Mr. Graves’ Classroom Plan

 

   

Table of Contents Classroom Organization…………………………………………….... 1 Physical Setup Record Keeping Welcoming New Students Classroom Helpers Desk Cleanliness Displaying Work Seating Arrangements Disciplinary Policies and Professional Ethics……………………….. 7 Establishing Group Rules/Expectations Rule Infractions Student-to-Student Conflict Consequences Distractions Parent/Guardian Involvement Academic Performance

Being a Professional Classroom Routines and Procedures………………………………. 13 Teacher Operations Classroom Operations Differentiation Policy………………………………………………... 16 Students in Need of Extra Assistance Students searching for a Challenge Preparing the Brain for Work References……………………………………………………………. 18 Appendix A…………………………………………………………... 19

 

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Classroom Organization

Physical Setup – Welcome to the Space Station As  one  can  see  from  my  

classroom  layout  (see  Appendix  A)  there  is  a  lot  going  on,  all  the  while  the  focus  is  on  the  students  and  their  learning.  Although,  in  order  to  meet  the  needs  of  the  individual  students,  as  well  as  the  class  as  a  whole,  there  are  certain  tools  at  a  teacher’s  disposal  that  I  have  implemented  in  

the  design  of  the  classroom:  space,  visibility  and  organization.  Each  of  these  tools  plays  a  role  in  the  design  and  are  elaborated  on  in  the  paragraphs  below.

The first design element, and subsequent teacher tool, is space. My classroom has plenty of space for a lot of things. In order to facilitate an active learning environment it is important to have dedicated spaces that can be utilized for learning. That is why I have a reading corner, a science corner, a small group zone, and a student work zone. All of these areas are multi-purpose spaces that can be utilized for both large and small group activities. Additionally, a lot of the furniture is modular so that it can be rearranged to meet the needs of the class: desks can be separated, put into rows, and regrouped; shelves can be moved and reconfigured to expand or contract the various learning areas; and the tables and chairs can be moved about the room in order to accommodate the learning needs of the students. However, this is only part of the space. The other part of space is in the empty spaces that surround the learning zones. There is plenty of room to move about, to transition from space to space. I feel that it is important to have room to flow from activity to activity, as well as space to get the wiggles out. Especially with 2nd graders, their attention span is fairly short, so having transitional space and different areas to work in allows them to focus on the tasks at hand.

In addition to having space for the students to function in, it is important that things remain within a line of sight. From the teacher’s desk you can see everywhere in the room, which is helpful when you have students doing work independently or in small groups. If they know that the teacher can see them, they are less likely to mess around when they are supposed to be working. In addition to the classroom being open in terms of line of sight, the walls also provide ample space for things to be visible. With bulletin boards all around the room, there is space to have many important pieces of information on display: children’s work; fun facts about reading; fun facts about science or the class pet(s); daily schedules, objectives, birthdays, and any other information that might need to be displayed. All of this is important so that objectives and information are always available for the students to be reminded of—the teacher too. Sometimes when class gets busy or schedules get hectic, it is often the small things that get lost, so we put them on bulletin boards so we can always remember.

 

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The last tool that I have used was organization. The physical space is organized, like stated above, to facilitate an active learning environment, but there is also hidden organizational items. The cupboards, the filing cabinet, the teacher’s desk, the book shelves and even the trash cans and pencil sharpeners are organized in such a way to accommodate the students as well. Things need to be located in places that are easily accessible in discrete fashion. So, the things most likely to be used are located around the room, and there is plenty of storage zones for both the teacher and students to utilize in order to make academic life as uncluttered as possible. It is important that everybody be able to find things when they need them, which makes organization very important. In the end, it is the space, the visibility and the organization that make my ideal classroom a place of active engagement and deep learning. Record Keeping – Hybrid Grade Book Once I have arranged the physical space of the classroom, the next step in preparing the class is devising a record keeping system. This is really important since so much of the school system is based on reporting grades and illustrating the ways the students are making progress throughout the school year. With this in mind, I would use a couple of different measurement tools to track progress and keep track of grades: an electronic grade book, a manual grade book. Both of these tools will allow for easy access to records but also make information available for anybody who is interested in how my class is doing at any given point in time.

For personal record keeping, I choose to use both a manual and electronic system for several reasons. First, it is good practice to have back-up copies of anything saved on a computer, so by having a manual system in addition to the electronic version I have a ready-made backup. Additionally, an electronic copy provides an easy way of reporting data to the principal or anybody who might be interested in the data collected; it can be as simple as going “File !Print” and the records are available. On the converse, if I happen to be grading work and I do not have access to my electronic grade book, I can enter data into the manual version and update the electronic copy at a later time. With all of this said, it is important that both systems be kept current so that there are no gaps in the grading or progress reports, which is also a part of my organizational plan for the classroom.

