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Classroom Management Notebook Part 2

By Paul Delos Santos

Table of Contents
Section 5 Strategies for Dealing with Challenging Students and Situations
Pgs. 3-10
Hierarchy of interventions Pg. 4
Strategies for building relationships Pgs. 4-7
5 Tips for Better Relationships With Your Students Pgs. 8-9
Techniques to break the cycle of discouragement Pg. 10
Section 6 Utilizing the Support of Other Educators and Caregivers Pgs. 1119
Identifying Needs Pgs. 12-14.
Documentation Pgs. 14-19
Referral Process Pgs. 19
Section 7. Legal Issues Regarding Discipline Pgs. 20-32
Nevada Code of Education Pgs. 21-28
FERPA Pgs. 21-22
Compelling State Interests/Duty of Care Pg.23
Student Rights Pg. 24-25
Teacher Rights Pg. 25-28
Clark County School District Policy Pgs. 29-32
Dress Code (including hair, tattoos, etc.) Pg. 29
Objectionable Materials/Prohibited Items Pg. 30
Locker Searches Pg. 30
Tardies/absences Pg. 31
Cell Phone Use Pg. 31
Hazing, Harassment, and/or Bullying Policies Pg. 31
Cheating, Plagiarism and/or Forgery Policies Pg. 31
Section 8: Professional Dispositions and Growth Plan Pg. 33-35

Section 5: Strategies for Dealing with

Challenging Students and Situations

Hierarchy of interventions
There are three levels to interventions with each step moving further away from student-centered
intervention to teacher-centered interventions. Refer to the chart below to see where things begin.

Level 1 - Non-Verbal
This is a student-centered method of an intervention. Teachers should always attempt these firsts.

Level 2 & 3 Verbal and Logical Consequence

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If the behavior can be dangerous to a student or disrupt a large group, it is best served to switch to a
verbal intervention. If the behavior continues, then teachers should employ the most teacher-centric
method of intervention: logical consequence. That, however, causes more confrontation, which is always
risky when it comes to classroom management.

Strategies for Building Relationships

Teachers should incorporate these tips from Association for Supervision and Curriculum
Development in order to build relationships with students:

Source: http://www.ascd.org/publications/books/105124/chapters/Developing_Positive_TeacherStudent_Relations.aspx

5 Tips for Better Relationships With Your Students

By Dave Foley Link: http://www.nea.org/tools/51057.htm
Should teaching be a popularity contest? Probably not. But skilled educators know the value of having
good relationships with students. Establishing goodwill can help minimize classroom disruptions,
improve student engagement, and reduce stress for everyone. Here are some approaches to win student
support.
Become a Popular Teacher
When you were a student, did you put more effort into an assignment or not cause mischief because you
liked a teacher? That teacher you liked was popular (at least with you). As teachers, our primary goals are
for students to try hard and behave in our classes. If we can make that happen, then being popular is a
good thing.
Teachers become popular by building good relationships with their students by treating them the way they
would like to be treated. Simply stated, students want to be treated with respect. Talking down to students
or lecturing them about their inadequacies will only irritate or frustrate them. Offering positive
reinforcement, being consistent, smiling, and listening to their concerns all help to gain students' trust
and friendship.
Get To Know Your Students
Work at getting to know your students as individuals. Find out their interests. Initiate conversations with
them about sports, TV, or school activities, or compliment them on their clothing. As you talk to them and
listen to what's on their minds, they will begin to see that you're not just another adult, but someone who
is genuinely interested in them
What you are doing is building up goodwill. There may be some hard times ahead, where you will have to
be tough on certain individuals. Having some previous interactions that were positive may help. Though
having favorites is not a good idea, it doesn't hurt to make a special effort to build a friendship with
those who may become your problem students. This can be accomplished as simply as looking for
opportunities to give them compliments, not overheard by others, such as You did a nice job in class
today by raising your hand instead of blurting out when you had ideas to share. Your cooperation in class
made it easier for me to teach today. Thanks.
Protect the Students Self-Esteem
As teachers, we are dealing with fragile beings. Adolescence brings insecurities. Individuals at this age
are pulling away from adults. Being accepted by their peers is the key to their self-esteem. Being
criticized by a teacher in front of their peers humiliates them. To avoid losing face, students may react
by talking back, smirking, or walking out of class. They will do whatever it takes to preserve their
dignity.

