Celebrations during the opening 5-10 minutes
of class for discussion.
Develop the idea that a plant is a friend, and
when it is time for quiet activities or silent
reading, invite students to take a plant with them
to their work area.
Give each student some wall space in the
classroom to display items - papers, pictures,
sports team memorabilia, etc. This space might
be created by giving each student a length of
yarn and a way to attach it, which lets him/her
choose the spot on the wall and the items to
place in his/her spot.
To help build a positive climate in your
classroom, have students recite this poem:
Welcome to SUCCESS, a place where we do
our best. We respect, encourage and support
each other. We never laugh at, put down or
discourage another. We may be children, but we
are the best.
Create a Positive Reinforcement Center. In one
corner of the room, have the following: a positive
thought for the day, a mirror that reminds
students that they are special, a poster with
ways to handle stress, etc.
Students enjoy hearing something positive from
the teacher. Try having a mailbox for each
student. Write a short note on something positive
and place it in their box. By doing this for five
students each day, you can write each student
once a week.

iteachU.S. 2013.

Depending on district policy, the minimum

number of parent-teacher conferences is
predetermined. Parent-teacher conferences
can be requested by either party. Always be
prepared with the students complete record.
The following suggestions are based on tips
received from the National Education Agency.

Allow enough time

Tips for a SucCesSful ParentTeacher Conference

Be ready for questions

Invite both parents

Encourage both parents to attend conferences

when possible. Misunderstandings are less
common if both parents hear what you have
to say, and you will be able to gauge the
kind of support both parents give the child.
Remember that both mother and father may not
be available. Today, 71.3 percent of mothers
are working mothers; it may not always be the
mother who is available to meet (U.S. Dept. of
Labor, 2012). And many children come from
single-parent homes; you could unwittingly
hurt a childs feelings by always asking to meet
the mother. More grandparents are raising
grandchildren than ever before. Make contact
with the legal guardian if neither parent is
available

Make contact early

Youll get your relationship with parents off to a

good start if you contact them early in the year,
perhaps with a memo or newsletter sent home
to all pupils. Develop a classroom website
and provide the URL to your parents. Give
parents an outline of what their children will be
studying, and let them know you will be happy
to meet with them during the year. (Be sure to
say how and when they may contact you for
conferences.).

Schedule plenty of time for the meeting. Twenty

to thirty minutes is usually adequate. If you are
scheduling back-to-back conferences, be sure
to allow enough time between them (10 minutes
or so) so you can make necessary notes on the
just-concluded conference and prepare for the
upcoming one.
Be prepared to answer specific questions
that parents may have. They are likely to ask
questions such as:
What is my childs ability level?
Is my child working up to his/her ability
level?
How is my child doing in specific subjects?
Does my child cause any trouble?
Does my child have any specific skills or
abilities in schoolwork?

Get your papers organized in advance

Assemble your grade book, test papers,

samples of the students work, attendance
records and other pertinent data together ahead
of time, so that you will not fumble through
stacks on your desk during the meeting.

Plan ahead

Have in mind a general, but flexible outline of

what you are going to say, including a survey of
student progress, a review of his/her strengths
and needs, and a proposed plan of action.
Reference: U.S. Department of Labor, Bureau
of Labor Statistics. (2011). Women in the labor
force: A databook (2010 edition). Retrieved from
http://www.bls.gov/cps/wlf-databook-2011.pdf

Greet parents near the entrance they

will use

You will alleviate anxiety, frustration, and make

the parents feel welcome if you greet them at
the school door. Nothing is more confusing to
the uninitiated than wandering around those
look-alike school hallways trying to find the right
classroom.

Get the name right

Do not assume that Jennifer Peabodys mother

is Mrs. Peabody. She could well have a
different last name than Jennifer does. Check
your records ahead of time to make sure you
have got the parents/grandparents names
right. And do not assume that the wrinkled
gray-haired gentleman coming in with Johnny
is his grandfather. It could be his father or an
uncle. Ask politely. Try not to talk to the Smiths
about their son Stan when their sons name is
Steve.

Avoid physical barriers

Do not sit behind your desk while forcing the

parents to squeeze into the childrens desks
on the front row or perch miserably on folding
chairs. Arrange conference-style seating if
possible so you will all be equals together.

Open on a positive note

Begin conferences on a warm, positive note

to get everyone relaxed. Start with a positive
statement about the childs abilities, work, or
interests.

Structure the session

As soon as the parents arrive, review the

structure of the conference; the why, what,
how, and when, so that you will both have an
agenda.

Be specific in your comments

Parents may flounder if you deal only in

generalities. Instead of saying, She doesnt
accept responsibility, pin down the problem
by pointing out, Amanda had a whole week
to finish her report but she only wrote two
paragraphs.

Offer a suggested course of action

Parents appreciate being given some specific

direction. If Jane is immature, it might be helpful
to suggest to parents to give her a list of weekly
chores, allow her to take care of a pet, or give
her a notebook to write down assignments. Of
course, when you offer advice, let parents know
you are only making a suggestion.

Forget the jargon

Education jargon phrases like criterionreferenced testing, perceptual skills, and

least restrictive environment may be just too
much double-talk to many parents.

Turn the other cheek

In routine parent conferences, it is unusual to

run into parents who are abusive and hostile,
but it can happen. Try not to be rude, whatever
the provocation. Hear out the parents in as
pleasant a manner as possible, without getting
defensive.

Ask for parents opinions

Let parents know you are interested in their

opinions, eager to answer their questions, and
want to work with them throughout the year to
help make their childs education the best.

Focus on strengths

It is very easy for parents to feel defensive since

many of them see themselves in their children.
It will help if you review the childs strengths and
areas of need rather than dwelling on criticism
or stressing weaknesses.

Use body language

Non-verbal cues set the mood of the

conference. Smile, nod, make eye contact, and
lean forward slightly. Youll be using your body
language to let parents know you are interested
and approving.

Stress collaboration

Let the parent know you want to work together

in the best interests of the child. A statement
like You need to see me as soon as possible
to discuss Johnnys poor study habits only
arouses hostility, while I would like to discuss
with you how we might work together to improve
Johnnys study habits gets the relationship off
on the right foot.

Listen to what parents say

Despite the fact that we spend nearly a third

of our lives listening, most adults are poor
listeners. We concentrate on what we are
going to say next, we let our minds drift off to
other concerns, or we hear only part of what a
speaker is saying. You will get more out of a
parent conference if you really listen to what
parents are saying to you.