Unfortunately at this particular time in my planning process, there is no specific information pertaining to what the grading or record keeping will consist of: is it standards based grading, is it raw scores, what types of assignments will be graded, or what types of assignments will be given? Until these questions can be accurately answered, I can only speculate that the information recorded in the books will be either scores or standard indicators. However, it is important, like stated above, to keep accurate records in order to share that information with whomever is interested; be it visitors, parents or principals.

 

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Displaying Work – Out of this World Work I also feel as if it is important to display student work

around the classroom. By doing so we can accomplish a couple of different meaningful tasks: celebrate the successes and progress of our team; and make readily available a visual progress report for any visitors to our classroom. We want everybody to know that we are working hard and progressing toward the goals we have for our team. That is why at the center of our classroom display is the “Out of This World Work” bulletin board.

This display would be updated on a regular basis to highlight the work that each student

has done in the classroom. Likewise, this is not to be used punitively, in that every student will be able to have his or her work displayed, because it is about progress not perfection. Therefore, as the year progresses so will each student: they will do better at spelling, math, reading, writing, social studies, etc. When this occurs it should be celebrated and recognized. In doing this we will keep the focus on making progress and working as a team. In the classroom, everybody is on the same team, so when one member succeeds we all succeed. Additionally, it is important to keep the board up-to-date, because everybody has successes in the classroom, so being able to share them on a regular basis means updating the board.

In addition to the “Out of This World Work” bulletin board, there will be plenty of wall

and ceiling space for proudly displaying the work that the students have done. I feel it is important to have the students be a part of the decorating committee, so that they have a sense of ownership over the space. By creating themed displays for their work, and hanging their work from the ceiling we will work to create that space. Additionally, this is the space that can be used to display team projects and other major assignments. Depending on what is being studied, the walls and ceiling could be adorned with self-portraits, mural art, mobiles, maps, or even creature creations. No matter what the task was, there will always be room for their work to be displayed—they will have worked hard and everybody who comes into our class should know it.

Lastly, I see no reason why our displays could not be taken intergalactic, if you will.

Often time’s hallways have wall space above lockers that goes unused. As such, we might as well make the most of the space we have and display our hard work for the entire school to see on a regular basis. A lot of the schools that I have visited for practicum experiences have taken up this practice as a rule, rather than an exception, and this is how I want to operate my class as well. In addition to expanding the displays into more public domains, I feel as if stepping into the 22nd century and publishing classroom written or video blogs would work to both display the work but also allow the students to channel their creative energies in producing something that extends well beyond the classroom. Videos, written stories and other publication methods can be valuable tools in getting student buy it, but also allows parents, guardians and principals to share accomplishments in a much broader, more concrete way.

In the end, the main goal is to create a space where the students will feel welcome and empowered to contribute to the success of the team. It is my goal that by displaying their work on the “Out of This World Work” board, hanging it from the ceilings, and blasting it off onto cyber space will provide them with a reason buy into the mission of our class—to make sure

 

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everybody succeeds—and develop a willingness to actively contribute their gifts and talents to the successful completion of this mission. Welcoming New Students – Space Walk Board Like any good team, it is important to know your members and be able to work together, however like all teams in the real world, sometimes you get new members. How you go about welcoming these new members can go a long way in determining the future success of the individual and the team as a whole. This is why I have developed a specific, targeted, training program for all members of my team, which consists of three stages: Welcoming Ceremony, Flight Simulation and Space Walk. All three of these stages incudes everybody in the classroom; this is because the emphasis is always on teamwork, and so it takes the entire class working together in order to ensure that the new members of our team are welcomed and properly acclimated to their new environment. The first stage in welcoming a new member to the team is aptly called The Welcoming Ceremony. During this stage the new member of the team is introduced to the team. They are not required to share a great deal of information, but they can feel free to share any information that they would like. Following this the class will also introduce themselves, specifically their names. The expectation is not that the new teammate will remember all of their names, but will be introduced to them as individuals, not merely as my second grade classroom. In order to be a team, you have to pull on the strengths of the individual, which starts with a name. Additionally, the new member of the team will have a silhouette posted on the Space Walk board, which is the class picture board. Since they are new to the classroom, we would not be able to complete their astronaut, and so we must get them welcomed before officially making them a part of the team. However, once the introductions have been made and everybody has had an opportunity to share, we transition to stage two.