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So, how do you manage a classroom without taking away students' dignity? Make discipline corrections
quietly and quickly. When there is misbehavior, keep your voice even. No sarcastic or condescending
comments. If you can deal with a problem in a joking or light manner, that's even better. Sometimes, a
pause or look will settle the issue and nothing needs to be said.
Whenever possible, try to handle discipline issues without an audience. When leading a class activity,
you may be able to talk privately about a discipline issue at the student's desk or catch him as he leaves
class. This allows for better, more genuine exchanges, since the student responses will not be witnessed
by classmates.
Occasionally a student will be reluctant to accept disciplinary actions, such as staying a few minutes after
class, changing seats, or taking a detention slip. This is the time to invoke what I call the fairness
doctrine. I point out to the student that if I don't discipline him, it is not fair to others who have done
similar activities and suffered a penalty. I end up by saying, How would you feel if I disciplined you
today and then you see me let a classmate get away with the same misbehavior tomorrow? It is only fair
that I treat everyone the same. To give you special treatment would be showing favoritism. This helps
them see that, not only is it a fair thing to do, but to let them off would garner disapproval of their peers
who would see this as a teacher giving an individual special treatment.
Build Goodwill on Good Days
Too often teachers only interact with students when there is a disruption. When things are going well and
students are quietly reading, doing their work, or listening attentively, we just silently accept this situation
and enjoy the respite from having to correct misbehavior. Yet this is the time to build a little goodwill by
commenting on how much you appreciate your students' good study habits. Here's a great opportunity to
use statements like these:
It's really great to see all of you start your homework without having to be told.
I appreciate that you are all working so quietly.
The bell just rang. I see that everyone is in the right seat. That's great.
It sure is easy to carry on a discussion when people raise their hand and don't interrupt others. I
appreciate that.
You're a great class; I enjoy being your teacher.
Listen to Students
Students like to feel that they have some say or influence on what goes on in class. If a teacher is open
to receiving feedback, this can bring about a better level of mutual respect. If a student raises a concern
about a school policy, an assignment, or grading, we discuss it. I tell my students that they have provided
me with some of my best ideas for improving my teaching. Some of the topics that I use for composition
assignments came from students and it was their suggestion that resulted in checklists used for grading
projects.

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Since my priority is educating students, these discussions don't occur regularly, but they do need to
happen. Taking time to listen to student concerns shows that I care enough about them to value their
ideas.
When students feel their teacher is a caring person, then the classroom becomes a happier place for
everyone. In a less stressful situation, creative ideas are more likely to emerge. Maintaining good
relationships between teachers and students is an all-around winning proposition as it fosters an
environment where real learning can take place.

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Techniques to break the cycle of discouragement

The cycle of discouragement means students are constantly finding themselves in situations where they
feel like nothing they cannot do anything correctly even with their best efforts (Figure 1).
Teachers need to encourage students to break this cycle,
however. It might be difficult, but there are numerous ways
teachers can go about this. Here are what teachers can do:

Be friendly and enthusiastic;

Provide a sense of poise and power;
Listen and accept the student for who they are;
Encourage the student and protect self-esteem;
Firm, but fair regarding actions and consequences;
and
Have a sense of humor.

Students have to feel like they trust the teacher. Without that Figure 1 - http://dylmaguire.blogspot.com/2015/11/breakingcycle-of-discouragement.html
trust, students will not listen to anything the teacher says,
even if it is relevant. Positive student-teacher relationships
tend to keystone for the other factors of classroom management, such as rules, procedures and
consequences (Marzano et. al, 2003). If the relationship can impact those things, it should come as no
surprise as a positive relationship can break the cycle of discouragement.
Other Useful Sources:
Marzano, Robert J., 2003. Classroom Management that Works. Upper Saddle River, NJ: Pearson
Education Inc.
Working with Discouraged or Defeated Learners https://www.unitedwayncfl.org/sites/uwncfl.oneeach.org/files/Working-with-Discouraged-or-DefeatedLearners.pdf;

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Section 6: Utilizing the Support of Other

Educators and Caregivers

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Identifying Needs

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Full Scholar Article: https://www.princeton.edu/futureofchildren/publications/docs/06_01_02.pdf