Ask about the child

You do not want to pry, of course, but remember

to ask the parents if there is anything they think
you should know about the child such as study
habits, relationship with siblings, any important
events in his/her life, which may affect his/her
school work.

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33

Focus on solutions

Ideally, all parent conferences would concern

only positive events. Realistically, many
conferences are held because there is a
problem somewhere. Things will go smoother if
you focus on solutions rather than on the childs
problem. Discuss what you and the parents can
do to help improve the situation. Plan a course
of action together.

Do not judge

It may not always be possible to react neutrally

to what parents say, but communicating your
judgments of parents behaviors can be a
roadblock to a productive relationship with
them.

Summarize

Before the conference ends, summarize the

discussion and what actions you and the
parents have decided to take.

Wind up on a positive note

When you can, save at least one encouraging

comment or positive statement about the
student for the end of the conference.

Meet again if you need to

If you feel you need more time, arrange

another meeting later rather than trying to rush
everything before the kids get back from art
class.

Keep a record of the conference

You may find it helpful later to have a brief

record of what was said at the conference, what
suggestions for improvement were made, and
so forth. Make notes as soon as possible after
the conference, while the details are still fresh.

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LesSon 4
Your Discipline Plan

iteachU.S. 2013.

35

The plan that you create for your classroom lays

the foundation for your classroom success. You
are encouraged to give considerable thought to
this lesson.

Cue: Give Me 5. When the teacher puts her

hand up, it is a signal for students to put things
down, zip lips, get eyes on teacher, and keep
hands at the sides.
Have different levels of talk for different activities
or areas of the school building. For example:
0 = no talking
1 = whisper
2 = group
3 = fill the room Or, draw a talk-meter for voice
levels using percents for 0-100 percent.

Guidelines, Rules, and

Consequences
For elementary students, read the book Shiver,
Gobble & Snore to discuss why we need rules.
Tie writing rules into a unit on The Constitution.
Have students sign to abide by the Classroom
Constitution.
Have students practice different room
arrangements so changes can be made quickly.
Use a cue word that instructs them to move to a
particular arrangement.
When checking out books in the room, have
students use a wooden paint stir stick to mark
the place of the book they borrowed.
Create a flip chart of procedures, both a master
chart for teacher use and individual flip charts
for students to have at their desks.
For students to signal they need help, have them
hold up a neon card or put a tent card on their
desks.
Use musical selections to time entry activities
(hanging coats, organizing desk, getting
materials) and close the day with the same
selection. Let the kids choose the music.

When using centers, assign each one a different

color and place cards or beads on strings in
the corresponding color at each. The number of
cards shows how many students are allowed at
a center.

Tie writing
rules into a
unit on The
Constitution.
Have students
sign to
abide by the
ClasSroOm
Constitution.

When conferencing with an individual student,

to avoid interruption, put a sign or note on
the desk where you are working, reminding
students that you are busy and not to interrupt.
When passing out materials to groups, have
everything in one Ziploc bag per group and
have one student responsible for getting and
putting materials away.
Student attention cue: Play music softly and say,
If you can hear the music, you are ready.
Use a timer and have a designated student in
each class set it to go off 10 minutes before the
end of class so you have time to wrap up each
class.
Use blue painting tape to teach traffic patterns.
To assign students to classroom jobs, have them
fill out an application and interview with you.

iteachU.S. 2013.

Practice procedures for fire drills, dismissal,

and going to the auditorium before an actual
program to make sure students are orderly
when the real time comes.
Attention cue: When students are noisy the
teacher says, Hips & Lips. The students
respond by putting one hand on their hip and a
finger on their lips to get quiet instantly.

Practice
procedures for
fire drilLs,
dismisSal, and
going to the
auditorium
before an
actual program
to make sure
students are
orderly when
the real time
comes.

Make magnets with each students name on

them and place next to a chart for lunch - hot or
bag, need to go to the library, etc. Have students
place their names under the appropriate
columns.
Have students line up in alphabetical order
to save time and cut down on pushing and
shoving.

disorder, place footprints on the floor to indicate

where students should stand and the number of
students who can stand in line.
For disruptions in your classroom related to
students use of the pencil sharpener, try The
Pencil Can. Place two soup cans, one empty
and one filled with collected extra pencils,
near the pencil sharpener. If a students pencil
breaks during instruction, he may select one
from the can.
Use as many silent signals as possible. To get
a drink, raise hand and then hold thumb up to
mouth. To go to bathroom, raise hand and then
do walking fingers. To sharpen pencil, raise
pencil. Then simply shake your head yes or no;
you do not have to verbally respond.

Fire Drills: Have a fire folder posted by the door

containing class lists and a green and red card.
When you get outside, hold up the green card if
all your students are accounted for, red if they
are not.

As students enter the room in the morning,

have a procedure for what they should do
once they are at their desks. One teacher has
review work on the board that students work
on as the teacher takes roll and handles other
organizational matters.

Use color-coded dots to mark furniture

positions, using one color for group
arrangement, another for rows. This saves time
when moving desks and keeps the students and
desks orderly.

To collect lunch money from children in an

efficient manner, have students place their
money in a utility organizer with individual
drawers, one drawer for each child!

To make sure parents fully understand the rules

for the classroom, send TWO copies of the rules
home. They sign one copy and return. They
keep the second copy to hang up at home.
There are several places in classrooms that
require students to line up: water fountain,
bathroom, door, pencil sharpener. To minimize

Use a traffic light to represent to students how

much talking is expected. Draw a traffic light on
a piece of cardboard or poster board. Tape a
movable arrow next to the traffic light, which will
point to the appropriate color. Red = no talking,
Yellow = talking only when necessary, Green =
free talking.

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37

To monitor the voice level of students, have a

child, a daily helper, be a noise monitor. When
the voice level is inappropriate, the student
bangs a chime once to remind peers about
voices. When this type of warning comes from
the student, the room usually responds quickly.
To get students attention, say, When you hear
my voice, clap. Vary this occasionally with
other actions such as snap or stomp.
Identify a spot in the front of the room (one
teacher uses a talk box). When the teacher
stands in this spot, students know to stop all
activity and give their attention to the teacher.

Law and Order in the ClasSroOm

Keep a bunch of red colored disks handy
and when students are off task, instead of
interrupting the lesson, put a disk on their desk
to let them know. If the unwanted behavior
continues, add another red disk. If a student
accumulates three red disks, take away a
reward.