The second stage of the welcoming process is The Flight Simulation. Just like any training program in the adult world, they do not merely throw you into a new position without providing some sort of training. For my classroom, the Flight Simulation is specifically that. It is a training period for the new member of the team to get fully acclimated to the new environment of the class. During this stage the new member would be provided a training partner, who would be responsible for walking alongside them and provide guidance and answer questions that might come up. As the teacher, it is my job to explain the expectations, rules and consequences from the very beginning, but being provided peer support in understanding how to carry out these expectations goes a long way as well. In picking a training partner, it is important to pick a student who has shown a level of maturity that would allow them to provide appropriate supports and serving as an ambassador to the classroom: providing a tour of the classroom, indicating where everything is located; providing insight into how the class operates from a student’s

 

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perspective; and providing assistance with any questions that pertain to the life of a student in the classroom.

As they proceed through their training period, we make sure to take them on a space walk

with the rest of the class. By this, it is meant that we create an astronaut version of them and place them on the spacewalk board, which is the official team bulletin board. By placing their picture and representation on the board as a class, I feel as if it signifies the importance of the team as a whole. Everybody in the class is a vital part of the new, regardless of how new they are. It is important to welcome everybody the same way, so that they know that they are cared for and welcomed into the community of the classroom. This plays a part both in terms of welcoming new students, but also as a daily routine. Being present and welcoming is a vital part of starting the day, or year off on the right foot. Plus, it is fun to be able to see yourself as an astronaut floating in space, which is the main reason for having a class roster of astronauts displayed in the classroom. It should also be mentioned that, this three step process would be facilitated at the very beginning of the school year as well. The first day of school is the first time the classroom will be assembled as that particular team, so as the teacher it is important to train the team properly from the beginning. Seating Arrangements – Capitan’s Chair

Just like welcoming a new member to the team takes time, so does figuring out where the students should sit within the classroom. This process takes a lot of observations, experiments, as well as trial and error. However, each of these pieces has to be strategic and meaningful to the overall atmosphere of the classroom; meaning the seating

arrangement has to work for the purposes of learning and working cohesively as a unit.

With cohesive, collaborative work being the end goal it is important to facilitate a gradual release of responsibility with the team, especially when it comes to seating arrangements. By this I mean, at the beginning of the school year they will have assigned seats, probably in some sort of alphabetical order so that I can quickly learn their names and begin to determine the social dynamics that are already in place, so that I know what I am going to be working with for the rest of the year. In addition to starting in an alphabetical order, the desks will likely be in a row formation, so that there can be some training and diagnosing.

As the year progresses, however, I would like to be able to maneuver the desks into a variety of formations to facilitate different types of learning: small group, larger group, partners, individual, etc. This would provide the students with the opportunity to work with, not only,

 

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everybody in the class, but in a different way. Using a variety of formations can also allow the classroom to be used in a variety of ways: the desks could form a circle around a performance space; could create a divided classroom for team activities like debates; and could be formed into pods for group discussions and projects. Throughout all of the rearranging of desks and the facilitation of different learning opportunities, close attention will be paid to the dynamics of the relationships formed as well. Not all students can handle groups; nor can all students handle sitting next to all other students. Therefore, if an arrangement would be detrimental to the learning environment, then it will be modified to best enhance the experience for the students. Like stated above, the arrangement is a tool for building a team of cooperative learners, and if they cannot learn, the mission has failed. Classroom Helpers – Calling All Hands Like mentioned above, the classroom is a place to learn and grow as a group. As such it is important that the students have a sense of ownership over the classroom, as well as a sense of responsibility for the care of the class. This is why we will have rotating job assignments. Each week, the jobs will be reassigned and as such the students will be responsible for completing their job throughout the week. Some of the jobs would include such things as the following: line leader, door holder, turning off the lights, paper passer, messenger, and even a clean-up facilitator. The list can be modified as needed, depending on the interest and needs of the students. Since the goal is to build a team environment, it is important to get student ideas involved as much as possible. This would include coming up with classroom jobs as well, so if they feel we need a pencil sharpener, then we might as well have one—who likes using a dull pencil? The tricky part of this process is determining how to go about selecting the person for the jobs each week. I feel that random assignment is the best way to go about it, since there is no room for favoritism. Deciding on the system before class even starts and explaining it to the students from the beginning is going to be the best way to ease their minds about how they are getting their jobs. It is also vital, along with taking attendance and tracking grades to keep track of who has been given which job. It is unfair for one student to get to do a job twice before everybody else has had the opportunity to do that job. In building a team, it is important to be as far as possible and spread the responsibility out so that you get equal buy-in and respect for the system at hand. The same belief becomes incorporated in how they manage their own learning spaces, and interact with the rest of the classroom as a whole. It is important to build this experience and expectation into the classroom environment from the very beginning of the school year, so that way everybody is on the same page.