Documentation
It is vital that teachers make sure any disciplinary action taken should be documented when the
behavior becomes constant or habitual. One method is to employ the use of disciplinary writing
assignments that bring the behavior to light and prompts the student to reflect on the behavior
through self-analysis. The reflection portion of the documentation can and should be coupled with a
behavior contract and a plan on what steps will be needed to correct the behavior. Examples are
listed below.
Source: http://www.dailyteachingtools.com/classroom-behavior-management.html#15
Warning Slip Use when the behavior is just getting started

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Reflection Use on next offense

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Observation Sheet Used to evaluate student and provide evidence for parents and administrators

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Student Behavior Contract After the issue has been discussed with administrators and parents,
this can be a useful tool in ensuring accountability for a students actions.

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Referral Process
When referring a student who may need special education services, it will come from either source:
parent or school. The Clark County School District requires that the referral should explain the
reason for the referral including information pertaining to the identified or suspected disabilities
and the students difficulties associated with educational performance. From there, the team
identifying whether or not a student requires services will use the flowchart below to determine a
students overall need for services.

Source: http://www.rsu22.us/resources/special-services/section-504/handbook/

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Section 7. Legal Issues Regarding Discipline

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Nevada Education Code

Similar to the California Education Code, Nevadas Education Code places an emphasis on
ensuring the students are in a situation they feel safe. Nevada, like California, has laws in place that
are intended to protect the students. The code covers issues such as bullying, attendance policies,
and the rights students have once they step foot into a school. The laws are solely intended to ensure
that students feel safe and can learn effectively.

FERPA

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CCSDs Duty of Care Concerning Student Injury

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Student Rights
What Legal Rights Do Students Have In Public Education? Student rights in public education usually
relate to what a student can and cannot do, how far they can argue their point of opinion, and in general
basic human rights. The constitution is for everyone to enjoy, regardless of age, color, race, religion, or
any other factor of discrimination. However, minors are a special category of person, and in many cases,
the rights of minors can be suppressed in ways that the rights of adults simply may not be because of age
or the level of maturity.
Although there is a list of guidelines or policy concerning student rights, one must fully absorb the rules
and regulations that are implemented by the school and must be abided. The basic human rights
correspond to student rights in public school, and this means that students have a right to personal
privacy. Teachers should have a defined line up to where they can meddle with their student's lives unless,
freely or voluntary given by the concerned party and that whatever was shared must be kept in full
confidentiality.
Besides the basic right of students to basic education, there are other outlines of student rights in public
education that can ensure child's safety in the school.
Public school student rights have the right to their own beliefs and practices and should therefore have the
freedom to make a choice in relation to activities that goes against their belief. A public school student
should not be forced or not be allowed to join in an activity that they feel uneasy with. Student has the
right to practice their beliefs in religion in the school, although practicing them in an extreme way that
causes commotion or any disturbances in the classroom is usually not permitted. All students shall be
required to show proper attention to personal cleanliness, health, neatness, safety and suitability of
clothing and appearance for school activities.
Students have the right for freedom of expression. Students do not give up their constitutional rights when
they walk onto school grounds. That includes your right to free speech. But in some cases, your speech
can be restricted at school even if it would be protected if you were in the school grounds. Freedom of
speech lets students to hand out leaflets and express their selves in official or unofficial school journals.
They are also given the freedom to conduct polls and circulate petitions that would address to their issues
in the school. Other activities that expand this right are the organization of clubs, posting notices on
bulletin boards and organization of a rally or demonstration at school. Although, doesn't mean that
students can be abusive because this right is subjected to some restrictions that is brought about by the
school.
Moreover, students have the right of equality and freedom from discrimination. Unfortunately,
discrimination might still occur at your school, and it can come in a variety of forms. It might come up in
the context of assigning students to academic opportunities, extracurricular activities or special school
programs. It might also appear on the treatment of fellow students towards one student and on how he/she
has been disciplined.
Other rights of students may include the freedom of access to school records. This right can be exercised
by passing a written consent of the parents for their children to have access to his or her student files.
However, Schools may give school records to outsiders if there is a lawful court order and they make a
reasonable effort to contact the parent beforehand.
Living through and abiding with the public school student rights ensures that students are performing at
the very peak of their abilities without second thoughts brought about by fright of pressure or any