Give students a set number of passes at

the beginning of the grading period (three
bathrooms, one drink, two lockers). These are
for emergency use. They do not get more when
they are used up, and at the end of the semester
any passes they have not used are exchanged
for a predetermined item of value.

Curtail tattling by having students write their

complaints down rather than simply telling
you. Create a form in which students fill out
what happened and whether or not it is an
emergency. Emergency complaints can be
handed directly to the teacher at a break in
instruction.

Possible rewards for good behavior suggested

by teachers: Treasure Box for returned report
cards, folders, etc; Fun Friday or Fantastic
Friday pizza party; positive phone calls to
student and/or parent; positive note to student
placed in the school paper.

Have some forms for students to complete if

they have lost something jewelry, money, etc.
They must describe the item and you can save
the form in a file in case the item turns up later.
Usually it does not, but it makes the student feel
better if he/she can fill out a Lost Item Report.

Tiger Paw Restaurant. One school sets

up tables on the stage, called the Tiger Paw
Restaurant, Lions Den, Falcons Nest, etc.
Students who behave in the cafeteria have the
opportunity to sit in the restaurant the next day.

Reinforce positive behavior with tally sheets that

each child uses to record his/her good behavior.
When a child gets in trouble, have him/her write
a note telling his/her parents what happened.
Look it over, sign it with the child, and send it
home to be discussed and returned signed the
next day.
Keep a flashlight in your desk for power failures
and use during video viewing to spotlight
students who are talking, writing notes, etc.

iteachU.S. 2013.

Reinforce positive behavior with

talLy sheEts that each child uses
to record his/her goOd behavior.

In just a short time, you will have the assignment

to design your discipline plan. Here are some
things to consider.

Concepts to KeEp in Mind as

You Start Developing Your Own
Discipline Plan as a New Teacher
First

Before you ever meet your students, you should

talk with the principal or the person in charge
of discipline at your school. Every school has
its own policies, and new teachers must know
them inside out to avoid catastrophe down the
road. Also, talk to teachers to find out what
happens to students when they are sent out of
the room. If sending them down to the office is a
reward for them, then by all means, keep them
with you (within reason of course).

Second

Make a list of general policies. These are

not rules. Policies are the concepts on which
you base your classroom. Just think about the
absolutes. What are the issues that absolutely
must, or must not, occur in order for you to
teach your students? Policies are issues that
cannot be compromised. Example: Students will
feel comfortable and safe in class.

Third

Make your class rules. Have your policies in

front of you when you do this. Try and anticipate
your pet peeves. If there are certain areas of the
room that students should not have access to
(your desk or computer), they need to know that
up front. Also be ready to make changes when
you realize that a rule does not work out. From
the policy example above, I have a rule that

students cannot laugh at another when he/she

stumbles on words while reading out loud. (You
might think about handing out the policies on
the first day to your students and see what rules
they devise. You might be surprised at how well
they do! )

The Delivery

How you present yourself on the first day of

school is of the utmost importance. All teachers
will agree with me here. Where teachers
disagree is on what side of the teacher the
students should see. You might have heard the
old saying, Dont smile before Thanksgiving!
I do not necessarily agree with this; however,
I prefer to be all business. Some call this old
fashioned approach mean. The first day is
when the tone is set in the classroom. The first
day will be about the scariest event you will
go through; however, be sure to be thinking
straight. Prepare...Prepare...Prepare. This may
sound a bit strange, but even though it is the
day for introductions and policies, you must
know what you will say when you stand in front
of your class for the first time. Do NOT wing-it.
I wrote down word for word what I wanted to say
and thought through the words over and over
in my head. In addition to letting students know
that you WILL have control of the class, this is
also the time to let them know that you do look
forward to getting to know them and that you do
care for them. It truly is possible for these two
sides to both show themselves in the same
class period!

Assignment 3
After completing the chapters in this course and
reviewing several web links, you are ready to
develop a discipline plan for your classroom.
Refer to EDTC 5100 Assignments on your
Course Homepage to access Assignment 3.

Students will not care about learning

until they know you care about them.

iteachU.S. 2013.

39

LesSon 5
Best Practices

iteachU.S. 2013.

EfFective Environments for

EfFective Instruction

GoOd teaching
hapPens when
competent
teachers
with nondiscouraging
personalities
use nondefensive
apProaches
to language
teaching and
learning, and
cherish their
students.
Dr. James E. Alatis
Dean Emeritus,
SchoOl of Languages
and Linguistics,
Georgetown
University

Teachers play a major interactive role with

both the learner and the learning environment.
Cultural or group influences on students can
impact many educationally relevant variables,
such as motivation, orientation toward learning,
and ways of thinking.
Technologies and instructional practices
must be appropriate for the learners level
of prior knowledge, cognitive abilities, and
learning and thinking strategies.
The classroom environment, particularly
the degree to which it is nurturing or not,
can significantly impact student learning.
Individuals learn best when material is
appropriate to their developmental level
and presented in an enjoyable, interesting
way.
Early and continuing parental involvement
in schooling and the quality of twoway communications between adults
and children can influence student
development.
Awareness and understanding of
developmental differences among
children, with and without emotional,
physical, or intellectual disabilities, can
facilitate learning.
Educators need to be sensitive to
individual differences.
Language, ethnicity, race, beliefs, and
socioeconomic status can all influence
learning. Careful attention to these
factors in the instructional setting
enhances the possibilities for designing
and implementing appropriate learning
environments.

When learners perceive that their

individual differences in abilities,
backgrounds, cultures, and
experiences are valued, respected, and
accommodated in learning tasks and
contexts, the level of motivation and
achievement are enhanced.
Effective learning takes place when learners
feel challenged to work towards appropriately
high goals; therefore, appraisal of the learners
cognitive strengths and weaknesses, as well
as current knowledge and skills, is important
for the selection of instructional materials of an
optimal degree of difficulty.
Ongoing assessment of the learners
understanding of curricular material
can provide valuable feedback to both
learners and teachers about progress
toward the learning goals.
Self-assessments of learning progress can
also improve students self-appraisal skills
and enhance motivation and self-directed
learning.
The goals and expectations for schooling have
changed quite dramatically during the past
century. New goals suggest the need to rethink
such questions as: What is taught?, How is it
taught?, and How are students assessed?
As you establish your classroom, ask these
questions of yourself and strive for continuous
improvement.