 

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Desk Cleanliness Figuring out how to arrange the desks

is the first battle to be faced with desks for the year. The second battle is keeping them organized so that the students are not constantly losing things. Even though in the 2nd grade, organizational skills are still being developed, I feel that there can be some explicit instruction around the concept, but also some tools provided beforehand in order to make the learning curve slightly less steep. For instance, providing the students with a “seat bag,” which is a canvas bag that is draped over the back of their seat, is one of

these tools. This is a pouch that the students can place items that are used frequently, important or are too cumbersome to be placed inside of their desk. This will allow them to reduce the amount of clutter in their desk, as well as have a place to put important papers or items.

In terms of storage, I feel that it is important to have places where the students can keep things that may not be necessary all of the time. Thus having student storage bins will help reduce the amount of clutter in their desks as well. Markers, crayons, rules, scissors, tape, and any other supply items that are not frequently used can be stored in the bins to be accessed when they are required. Items such as these could also be pooled into a community bin, where everybody has equal access to the supplies as they need them—depending on the needs of the class, either system would be effective. With providing external storage areas, the students’ ability to maintain a clear work space should be easy; especially with the explicit instruction on organizational skills and techniques. Stepping them through a strategy for keeping organized, as well as showing them ways to maintain the organization will go a long way towards a clutter free environment.

Disciplinary Policies and Professional Ethics

Group Rules/Expectations – The Three Space Bees

From the very beginning of the school year, expectations and rules must be made clear and provided time for practice. In general, the first two weeks of the school year are dedicated to this process: informing the students of the expectations, providing opportunities for them to practice the expectations, and allowing the expectations to become a part of the daily routine. Once the expectations have become routine, then the majority of the classroom time can be geared toward instruction and meaningful learning. However, keeping in mind that this is a second grade classroom, the expectations and rules need to be made simple enough that they can be easily remembered and carried out.

 

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Therefore, my expectations can be summed up in three “Bee” statements: be safe, be respectful & be a friend. Now, merely having these as umbrella statements is not going to produce a well-managed classroom, which takes us back to the first two weeks, or so, of the school year. The initial presentation of expectations will be the “Bee Statements,” however, as a team we have to come up with what that looks like in our classroom. If need be there can be some explicit instruction as to what safe and respectful mean, but it is important to allow the students to help create the expectations for their learning environment. In the end, this will help them hold each other accountable and provide a sense of “buy in,” when it comes to the rules and expectations for the classroom. Naturally, they may not come up with every expectation that the teacher may want to instill in them as they grow into responsible young people, so the teacher then will fill in the gaps and offer up suggestions that help round out the expectation this. Once the list has been complied and there is a general consensus of what should be expected in the classroom, it would be turned into a Mission Flight Plan for the year, and everybody will have an opportunity to sign their name signifying compliance with the rules and regulations. In addition to building a classroom set of expectations, there are also the school rules and regulations that the students will be held accountable for as well. Therefore, in their training period, the school rules will also be instructed and practiced: hallway protocols, lunchroom protocols, office protocols, and playground protocols are all vital areas to cover and practice since these are the areas where there is the most scrutiny and expectation. Outside the classroom, it is important to have a well-managed classroom, so that the rest of the school takes our unit seriously as a classroom—it would saddening to have one of the “bad classes,” so making sure the team knows the expectations is key in setting the standards for operation. Rule Infractions – Disobeying Orders

Like mentioned above, a great deal of time will be spent on classroom and school expectations, rules and regulations. However, students will inevitably find a way to push the boundaries and, ultimately, get in varying degrees of trouble. As such it is important for a teacher to have varying levels of “discipline” in place that accurately matches the infraction. This can differ depending on the location and nature of the infraction, but not from student to student. All students are held accountable to the same expectations and should be handled as such—no favorites or free passes when it

comes to expectations.

If the infraction happens in the classroom, the protocol requires immediate action by the teacher to address the issue in a firm, but fair way: no passing judgement; reminding the individual, as well as the entire class of the expectation; and following through with any pre-determined consequence for the infraction. As a part of the discipline plan, as well as the development of the expectations should be a plan for what happens when they are not met. Things such as blurting or not sharing, would result in a time-out from the activity; whereas bullying or inappropriate disruptive behavior can follow a tiered approach: reminder of the expectations; time-out from activity, while still participating in the work; parent or office

 

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involvement. The goal would be to handle the infraction in the first two steps, but there has to be a willingness to get parents and other involved if the infraction has not been adequately redirected.