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discomfort while feeling and exercising their right to freedom of speech and choice in any environment
that they live in.
Source: http://www.teach-nology.com/policymakers/student_rights/

Teacher Rights
Teachers and school staff including food services, maintenance and operations, office and clerical,
paraeducators, special services and administration enjoy a number of rights pertaining to their
employment, including recognition of certain freedoms, prohibition against certain forms of
discrimination, and significant protections against dismissal from their position. These rights are derived
from state and federal constitutional provisions, state and federal statutes, and state and federal
regulations.
Constitutional provisions provide protection to teachers and school staff at public schools that are
generally not available to teachers at private schools. Since public schools are state entities, constitutional
restrictions on state action limit some actions that public schools may take with respect to teachers or
other employees. Rights that are constitutional in nature include the following:
Substantive and procedural due process rights, including the teacher right to receive notice of termination
and right to hearing
Freedom of expression and association provided by the First Amendment
Academic freedom, a limited concept recognized by courts based on principles of the First Amendment
Protection against unreasonable searches and seizures by school officials of a teacher's personal property
Though private school teachers do not generally enjoy as much of the constitutional protection as public
school teachers, statutes may provide protection against discrimination. The CIVIL RIGHTS Act of 1964,
for example, protects teachers at both public and private schools from racial, sexual, or religious
discrimination. Private school teachers may also enjoy rights in their contracts that are similar to due
process rights, including the inability of a private school to dismiss the teacher without cause, notice, or a
hearing.

Denial or Revocation of Teaching Certificate

Courts have held consistently that teaching certificates are not contracts. Thus, requirements to attain or
maintain a certificate may be changed and applied to all teachers and prospective teachers. The
certification process is administered by state certifying agencies in each state, and most of these agencies
have been delegated significant authority with respect to the administration of these rules. Despite this
broad delegation, however, the state agencies may not act arbitrarily, nor may these agencies deny or
revoke certification on an arbitrary basis. Some state statutes provide that a certificate may be revoked for
"just cause." Other common statutory grounds include the following:
Immoral conduct or indecent behavior
Incompetency
Violations of ethical standards
Unprofessional conduct
Misrepresentation or fraud
Willful neglect of duty

Teacher Tenure

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Most states protect teachers in public schools from arbitrary dismissal through tenure statutes. Under
these tenure statutes, once a teacher has attained tenure, his or her contract renews automatically each
year. School districts may dismiss tenured teachers only by a showing of cause, after following such
procedural requirements as providing notice to the teacher, specifying the charges against the teacher, and
providing the teacher with a meaningful hearing. Most tenure statutes require teachers to remain
employed during a probationary period for a certain number of years. Once this probationary period has
ended, teachers in some states will earn tenure automatically. In other states, the local school board must
take some action to grant tenure to the teacher, often at the conclusion of a review of the teacher's
performance. Tenure also provides some protection for teachers against demotion, salary reductions, and
other discipline. However, tenure does not guarantee that a teacher may retain a particular position, such
as a coaching position, nor does it provide indefinite employment.
Prior to attaining tenure, a probationary teacher may be dismissed at the discretion of the school district,
subject to contractual and constitutional restrictions. Laws other than those governing tenure will apply to
determine whether a discharge of a teacher is wrongful. If a probationary teacher's dismissal does not
involve discrimination or does not violate terms of the teacher's contract, the school district most likely
does not need to provide notice, summary of charges, or a hearing to the teacher.
In the absence of a state tenure STATUTE, a teacher may still attain de facto tenure rights if the customs
or circumstances of employment demonstrate that a teacher has a "legitimate claim of entitlement for job
tenure." The United States Supreme Court recognized this right in the case of Perry v. Sindermann, which
also held that where a teacher has attained de facto tenure, the teacher is entitled to due process prior to
dismissal by the school district.
State laws do not govern the tenure process at private schools. However, a contract between a private
school district and a teacher may provide tenure rights, though enforcement of these rights is related to
the contract rights rather than rights granted through the state tenure statute.