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41

Learner-centered environments attempt to

help students make connections between their
previous knowledge and current academic
tasks.

Student motivation for learning increases when

they see connections between what they do
in the classroom and what they hope to do in
the future. Student attention increases when
classroom activities are relevant to their other
interests.

In summary, the following instructional practices will be observed in effective classrooms:

knowledge should be assessed through various methods, i.e. in
Authentic Assessment Student
a lab setting, a hands-on assessment might be used.
Challenging

The curriculum should challenge the student to encourage lifelong

learning.

Cognitive

Students must be encouraged to incorporate inquiry into the learning

process.

Collaborative

Cooperative learning experiences should be planned into the

instruction.

Constructivist (e.g.
discovery learning)

Students must build on prior knowledge.

Democratic

All students are equal and respected for their differences.

Developmental

All teachers must be aware of various stages of development to

determine age appropriate activities.

Experiential

Students must be encouraged to venture out and try.

Holistic

Instruction should be interdisciplinary, cross content area, so that

students see the whole of education.

Reflective

Both teachers and students must reflect, often through a journal,

on what has been learned and how learning could have occurred
differently.

Social

Students need to interact with peers.

Student Centered
instruction

Lessons are predicated on the student being the instructional center.

iteachU.S. 2013.

Additionally, based on the incorporation of the

state standards competencies into instruction,
the following practices should NOT be observed
in a classroom that incorporates good teaching
practices:
Competition in school grades stressed
Failure to acknowledge the varied
characteristics of students
Failure to encourage students who are
reluctant or having problems
Inconsistent, unfair, or inequitable
treatment of students
Rote memorization of rules and/or rote
practice emphasized
Teaching by telling; whole class directed
instruction
Teaching isolated topics
Testing for the sole purpose of assigning
grades
Tracking or leveling students into ability
groups
Use of low-level learning objectives
Use of worksheets, timelines (listing facts
and dates)
Use of rote activities and/or rote drill and
practice
Use of questions that require only yes/no
responses
Use of coercion, sarcasm, or ridicule
Use of harsh, negative, non-specific
feedback
Use of pull-out special programs
Use of and reliance on standardized tests

One of the prevailing instructional philosophies

is the learner-centered classroom. It is most
important that you not only are familiar with
the instructional concepts associated with the
learner-centered classroom, but that you also
incorporate the concepts into your classroom.

ClasSroOm Best Practice of

Learner-Centered Instruction
In a standards-based educational system, state
and federal policy emphasizes learning goals,
academic standards or performance targets,
and outcomes usually on state-level, criterionreferenced tests. More students are expected
to demonstrate proficiency on higher standards
than ever before. In this type of standards and
accountability environment, a considerable gap
of practice still exists, and school systems are
left to address this gap. We will address best
practice and learner-centered instruction in the
following pages.
The term learner-centered refers to
environments that carefully attend to the
knowledge, skills, attitudes, and beliefs
learners bring to the educational setting. This
includes teaching practices that are culturally
responsive, culturally appropriate, culturally
compatible, and culturally relevant (LadsonBillings, 1995). The term learner-centered
also applies to the concept of diagnostic
teaching: discovering what students think in
relation to the problems on hand, discussing
their misconceptions sensitively, and providing
situations for students to consider what will
enable them to readjust their ideas (Bell, 1982).

Teachers who are learner-centered recognize

the importance of building on the conceptual
and cultural knowledge students bring to the
classroom.
Learner-centered instruction also includes
sensitivity to the cultural practices of students
and the effect of those practices on classroom
learning. Learner-centered teachers also
respect the language practices of their
students, as they provide a basis for further
learning.
Overall, learner-centered environments
require teachers who are aware that learners
construct their own meanings through the
beliefs, understandings, and cultural practices
they bring to the classroom. If teaching is
conceived as constructing a bridge between
the subject matter and the student, learnercentered teachers should keep a constant
eye on both ends of the bridge. The teacher
should get a sense of what students know and
can do, as well as their interests and passions;
what each student knows, cares about, is
able to do, and wants to do. Accomplished
teachers give learners reason by respecting
and understanding their prior experiences,
assuming these can serve as a foundation on
which to build bridges to new understandings
(Duckworth, 1987).
Successful learners reflect on how they
think and learn, set reasonable learning or
performance goals, select appropriate learning
strategies or methods, and monitor their
progress toward these goals.

Learner-centered classrooms provide

opportunities to develop successful learners
by selecting methodology focused on each
students learning style and capability. This
also relates to the theory of constructivism. In
constructivism, learning is an active process in
which meaning is developed upon experience
(Bednar, Cunningham and Perry, 1993).
It is often difficult for new teachers to feel
comfortable using learner-centered instruction,
primarily because of their familiarity with the
traditional teacher-centered method.
The teacher-centered model is attractive to new
teachers for several reasons:
It is the method by which they were taught.
It makes sense: The teacher should be the
focus of the classroom, since the teacher
knows the language and the students do
not.
It requires relatively little preparation:
All the teacher needs to do is present
the material outlined in the appropriate
chapter of the book.
It requires relatively little thought about
students or student activities: All students
listen to the same teacher presentation,
then do related exercises.
Teachers inexperienced in learner-centered
instruction find it challenging in several ways.
It requires more preparation time:
Teachers must consider students learning
goals, identify classroom activities that will
connect those with the presented material,
and find appropriate real-world materials
to accompany them.

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43

 It is often not clear what, exactly, a teacher

does to make a classroom learnercentered.
It feels like it is not going to work. When
students are first invited to participate,
they may be slow to get started as
they assess the tasks and understand
classroom dynamics.
It feels chaotic: Once students start
working in small groups, the classroom
becomes noisy, and the instructor must
be comfortable with students making
mistakes that are not corrected.
It sounds like a bad idea: The phrase
learner-centered makes it sound as
though the instructor is not in control of the
classroom.
This final point is important. In an effective
learner-centered classroom, the instructor has
planned the content of all activities and set time
limits. The teacher is not always the center of
attention, but is still in control.

Learner-Centered /StudentCentered Learning

Recently, the buzzword for school wide
educational reform is learner-centered learning.
School administrations have thrown around this
term, yet no professional development was in
place on this subject in order to accomplish the
goal. Today, very few teachers actually use this
approach in their classrooms. One example of
an excellent learner-centered learning activity is
Biomes in a Box. In this activity, students work
in teams to research and create a biome of a
particular climate of their choosing.

iteachU.S. 2013.