The same can be said for infractions of school wide-rules. There are protocols in place by the school that dictates how certain things are handled. As such it is the teacher’s responsibility to make sure the students understand the expectations as well as the consequences for not following these expectations. Without knowing what such expectations are at this given point, it is within my power to say that I would follow the protocols put in place for the expectations that the school has for all of their students. Student-to-Student Conflict – Fighting On Deck

Much like their ability to always follow through with expectations, students will inevitably find themselves in conflict with another student at some point during the school year. In most cases it is a verbal altercation, however sometimes things can escalate to a physical altercation as well. In being prepared for these situations it is important to have a series of steps prepared to deal with the situation: separate, diffuse and communicate. The first step when there is a conflict always to separate the participants. This can be simply providing safe spaces within the classroom for the students to go, moving them into the hallway or another classroom, or some combination. There can be no resolution of a conflict if there is no space between the participants. Secondly, once the participants have been separated, there needs to be some sort of redirection or diffusion so that there can be active communication and settlement of the situation. Depending on the student and the situation they have been involved in, this can, also, take many different forms: walking around, sitting quietly for a time, taking a time out alone, or anything else. However, the process cannot stop when they have calmed down, there needs to be resolution, which requires communication. Getting the student to talk about what happened is key, however it is important to get both sides of the story so that the evaluation of the situation can be as neutral as possible.

Finally, it is important to bring the parties back together and find out what can be done differently next time, or have them come up with a resolution themselves. The goal is empowerment and ownership of the classroom, which cannot happen if there is not the power to resolve issues as they come up. Naturally, depending on the nature of the conflict this process can look very different—especially if there is physical contact involved. Like stated above, the school will have protocols in place for what ultimately happens in these situations, but following the same basic structure will allow the students space to calm down and explain themselves. Another note, it is important for the teacher to believe the stories being told, regardless of how outlandish it might seem. They need to present a belief in the student, otherwise the likelihood of them telling of other issues is greatly diminished.

Consequences – Preferred Activity Time In every classroom there has to be a sense of motivation to get things done, merely knowing and practicing the expectations is not going to get the students through the year in an efficient or effective way. So, it is helpful to use a

 

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motivational tool to help spur and keep their interest in the job at hand. For this classroom, the Preferred Activity Time (PAT) system would serve as both the rewards and consequence system. This is because, outside of major infractions, the emphasis is on teamwork, which is emphasized in this system. Likewise, it can be detrimental to draw attention to the actions of a single student using a large, visible, consequence chart, like the stop light system seen in so many classrooms. Using the Preferred Activity Time takes it to a broader scope, while still holding each individual accountable for his or her actions. Everybody still has to do their duty in the classroom, otherwise there is no reward; likewise if one person is goofing off or not following directions, they can be talked to individually while still contributing to the reduction of activity time—it does not have to be a public display of ridicule or discipline. According to Mackenzie and Stanzione (2010), this is an incentive system for rewarding students for cooperation, on-task behavior, good effort, respect, and responsibility. It’s a tool for teaching and rewarding smooth transitions, returning homework and permission slips, and getting dawdlers and procrastinators to hurry up (p. 68) Together with the high expectations, and the work put in at the beginning of the school year, this system will assist in capturing the essence of what it means to be a team and work together for a common goal—preferred activity time. However, it should be pointed out that this is not time for free reign in the classroom, it is an opportunity for the students to engage in activities that they prefer to do while maintaining a level of educational merit. This is the key to successful PAT, the educational merit of the activities—not free time. Distractions – Intrusions

Throughout the school day there are a number of things that can distract a classroom: intercom announcements, teacher visits, parent visits, messengers, phone calls, conflicts, and even emergency response drills. Each of these serves as a disruption to the normal flow of the class, and as such needs to be handled accordingly. In my classroom, the use of classroom phrases serves to recapture the attention of the students. These are to be implemented when something is occurring and the students need to refocus on the teacher instead of what has

just happened, or is currently happening in the classroom. Any number of phrase would work, so it is up to the teacher which ones are going to be taught during the introduction of expectations—they will not naturally pick up what they are supposed to do when a teacher says something along the lines of “1,2,3 eyes on me.” Using this basic phrase with the expectation of the students responding with “1, 2 eyes on you,” is a quick way to get their attention in order to redirect them. However, if the distraction or interruption is known about a head of time, this may not be necessary. Merely explaining what is going to happen and how the class should react to it will go a long way to ensure they conduct themselves appropriately.