Teacher Dismissal
A school must show cause in order to dismiss a teacher who has attained tenure status. Some state statutes
provide a list of circumstances where a school may dismiss a teacher. These circumstances are similar to
those in which a state agency may revoke a teacher's certification. Some causes for dismissal include the
following:
Immoral conduct
Incompetence
Neglect of duty
Substantial noncompliance with school laws
Conviction of a crime
Insubordination
Fraud or misrepresentation

Due Process Rights of Teachers and School Staff

The Due Process Clause of the Fourteenth Amendment, like its counterpart in the Fifth Amendment,
provides that no state may "deprive any person of life, liberty, or property, without due process of law."
This clause applies to public school districts and provides the minimum procedural requirements that each
public school district must satisfy when dismissing a teacher who has attained tenure. Note that in this
context, due process does not prescribe the reasons why a teacher may be dismissed, but rather it
prescribes the procedures a school must follow to dismiss a teacher. Note also that many state statutory

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provisions for dismissing a teacher actually exceed the minimum requirements under the Due Process
Clause.
The United States Supreme Court case of Cleveland Board of Education v. Loudermill is the leading case
involving the question of what process is due under the Constitution. This case provides that a tenured
teacher must be given oral or written notice of the dismissal and the charges against him or her, an
explanation of the EVIDENCE obtained by the employer, and an opportunity for a fair and meaningful
hearing.

Teacher Freedom from Discrimination

The EQUAL PROTECTION Clause of the Fourteenth Amendment of the Constitution protects teachers at
public schools from discrimination based on race, sex, and national origin. These forms of discrimination
are also barred through the enactment of Title VII of the Civil Rights Act of 1964, which was amended in
1972 to include educational institutions. This law provides that it is an unlawful employment practice for
any employer to discriminate against an individual based on the race, color, religion, sex, or national
origin of the individual. Title IX of the Education Amendments of 1972 provides protection against
discrimination based on sex at educational institutions that receive federal financial assistance. Title VII
and IX also prohibit SEXUAL HARASSMENT in the workplace.
A teacher who has been subjected to discrimination has several causes of action, though proof in some of
these cases may be difficult. A teacher may bring a cause of action under section 1983 of Title 42 of the
United States Code for deprivation of rights under the Equal Protection Clause (or other constitutional
provision). However, to succeed under this cause of action, the teacher would need to prove that the
school had the deliberate intent to discriminate. Similarly, a teacher bringing a claim under Title VII must
demonstrate that the reasons given by a school for an employment decision were false and that the actual
reason for the decision was discrimination.

Teacher Academic Freedom

Teachers in public schools have limited freedoms in the classroom to teach without undue restrictions on
the content or subjects for discussion. These freedoms are based on rights to freedom of expression under
the First Amendment of the Bill of Rights. However, the concept of academic freedom is quite limited.
The content taught by a teacher must be relevant to and consistent with the teacher's responsibilities, and
a teacher cannot promote a personal or political agenda in the classroom. Factors such as the age,
experience, and grade level of students affect the latitude in which a court will recognize the academic
freedom of a teacher.

Teacher Freedom of Expression

A leading case in First Amendment JURISPRUDENCE regarding protected forms of expression is
Pickering v. Board of Education. This case involved a teacher whose job was terminated when he wrote to
a local newspaper an editorial critical of the teacher's employer. The Supreme Court held that the school
had unconstitutionally restricted the First Amendment rights of the teacher to speak on issues of public
importance. Based on Pickering and similar cases, teachers generally enjoy rights to freedom of
expression, though there are some restrictions. Teachers may not materially disrupt the educational
interest of the school district, nor may teachers undermine authority or adversely affect working
relationships at the school.

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Teacher Freedom of Association

Similar to rights to freedom of expression, public school teachers enjoy rights to freedom of association,
based on the First Amendment's provision that grants citizens the right to peaceful assembly. These rights
generally permit public school teachers to join professional, labor, or similar organizations; run for public
office; and similar forms of association. However, teachers may be required to ensure that participation in
these activities is completely independent from their responsibilities to the school.

Teacher Freedom of Religion

The First Amendment and Title VII of the Civil Rights Act of 1964 provide protection against religious
discrimination by school districts against teachers. Teaches may exercise their religious rights, though
there are certain restrictions to such rights. This existence of restrictions is particularly relevant to the
public schools, since public schools are restricted from teaching religion through the Establishment
Clause of the First Amendment. Thus, for example, a teacher is free to be a practicing Christian, yet the
teacher cannot preach Christianity in the classroom.