I observed a Biomes in a Box lesson in which

students used various forms of technology
including the social media, texting and blogging
resources to research their particular biome.
They constructed the climate conditions of
that biome using various raw materials at
their disposal. In the end, they presented their
biome to the class with an oral discussion of the
climatic elements involved with that biome. The
students were so proud and so actively involved
in their learning. It was a great success. I am
sure that Biomes in a Box will be one lesson
those students learned in that school.
Even though some teachers use this new
approach successfully in their class, my
concern is that not all of the teachers can or
even know how to change from the mentor
in the center to guide on the side. Have the
school systems come up with ways to change
the mindsets of these teachers and show them
how to make their classrooms active learning
environments? No, they are just content to
throw the phrase around without determining
how to bring about student-centered learning
in the classrooms. So what is learner-centered
learning? Is it the cure all for the ailing public
education system? What tools need to be in
place in order to facilitate a student-centered
learning environment? What kind of in-service
or extra training will be necessary in order
to foster the learner-centered classroom?
In this writing, learner-centered instruction
will be defined, the key attributes to this type
of learning process will be explained, and
the tools that will facilitate its growth will be
identified.

Students
should be
presented
with real life
problems and
then helped
to discover
information
required to
solve them.
John Dewey

From Mentor in the Center to Guide on the

Side
Students should be presented with real
life problems and then helped to discover
information required to solve them.
- John Dewey
Student-centered learning is where students
work in both groups and individually to explore
problems and become active knowledge
workers rather than passive knowledge
recipients (Harmon and Hirumi, 1996). Rather
than the teacher being the gatekeeper
of information, the students construct their
learning by actively seeking their own
information. In fact, teachers become more the
guides on the sides helping the students to
access, organize and transfer information to
find answers to real life problems. As Harmon
and Hirumi point out, Teachers become
guides and mentors helping students access,
interpret, organize and transfer knowledge to
solve authentic problems, while students gain
expertise not only in the content area being
studied, but also in learning (1996). Students
do not merely regurgitate the information; they
learn how to learn through discovery, inquiry,
and problem solving.
Why the change to this new form of learning?
It seems that the teacher-centered textbookbased learning was not cutting it in our everchanging, information-rich, global society.
Rapidly changing political, social, and
economic environments often made textbooks
and articles outdated soon after they were
published (Cook and Cook, 1998).

Remember the fall of the USSR, how that

changed the world maps as we know them?
History was being made on a daily basis.
Imagine having to teach geography and world
history using the textbooks adopted prior to that
major shift. Many students used those outdated
and obsolete textbooks to learn world history
and geography.
The teacher disseminates that information
whereas the students passively listen. In the
end, what has the child learned? Obsolete,
verbal information remotely regurgitated on
some sort of multiple-choice exam? If the child
actively sought out the most recent information
including the most recent maps of the New
World Order, what has he/she learned?

He/She learned how to find the right information

and with the process of discovery, he/she
learned to use higher level thinking skills
such as analysis, synthesis, and evaluation to
disseminate the information to his/her fellow
classmates.
Why is it necessary to make the shift from the
Lancastrian model of teaching to studentcentered instruction? All the key elements for
student-centered learning are necessary work
place skills today. The key elements are:

Team skills

Technology
integral
learning

Interacting
and
processing
information

Learning
how to learn

Student-centered
learning

Interdisciplinary
knowledge

Continuous
improvement

Problemsolving

Source: Cook, J. & Cook, L., 1998

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45

If the school system supports student-centered

learning, meaning the administration is not just
throwing the guide on the side phrase around,
that is half the battle. Unfortunately, that is not
always the case. In fact, the GTOI instrument
used to evaluate teachers in Georgia demands
the horse and pony show, the teachercentered approach to learning. Actually, there
is a section for student-centered or teachercentered learning, but it is up to the evaluator to
determine the value.

Whereas, the Lancastrian (instructor-led) model

focuses on:

Facts
Technology
separate
from

Individual
effort

Instructor-led learning
Receiving
information

Passing the
test

Individual
courses

Achieving
the grade
Source: Cook, J. & Cook, L., 1998

As one can see, schools are a far cry from what

corporate America is requiring of its workers.
The education systems and the corporate
systems need more alignment; otherwise, there
will be a deficit of skilled workers entering the
workforce. In many cases, employees educate
and re-educate themselves in order to keep up
with the demands of new technologies and the
knowledge rich society(Cass and Csete,1995).

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Even though learner-centered learning may not

be the cure-all for the ailing education system,
it is a step in the right direction by aligning
skills from the workplace and using them in the
classroom setting.
How can the instructor bring student-centered
learning into his/her classroom? A systemic
shift needs to take place. Schools need to be
organized around the work of kids instead of the
work of teachers(Thornburg, 1995).

Another shift needs to come from the teachers

themselves. Student-centered learning
demands not only that teachers are experts in
their fields but also, and more importantly, that
they understand how people learn (Jordan, R. &
Spencer, J., 1999).
In many cases, teachers are on auto-pilot
when they teach a unit of instruction, meaning
they have taught it this way for years so there is
no reason to change now. How many teachers
really think about how students learn when they
teach a unit? Some are just content to assign
students a chapter to read or a worksheet to
complete without consideration for the learner.
Designing the lessons around how students
learn and access information will ultimately be
less taxing for the instructor, freeing him/her to
participate in the learning rather than be the
final deliverer of that learning. Teachers need to
consider the learners and the learning process
when constructing their lesson plans.

References
Bell, A.W. (1982). Treating student
misconceptions. Australian Mathematics
Teacher 38(3), 11-13.
Bednar, A. K., Cunningham, D., Duffy T. M. &
Perry J. D. (1995). Theory into practice: How
do we link? In G. J. Anglin (Ed), Instructional
Technology: Past, present and future.
Englewood, Co: Libraries Unlimited, pp 100-112.
Cass, G. & Csete, J. (1995). Educational
technology in the 1990s. In G. J. Anglin (Ed.),
Instructional technology (2nd ed.), (pp. 27).
Englewood, Co.: Libraries Unlimited, Inc.
Cook, J. & Cook, L. ( 1998, July). How technology
enhances the quality of student-centered
learning. Quality Progress, 31 (7), 59-63.