 

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Parent/Guardian Involvement – Reporting Home As important as having student buy-in is to the success of a

classroom, having their parents involved in the process of building the community is just as important. Without the parents’ support there are limitations as to what can be done to support the individual student throughout the year. This is why opening lines of communication with parents, and using them is one thing that needs to be set-up before the school year starts: introductions, class expectations, supplies, and other important first day of school information is always a good way to start off the school year.

By actively involving the parents in the classroom there is little room for surprises; the parents will know what to expect, what is happening in the classroom, and how to prepare and assist their student to find success in the classroom. Granted, this is often easier planned for than executed. Due to the varied lives that families have in the modern age, there is no telling how easy it is going to be to be in consistent contact with parents. If this becomes the case there is not a lot that can be done, however persistence is the key to winning this game. Therefore, finding out how to best keep in contact with a parent is going to be key. Some families have e-mail access, or cell phones, while others may have to be contacted via notes pinned to a backpack. Therefore, regardless of the means it is important to keep parents informed, which also helps with conferences as well.

Walking into a conference with no indication as to what is going to be said is a very nerve-racking situation to be in for anybody. Therefore, by keeping parents informed some of the stress of conferences can be alleviated. Instead of a time for unloading the goods, the bad and the ugly of the previous portion of the semester, it becomes a time to communicate face-to-face. There should be no surprises since information is readily available for their parents, and as such conferences can be a time to plan ahead, be proactive in supporting the learning of the student rather than rehashing the previous quarter. This will, hopefully, assist in gaining support from the parents in terms of building a stronger community for the student to learn, grow and thrive in. Academic Performance – Mission Command

At the heart of the school experience is learning. Students attend school to become educated citizens of the world, and as their teacher it is our job to ensure that they have all of the tools required to make the most out of the training we are leading them through. However, despite the most well laid plans, there are going to be times where the students are not performing as well as we would like, or they are capable of.

Regardless of the reason why: inattentiveness, lack of motivation, cheating, or refusing to make an attempt, the teacher has to intervene at some level.

Naturally, this should be done on an individual basis, and as privately as possible. However, like every situation, there will be times where the situation calls for more immediate action or a public call to action. Thus, the most basic interventions would be a silent call to attention of the work they are supposed to be doing: a tap of their paper, a look across the room, or merely standing by the student. If the situation is a bit more obtuse, having a private

 

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conversation with the student to figure out what is going on will go a long way in providing appropriate support rather than reprimanding needless—knowing your students is the first step in combating most disruptive behavior. If the private conference does not change the action, then parents and support teachers can be brought in to further the investigation and implementation of support. Like mentioned above, there are several reasons why a student may not perform well in the classroom, but being patient enough to figure out what is going on and what can be done to support them is going to create a better environment in the long run. It is impossible know, for certain, why a student is not doing their homework unless you ask. Being a Professional – Captain of the Ship

One of the key components of being a teacher is presenting oneself as a professional. Teachers have long sought to recognition of being a part of a profession, but have thus far only made minimal gains in that direction. Thus, dressing the part and acting the part are two of the upmost important pieces that can be brought to the table.

When it comes professional dress, coming to

the second grade classroom with a suit and tie, may feel right in terms of being a professional, however at such a young age the students would probably rather have a casually dressed teacher than an overly formally attired leader. So, for the sake of argument, finding a comfortable attire that presents itself as profession is going to be key. For me personally, it is most likely going to have to be long sleeved and pants, however there is still a lot of room to be comfortable and covered up at the same time.

Additionally, like mentioned above, it is one thing to look the part and another to act the

part. In order to act in a professional manner, while in the teacher role, there are a couple things to keep in mind: 1) what happens in a student’s life is their business and the business of those who are helping the student cope; 2) what happens in the lives of co-workers is there business, and the business of those who are helping them cope; and 3) it is unbecoming to be caught up in a gossip right. It comes as no surprise that a teacher’s lounge is the hot bed for “juicy gossip” about the “bad students,” or the teacher who did who knows what. This is all detrimental to the livelihood of the profession and should be avoided at all costs. First because it’s unethical, and second because it is not professional. It is the teacher’s job to set a good example for the students under their watch, and being a part of such activities is not what we want for our students.