Teacher Privacy Rights

Teachers enjoy limited rights to personal privacy, though courts will often support disciplinary action
taken by a school district when a teacher's private life affects the integrity of the school district or the
effectiveness by which a teacher can teach. Thus, for example, a teacher may be terminated from his or
her position for such acts as ADULTERY or other sexual conduct outside marriage, and courts will be
hesitant to overrule the decisions of the school board.

Teacher Age
The Age Discrimination in Employment Act of 1967, with its subsequent amendments, provides
protection for teachers over the age of 40 against age discrimination. Under this act, age may not be the
sole factor when a school district terminates the employment of a teacher. If a teacher charges a school
district with age discrimination, the school district has the burden to show that some factor other than age
influenced its decision.

Teacher Pregnancy
The Pregnancy Discrimination Act of 1978 provides protection for teachers who are pregnant. Under this
act, a school district may not dismiss or demote a pregnant teacher on the basis of her pregnancy, nor may
a district deny a job or deny a promotion to a pregnant teacher on the basis of her pregnancy.
Source: http://www.educationrights.com/teacherrights.php
Teachers also have:

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Clark County School District Policies

Dress Code
Students must maintain dress code that maintains generally accepted community standards and
does not disrupt or distract from the educational environment.

The example above is taken from Buncombe County School District in North Carolina, but the Clark
County School District in Nevada has a similar dress code. There is no ruling on hair or tattoos.

Prohibited Items

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Drugs, alcohol, firearms (even with a Conceal Weapon Permit), knives and other dangerous items are
NOT allowed on any CCSD campus. Firearms are only permitted to peace officers, school district police
personnel or having written permission from principal to have a concealed weapon.

Searches
Schools reserve the right to search lockers at their discretion. Backpack searches, however, require
probably cause. Schools may search lockers or any other school- or district-related property at will.

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Tardies and Absences - Secondary

Students are required to go to school for the entire
school day. In the secondary level, students must
maintain 90 percent attendance and cannot have more
the 10 excused absences. Recently the district partnered
with the Department of Motor Vehicles that require
students who have drivers licenses and are under the
age of 18, attend school in order to keep their drivers
license.
Student are considered tardy every second following
the start of the instructional period. Following 30
minutes of the instructional period, the student is
considered absent.

Cell Phone Use

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Students are allowed to have their cell phones and use them during passing periods, nutrition
breaks and lunch periods. Use in the classroom differs from site to site in the Clark County School
District.

Bullying
Clark County School District has a strict anti-bullying policy. Teachers
have a responsibility to report any examples of bullying, harassment or
hazing, as soon as possible. Students can report bullying in a safe
manner through the website: http://ccsd.net/students/bully/.

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Cheating, Plagiarism and/or Forgery Policies

Clark County School District has a strict anti-plagiarism, dubbing it the
Code of Honor. There is a clear expectation that all student will perform
the tasks required in a manner that is honorable. Students are expected to
use their knowledge and ability to produce honest work. CCSD posts its
Code of Honor here: http://www.ccsd.net/district/info/code-of-honor.

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Section 8 Professional Dispositions and

Growth Plan
Nothing on this Earth is standing still. Its either
growing or dying. No matter if its a tree or a
human being. Lou Holtz

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Professional Disposition Reflection