Ladson-Billings, G. (1995). Toward a theory

of culturally relevant pedagogy. American
Educational Research Journal 32(3). 465491. Retrieved from http://links.jstor.org/
sici?sici=0002-8312%28199523%2932%3A3%3C4
65%3ATATOCR%3E2.0.CO%3B2-4.
Tapscot, D. (1999, February). Educating the net
generation. Educational Leadership 56(5), 5-11.
Retrieved from EBSCO business search on
Galileo: http://www.galileo.gsu.edu.
Thornburg, D. (1995, April). Student-centered
learning. Electronic Learning 14(7), 18-19.
Retrieved from EBSCO business search on
Galileo: http://www.galileo.gsu.edu.

Duckworth, E. (1987). The Having of Wonderful

Ideas And Other Essays on Teaching and
Learning. New York: Teachers College Press.
Harmon, S.W. & Hirumi, A. (1996, May). A
systemic approach to the integration of
interactive distance learning into education
and training. Journal of Education for Business,
71(5), 267-271. Retrieved from EBSCO business
search on Galileo: http://www.galileo.gsu.edu.
Jordan, R. & Spencer, J. (1999, May). Learner
centered approaches in medical education.
British Medical Journal 318(7193), 1280-1283.
Retrieved from EBSCO business search on
Galileo: http://www.galileo.gsu.edu.

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47

ClasSroOm Instruction That Works

The following nine strategies were identified by
Marzano as having a strong effect on student
learning (Marzano, Pickering, and Pollock,
2001):
Identifying similarities and differencesAsking students to identify and represent
similarities and differences in graphic
or symbolic form to enhance student
understanding and ability to use
knowledge.
Summarizing and note-taking- To
effectively summarize, students must
delete some information, substitute
some information, and keep some
information. Note-taking is closely related
to summarizing. To take effective notes, a
student must make a determination as to
what is most important.
Reinforcing effort and providing
recognition- When recognizing the
accomplishment of a performance
standard, it is best to make this recognition
personal to the students. Marzano states
that reinforcing effort can teach students
one of the most valuable lessons they
can learn, the harder you try, the more
successful you are.
Homework and practice- Homework
assignments should vary from elementary,
to middle, to high school. Parent
involvement in home work should be kept
to a minimum. The objectives of homework
should also be kept to a minimum.

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Nonlinguistic representations- Engaging

students in the creation of nonlinguistic
representation stimulates and increases
brain activity. The following are examples
of activities that produce non-linguistic
representations: creating graphic
representations, making physical
models, drawing pictures, and kinesthetic
activities.
Cooperative learning- David Johnson
and Roger Johnson (1999) identified five
defining elements of cooperative learning:
individual and group accountability,
positive interdependence, one-on-one
promotive interaction, group processing,
and interpersonal small group skills.
Setting objectives and providing feedbackGoal setting is the process of establishing
a direction for learning. Feedback is
considered to be the most powerful single
modification to enhance achievement.
Generating and testing hypothesesHypothesis-generating and testing
can be addressed either inductively or
deductively. Student should be able
to explain their hypotheses and their
conclusions.
Questions, cues, and advance organizersThese are instructional strategies that help
students retrieve prior knowledge. Cues
and questions should focus on what is
important, as opposed to what is unusual.
Higher-level questioning results in deeper
learning.

Questions are an effective learning tool,

when used prior to a learning
experience, and wait time increases the
depth of students answers.
Schools and school districts must provide
high-quality staff development relative to
effective practice. It is essential for teachers to
recognize the need for continued professional
growth. Like their students, teachers should
adequately model practice, feedback, the
allowance for differences in implementation,
and celebration. Educators must have a desire
and commitment to learn, grow, and seek
research-based strategies to help them become
better teachers.
References:
Johnson, D. W., & Johnson, R. (1999). Learning
together and alone: Cooperative, competitive,
and individualistic learning (5th Ed.). Boston:
Allyn & Bacon.
Marzano, R. J., Pickering, D. J., & Pollock, J.
E. (2001). Classroom instruction that works:
Research-based strategies for increasing
student achievement. Alexandria, VA:
Association for Supervision and Curriculum
Development.

Assignment 4
Spend some time reflecting on the various types
of instruction provided in a classroom.
Refer to EDTC 5100 Assignments on your
Course Homepage to access Assignment 4.

LesSon 6
Legal IsSues

As we all work to educate the classroom

student, each educator must be familiar with
the legal ramifications associated with the
profession.
The following act has a greater effect on
classroom practices, i.e., returning papers
to students, than any other recent law. Each
district will expect all teachers to be familiar
with the act to ensure their compliance.
You must familiarize yourself with FERPA so
that you do not violate the rights of any student,
especially those students with special needs.

United States Department of

Education Fact SheEt
Family Educational Rights and Privacy Act
Of 1974 (FERPA)
The FERPA is a Federal Law designed to protect
the privacy of all students education records.
The law applies to all schools that receive funds
under an applicable program from the U.S.
Department of Education.
The FERPA gives certain rights to parents
regarding their childrens educational records.
These rights transfer to the student or former
student who has reached the age of 18 or is
attending any school beyond the high school
level. Students and former students to whom
the rights have transferred are called eligible
students.
Parents or eligible students have the right to
inspect and review all of the students education
records maintained by the school. Schools
are not required to provide copies of material
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in education records unless, for reasons such

as great distance, it is impossible for parents
or eligible students to inspect the records
personally. The school may charge a fee for
copies.
Parents and eligible students have the right to
request that a school correct records believed
to be inaccurate or misleading. If the school
refuses to change the records, the parent or
eligible student then has the right to a formal
hearing. After the hearing, if the school still
refuses the correction, the parent or eligible
student has the right to place a statement in
the records commenting on the contested
information in the records.
Generally, the school must have written
permission from the parent or eligible student
before releasing any information from a
students record. However, the law allows
schools to disclose records, without consent, to
the following parties:
School employees who have a need to
know
Other schools to which a student is
transferring
Parents when a student over 18 is still
dependent
Certain government officials in order to
carry out lawful functions
Appropriate parties in connection with
financial aid to a student
Organizations doing certain studies for the
school
Accrediting organizations
Individuals who have obtained court
orders or subpoenas
Persons who need to know in cases of
health and safety emergencies

State and local authorities to whom

disclosure is required by state laws
adopted before November 19, 1974
Schools may also disclose, without consent,
directory type information such as a students
name, address, telephone number, date and
place of birth, honors and awards, and dates
of attendance. However, the school must tell
parents and students of the information that
is designated as directory information and
provide a reasonable amount of time to allow
the parent or eligible student to request the
school not to disclose that information about
them.
Schools must notify parents and eligible
students of their rights under the law. The
actual means of notification (special letter,
inclusion in a PTA bulletin, student handbook,
or newspaper article) is left to each school. This
can be accomplished on the school website.
Schools must adopt a written policy about
complying with the FERPA. Schools must give
the parent or eligible student a copy of the
policy, on paper.
If you wish to see your childs education
records, or if you are over 18 or are attending
college and would like to see your records, you
should contact the school for the procedure to
follow.
If you have any questions about the FERPA, or
if you have problems in securing your rights
under this Act, you may call (202) 732-2057
or write to: Family Policy and Regulations
Office, Department of Education, 404 Maryland
Avenue, S.W. , Room 1087, Washington, DC
20202-4605.