Lastly, in order to be act like a professional, we have to be able to cooperate with our teams and our leaders. This, by no means, indicates that we must like them. There is a difference between cooperating and being best friends. Again, it really boils down to, what is best for the students we are teaching? In a PLC, there will be ideas that are better than others, and there should be allowances for discussion and changes—this is where the cooperation is, not in becoming friends. The goal is to teach the students well enough that they advance and succeed in their future endeavors, and this is a team effort. Everybody should be involved and have equal

 

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say and buy-in to the process of teaching the students. This is what it means to be a professional, and a part of a professional team.

Classroom Routines and

Procedures Teacher Routines – Meet and Greet Outside of the normal teacher duties: grading papers, arranging desks, readying supplies, etc., it is also the responsibility of the teacher to welcome the students and make sure they are greeted on a daily basis. However, introductions to the school year and the teacher need to happen before the first day of school. That is why it is important to reach out to future students and families before the first day of school. A welcome to the classroom letter with some expectations for the first day, fun facts about the teacher, and other general information will go a long way in ensuring that the first day of school is just a little less stressful for everybody involved—especially with younger students. Having a friendly welcome to the school year is a good way to start it off, however this should also be a regular occurrence throughout the school year as well. Considering the ultimate goal of this classroom is to provide a safe, welcoming environment for every student to achieve awesome things, it has to start with the teacher. Every morning when the students arrive at school, they have to know that they are welcomed, expected, and somebody is happy to see them. That is why it is important for the teacher to greet them at the door with a, “good morning, glad you’re here!” Additionally it is important to notice things: haircuts, new shoes, new outfits, if they missed a day, all of the little things that are easy to overlook have the potential to make the day of a student who is having a hard time at things. So, being aware and present in the daily lives of the students will go a long way to harboring the type of environment that we’re going for: safe, welcoming and productive. Classroom Operations – The Daily Grind Mourning Routine/Bell Work Once the students have been greeted it is important that they have a steady routine to follow once they enter the classroom. This routine will be, approximately, the same every day since building expectations is easier when they are consistent, therefore the routine would include the following items: drop your lunch counter in the appropriate bit (name on a clip into the hot/cold/other bucket); check the whiteboard for the bell work (an activity or question that will help ready them for the first lesson of the day); sit down at desk and work on the bell work. Once the day has officially started, then we will begin the rest of our daily procedures.

 

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The rest of the morning routine is fairly straight forward, and does not take a large amount of time. Before going over their bell work as a large group, the teacher reviews the schedule for the day, which is posted on the board. It is important to highlight any changes in the schedule at the beginning of the day, and throughout the day, so the students know what to expect. Following the daily review, we would proceed to work through the bell work and begin the day’s instructional period. Roll Call During their bell work time is when roll will be taken. There are a couple of tools that allow for the expediting of this process: the lunch count bins, as well as greeting the students at the door. In greeting the students at the door, the teacher can make a mental note of who has arrived and who is yet to show up. This, then, is confirmed using the lunch count bins, as well as looking around the room while the students work. There is no reason that roll call needs to be a great undertaking, considering the teacher should know the students who are missing by glancing around the room. Granted, the first couple of weeks, during the introductory phase, doing a formal roll call process would be beneficial—just calling out names and checking them off the list when they are present. Additionally, the school probably has reporting procedures to follow, which can also be done during the bell work time; quickly entering attendance data should not be a difficult process that takes away instructional time. Handing in Papers/Homework Time When it comes to completing work, or doing homework, there will be a simple process to follow for the students. There will be a “turn it in” basket, which is where all of their completed paperwork can be turned in, unless otherwise instructed. It is their responsibility to make sure that all of the work is completed and turned in on time, however being a second grade classroom, there should not be a lot of homework. Therefore, there will be plenty of class time to work on their assignments. Having the basket reduces the likelihood of the teacher losing papers in stacks on their desk, as well as gives the students a central location for turning in their work. Like mentioned above, there should not be a lot of homework in the second grade, but if there is the need for extra time, then the procedure remains the same: turn in your work to the basket when it is completed. Depending on the type of work done, the deadlines may or may not be enforced, as much of the work should be completion rather than scores—standards based grading or some similar system. Passing Out Papers/Take Home Folder Unlike turning in homework, passing back papers will be done by the teacher. When the work is graded and ready to return the teacher will pass back the papers at the beginning of the instructional period. This will provide time during the lesson to go over the work and get questions answered before moving on to the next part of the lesson. This is also important so that the students are not readily aware of the grades that their fellow students are getting. However, it is also important to review the “Out of this World Work,” board to see if there can be any additions to the celebration. This will also be a part of the passing back papers process, however it is up to the student to decide if their work goes up on the board or not—the teacher will suggest it, but it is the student who gets the power to choose.