Describe one area of strength and one area you would like to improve. In the area you would
improve, develop a plan identifying and discussing what you want to achieve to improve (goal) and
how you will you have achieved your goal (assessment). Make sure to use action words such as
direct, organize, coordinate, lead, develop, plan, build etc. How are you going to do it? What
evidence will you need to confirm you are accomplishing your goal?
One area of strength I have based on the professional dispositional survey is my scholarship.
Scholarship, by definition in the survey, is the commitment to continuous, self-directed learning, critical
thinking and reflection in order to refine professional practice and deepen knowledge and skills in the
academic disciplines. Connects, synthesizes, and transforms ideas or solutions into new forms. This is a
strength of mine because I do not think there is a time during the school year where I do not think about
how I can improve on the day before. Even during Spring Break, which I am currently on, I cannot stop
thinking about how to improve as a teacher. Whether this comes from my personality where I love
learning or my training as a sports reporter where we worked in seasons, I am not overly sure. The only
thing I know for sure is that I love developing my abilities and planning how to get better. I, however,
cannot let this passion slip. Scholarship is self-discipline where you want to learn everything possible. I
am far from a perfected teacher, where I have maximized my potential, so despite, considering myself
developed in this category, I am also still emerging. The area I want to improve in the most is the
teamwork category.
While I am a coach and a person who absolutely loves sports, there is nothing greater than
incredible individual performances in my book. Sadly, this mentality has caused me to, at times, think I
am Superman and that I can rely on myself to learn everything I need to learn, do everything I can and
that I can solve every issue on my own. The reason why I placed emerging in the teamwork category:
while I do attempt to do a lot of things on my own, I take pride in this profession and take every
opportunity to collaborate with my fellow teachers, parents and students. The issue, though, is I keep my
ideas to myself, while taking the ideas from others, apply them to my train of thought and move forward.
I need to lead my professional learning communities and take more active leadership role in them.
Whether or not my colleagues consider me a leader is beyond my control, I just have to provide them
with things I have seen and do in my classroom, help them develop their ideas and assist them. I need to
organize lessons and share them with my fellow grade-level teachers. In order to consider myself
developed in this category, I will need to design lessons that not only apply to my students, but to all
students: non-honors, gifted and students with special needs. The initial goal would be to write lessons to
fill two weeks worth of classes, before moving on to entire month to an entire quarter to entire semester
to an entire year. Once I help lead my fellow teachers in planning units and such, I will consider myself
developed. I have to be patient with this plan, however. Its not going to be done instantly.
Why is this important area for improvement at this time? What do you want to ultimately
accomplish, in terms of professional dispositional growth?
This area is important to me because it is something I ultimately teach students. Too many times,
especially when young, people believe they have to do things on their own. Those are the
accomplishments people recognize. Recognition is rarely bestowed on a team of people, but rather
individuals. My sports background helped with that. There are team-based successes with championships
and such, but many times, we remember the Most Valuable Players and such. As a teacher, I need to
establish teamwork as one of my strengths because I truly believe that together we do accomplish more.
While there are no championships in education, there are successes, such as seeing a group of students
walk across the stage. That takes more than one person to make that happen. That requires teamwork. All
the teachers, the students, the administration and parents to make a goal like that happen. I stress myself
out trying to be the best in the world. I try and do things on my own, and I can only imagine the others

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who share similar feelings. That is why teamwork is my goal to improve. Teamwork helps people get
through stressful times. It will help me. Ultimately, my goal is to be in curriculum development, because
it is the one area that I feel I can make a large contribution to my teams. I love thinking of ways to
incorporate our students desire with what we have to teach them. But for me to become a leader in
curriculum development, I must learn the curriculum and bounce ideas off of other people. That is why
teamwork is important to me.
In relationship to classroom management, discuss the implication of your identified dispositional
goal for improvement and your strength goal. Explore and describe why the two goals
(improvement & strength) are important for successfully working with students and their families,
including those who students with diverse cultural/racial and linguistic backgrounds as well as
those students who present learning (e.g., gifted, struggling), behavioral, emotional, social, and/or
health challenges
In terms of classroom management, scholarship means I am constantly trying to find more ways
to engage my kids in a structured manner. At this stage of my first-year of teaching, my scholarship is
something that I take seriously because classroom management is something that will always improve as
the years pile onto my teaching career. The important thing is I have to direct this learning, want to learn
and implement it in my classroom. I have to share my love of learning because if I dont, then the students
wont accept what Im teaching them. I also have to use this love of learning to understand their cultures
better, why they are acting out and building trust by looking into the things they like doing. Scholarship is
unique in that sense where my love of learning about things, benefits in my classroom management
because I want to connect with my students. This means I have to talk with them, learn about their interest
and cultures, and apply my training to help them maximize their potential. I have to understand them to
teach, and scholarship helps in my thirst to learn how to teach different cultures and address specific
needs. As for teamwork, the first major thing I have to do is come up with better rules and procedures. I
should ask my students for their input on rules, because these are things that will improve my classroom
management. I also should work closer with my colleagues on how to improve my management abilities,
while taking the opportunity to work with parents on how to maximize their students potential.
Teamwork and scholarship work hand in hand. Teamwork is another way for myself to continue learning,
something I take seriously, teamwork pushes me to be great because others are relying on me.