We all have the responsibility to protect our

children from harm. If you suspect the abuse
or neglect of a child, it is your duty to report it
immediately.

When You Suspect Child Abuse or

Neglect: A General Guide
Anyone having cause to believe that a childs
physical or mental health or welfare has been
or may be adversely affected by abuse or
neglect MUST report the case immediately to a
state or local law enforcement agency.

Texas Department of Family and Protective

Services has a toll-free, 24 hour Family
Violence Hotline: 1-800-252-5400
Your legal obligation. Current law requires
that professionals such as teachers, doctors,
nurses, or child day care workers must make
a verbal report within 48 hours. In some
states, failure to report suspected child abuse
or neglect is a misdemeanor punishable by
imprisonment of up to 180 days and/or a fine of
up to $2,000 (Texas Family Code, Chapter 261).
Reporting suspected child abuse to your
principal, school counselor or superintendent
will NOT satisfy your obligation under this law.
Local school district policy cannot conflict with
or supercede the state law requiring you to
report child abuse to a law enforcement agency.

Your legal protection. Your report of child abuse

or neglect is confidential and immune from
civil or criminal liability as long as the report is
made in good faith and without malice.
In good faith means that the person making
the report took reasonable steps to learn
facts that were readily available and at hand.
Without malice means that the person did not
intend to injure or violate the rights of another
person. Provided these two conditions are met,
you will also be immune from liability if you are
asked to participate in any judicial proceedings
that might result from your report.

If you have reason to believe that a child is

being abused:
DONT try to investigate
DONT confront the abuser
DO report your reasonable suspicions
It is not up to you to determine whether your
suspicions are true. A trained investigator
will evaluate the childs situation. Even if your
report does not bring decisive action, it may
help establish a pattern that will eventually be
clear enough to help the child.
The following indications do not, by themselves,
necessarily indicate abuse. You might talk
to the child a little to see if there is a simple
or innocent explanation for what you have
observed.

Suspect Physical Abuse When You See:

Frequent injuries such as bruises, cuts,
black eyes, or burns, especially when
the child cannot adequately explain their
causes
Burns or bruises in an unusual pattern that
may indicate the use of an instrument or a
human bite; cigarette burns on any part of
the body
Frequent complaints of pain without
obvious injury
Aggressive, disruptive, and destructive
behavior
Lack of reaction to pain
Passive, withdrawn, emotionless behavior
Fear of going home or seeing parents
Injuries that appear after the child has not
been seen for several days
Unseasonable clothes that may hide
injuries to arms or legs

Suspect Neglect When You See:

Obvious malnourishment
Lack of personal cleanliness
Torn and/or dirty clothes
Obvious fatigue and listlessness
A child unattended for long periods of time
Need for glasses, dental care or other
medical attention
Stealing or begging for food
Frequent absence or tardiness from school

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51

Suspect Sexual Abuse When You See:

Physical signs of sexually-transmitted
diseases
Evidence of injury to the genital area
Difficulty in sitting or walking
Frequent expressions of sexual activity
between adults and children
Pregnancy in a young girl
Extreme fear of being alone with adults,
especially if of a particular gender
Sexually suggestive, inappropriate or
promiscuous behavior
Knowledge about sexual relations beyond
what is appropriate for the childs age
Sexual victimization of other children
A disclosure: If you are the first person the child
tells about sexual abuse, your testimony as
outcry witness may be especially important
in future legal proceedings. What you say the
child told you is not considered hearsay but is
admissible evidence in a trial involving a sexual
offense against a child. This exception applies
only to the first person the child approaches.
Assessment 1
This assessment will review the knowledge you
have gained regarding legal issues you may
face in the classroom.
Refer to EDTC 5100 Assignments/Assessments
on your Course Homepage to access
Assessment 1.

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Closing
It Takes Us AlL!

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53

It Takes Us All!
It takes an entire village to raise a child,
This statement is true indeed,
For each of us has our own special way,
To foster, to love, and to feed.
The children of our village need you,
To calm their every fear,
For as they come fresh to us everyday,
Youre the ONE who is ever so near.
It takes an entire village to raise a child,
With memories anew each day,
Of a loving adult who once did care,
For the children all along their way!

By Jana Engelmann

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GlosSary

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55

Accelerated
A students studies are advanced to allow
passing through content quickly; moving
through learning at a faster pace

Disciplines
A branch of knowledge; the subject areas
Example: mathematics, science, social studies,
language arts, etc.

Analogy
A comparison of similarities between ideas
generally considered to be unalike
Example: Reading is like riding a bicycle; once
you learn how, you never forget!

Educator Support System

Anyone and any organization that provides
guidance and encouragement for educators
and students

Block Scheduling
An approach to scheduling classes that allow
classes to meet for longer periods of time each
day, but in which students take fewer classes on
a daily basis
Classroom Climate
The way a classroom looks and feels
The teacher is ultimately responsible for the
classroom climate.
Classroom Environment
All things that encompass the surroundings of
the classroom lights, temperature, displays,
furniture arrangement, etc.
It also includes the affective domain of the
environment in the classroom, i.e., friendliness,
respect, tone, authority, etc.
Core
National standards that provide a consistent,
clear understanding of what students are
expected to learn, so teachers and parents
know what they need to do to help them.
The standards are designed to be robust
and relevant to the real world, reflecting the
knowledge and skills that our young people
need for success in college and careers.

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Efficacy
Being effective; obtaining a goal
Entry Level Educators
First-year educators
Epistemic
The act of knowing
Epistemology
The study of knowledge and its origins
Ethical Behavior
Acting in the highest moral principles and
values
Part of being a professional is acting ethically
and always doing the right thing or making the
best possible choice. Teachers are bound by
the National Education Association Code of
Ethics.
Explicit Curriculum
All subjects taught in school as prescribed by
the state

Hidden Curriculum
Also called implicit or informal curriculum;
knowledge that is constructed from peers,
interactions and experiences in school outside
of the formal (explicit) curriculum; learning that
takes place in addition to the school curriculum;
nonacademic learning
Holistic
Consideration in entirety; relating to the whole
child
Informal Curriculum
Also called implicit or hidden curriculum;
learning that occurs in addition to the school
curriculum; all the things students learn while at
school besides what is actually being formally
taught by the teacher
Inservice Training
Conferences, workshops, lectures, etc. held by
school districts and their related partnerships
in order to keep educators updated on their
profession
Teachers are required to obtain a prescribed
number of hours of training in order to keep
their certification current.
Integrated Curriculum
Also called interdisciplinary curriculum; relating
a particular theme or unit of study to many
different disciplines
Example, for the study of spiders, students will
use spiders as counters for division in math;
make a yarn web for spiders in art; build a
model of spiders and identify body parts in
science; read Charlottes Web and write poems
about spiders for language arts and make up
whole body movements while singing Itsy Bitsy
Spider in music.

Learner-Centered
The learning activity or concept is based on the
abilities, needs and learning style of students;
centered on the child
Modeling
Showing how to do something; having students
imitate a step-by-step process in a lesson
Parental and teacher behaviors are constant
models for students. If students see parents
or teachers treating others with respect, they
will imitate respect. Likewise, if they see others
treated with disrespect, they will do the same.
Paradigm
An example or model
Paraprofessional
A trained but non-certified individual who works
with students and is under the supervision of a
certified teacher or administrator
Parochial Schools
Private schools usually supported by a church
Professional Development
Ongoing acquisition of competence in
specialized knowledge and skills to remain
current in ones chosen field
Teachers have a responsibility to continue their
professional development throughout their
career. Continued professional development
includes attending lectures or in-service
training sessions, presenting at conferences,
being a member of a professional organization,
and/or reading professional journals, articles,
and magazines related to ones profession.

Reflection
A deep analysis of something. Students are
often asked to keep a journal of reflections
which usually includes some sort of prompt from
the teacher. As a part of being professional,
teachers reflect regularly on their performance
in the classroom, a particular lesson or aspects
of their profession.
Self-Efficacy
The beliefs one has about his own success
Example: Believing you can make a difference
in a childs life.
Spiral Curriculum
Presenting parts of a discipline (subject) over a
number of grades adding additional complexity
at each grade level
Staff Development
Providing training for teachers to keep abreast
of current trends and ideas and improve
professionalism
School districts often offer staff development
workshops throughout the year. Teachers are
required to obtain a specific number of hours
of training in order to keep their certification
current. Also called in-service-training

Team Teaching
Two or more teachers teaching together
They share two groups of students.
Example: One teacher teaches math and
science while the other teacher teaches
language arts and social studies.
Title I
Federal public education funding for schools
serving low-income families and low achieving
students as mandated by the Elementary and
Secondary Education Act of 1965
Title IX
Part of the 1972 federal Education Amendment
Act that prohibits gender discrimination for any
program receiving federal funds
Tutorials
Small group assistance of skills not mastered
in larger group settings: technology related
tutorials are computer based and allow skill
practice through various repetitions and then
mastery is checked by software

Teaching Style
The way a teacher chooses to teach based on
previous experiences, educational beliefs and
his or her philosophy. Teaching style includes
the way in which a teacher communicates,
his or her mannerisms, his or her selection of
a particular teaching method or instructional
strategy, and student expectations. Teaching
styles include traditional style, teacher
centered, student centered and/or content
centered, with many variations of each of these.

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57

Biographical Sketch

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Jana EngelmanN
Jana Engelmann was born in Fort Worth, Texas, into the home of two wonderful parents. She attended Fort Worth schools
until graduating from Polytechnic High School. Upon graduation, Engleman spent the money she made while working at
the Baptist Bookstore (now Lifeway Bookstores) at Texas Tech University. The daughter of two educators, Engleman wanted
to mark her independence by majoring in something other than education. However, like her parents, her heart was in
teaching. After two semesters at Texas Tech, Engleman changed her major to Art Education.
Engleman graduated from Texas Tech University and was recruited to teach for Spring Branch ISD in Houston, TX. She met
her husband, Bob Engleman, during her second year of teaching. After one month of dating and a four-month engagement,
they were married. The couple has now been married for 37 years! They moved back to Fort Worth in 1975, where Engleman
taught Art for Hurst-Euless-Bedford ISD. After teaching Art for five years, Engleman desired a change. For the next fourteen
years, she taught multiple subjects from grades 3-6.
Engleman later moved into Administration for HEB ISD, during which time she received a Masters Degree from Texas
Womans University. She retired in 2001.
After one month of retirement, Engleman began to mentor new teachers in HEB ISD. She has been blessed with a
supportive family, excellent health, and an enormous amount of energy to juggle her schedule. Her hobbies include
collecting antique marbles and Hersheys chocolate memorabilia, which help to keep her grounded and her faith strong.
She also enjoys singing in multiple musical groups and playing handbells.

Marty Jonas
Martha (Marty) Jonas received her B.S degree and M.Ed. degree from Texas A&M University at Kingsville, Texas.
Jonas has 32 years of experience in public schools, as both teacher and administrator. Jonas was Executive Director of
Schools (K-12) for the San Angelo Independent School District, San Angelo, Texas. She has served as Director of Secondary
Curriculum in administration, as well as assistant principal and principal at the middle and high school levels. Jonas also has
broad experience in long-range planning, fiscal management, personnel management, curriculum design and development,
and school facilities planning. She has made state presentations on curriculum integration, curriculum monitoring, and
drop-out prevention.
Jonas is currently a curriculum auditor for Curriculum Management Systems of Iowa and an appraiser for the Tarleton State
University Assessment Center. She is also a certified trainer in Three Minute Walk-Throughs, Examining Student Work for
Standard Alignment, School View and Texas Professional Development and Appraisal System. Presently, Jonas serves as an
independent contractor for iteachTEXAS.

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59