 

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Additionally, there are often times when papers need to get to the parents: reports, notes, flyers, homework, etc. This is why there will be a special folder that is specifically for transporting important papers home. The folders will be closable, so nothing gets lost in transit, as well as have a piece of paper on the front for the parents to sign. The signing of the folder is an additional measure to ensure that the information actually made it to a parent. Granted, just because the information got home does not mean it was read, however this is outside the realm of control. If they sign the folder, they are at least indicating that they saw the papers inside of it, which is better than nothing. It is important to remember to not send a lot of notes home, because they are often not read anyway. This can be avoided by maintaining contact with the parents in the first place: updates, feedback, questions, and the like will eliminate the need of sending all sorts of notes and letters home. Dismissal Procedures

Transitioning of the classroom is an important piece of action that needs to be practiced: setting the expectations, teaching the expectations and practicing carrying out the expectations. For this classroom, every time the students are leaving the room as a whole group the process will be the same: clean up your work area (finish work, clear off desk, pick-up around your desk, etc.); push in your chair; and line-up at the door (face forward, ready to go). The major piece of the expectations is the “face forward, ready to go,” this is the students time to show that they are prepared to leave the room in a respectful way and conduct themselves appropriately in the hallway. This can look slightly differently depending on where they are transitioning to, but the basics are the following: facing forward/looking towards the door, hands at their side, and voices at a whisper or off.

Even though it may seem odd to make them line-up at the end of the day as well,

however it is important to keep routines throughout the day. Merely because it is the end of the day, does not mean that they have permission to run out of the room and screaming. They need to be respectful of the space and those who are using the same space. Granted, once they leave the classroom at the end of the day they are allowed to talk to their friends and handle their business accordingly. However, up until that point they are still under the direction of the teacher and their expectations. It should also be noted that the teacher maintains the power to decide when they can line-up; especially if there is a bell system in the school. The teacher, not the bell, dismisses class, which is also another piece of the expectations that needs to be taught, practiced and enforced. Bathroom Procedures It is important to keep bathroom procedures as simple as possible, so that the process from realizing one needs to go to the bathroom and getting there takes as few steps as possible. Therefore, the most straightforward system will be implemented: if there is a pass available, take it, place it on your desk, and exit to the restroom. There is no need to ask permission, merely locate the pass and handle your business. However, this system may need to be modified slightly if the school requires students to have passes while in the hallway, or other regulations that would need to be enforced. Additionally, if issues arose using this system, for instance students were abusing the freedom to use the bathroom; a sign-out sheet could be added to the process in order to track the departure and arrival of the individual using the restroom. This system also

 

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requires the teacher to be aware of who is using the restroom and how frequently, just in case there may be inappropriate behavior going on in the restroom, or elsewhere in the hallway. Share/Tell Time Everybody enjoys bringing their favorite toy to school and sharing it with their classmates, which also serves as a means to engage students in the various content areas: finding connections between their personal lives and the material being covered in class. That is why once a unit, the students will be encouraged to share/tell something that relates to the material being covered. Depending on the content of the unit, there will be a discussion of what would be appropriate to bring as a show/tell, this will also allow the students who are not equipped to bring things from home other ideas as to how to participate. The goal of this is to engage the students with content in a different way. Additionally, since this is a second grade classroom, there will be random share & tell days as well. Spread throughout the school year there are plenty of times that could be ideal for share and tell experiences: holidays, spring, fall, summer trips, vacation ideas, and even family pets. Engaging the classroom as a team, and allowing them to bring a part of themselves into the classroom is an important way of building that team. This can also be incorporated into an “Astronaut of the Week” bulletin board, which would allow one of the students to showcase their interests, families and likes for the rest of the class to explore and experience. Preferred Activity Time Mentioned above is the implementation plan for Preferred Activity Time, however the students are not allowed to cash in on their time whenever they see fit. The dedicated time for the PAT will be Fridays, since most Fridays often present more relaxed instructional periods. As such it is also a means to hold students accountable for the expectations throughout the week before being able to enjoy their PAT as well. By holding it at the end of the week, they are working on earning more time throughout the week, which then can enhance the fun they are allowed to experience as a result of their previous work.

Differentiation Policy Students in Need of Extra Assistance – A Helping Hand

It is unwise to assume that all students will be able to comprehend all of the material presented in the classroom at any given time. There will be students who need some extra help in making sense of some of the content, and it is the teacher’s responsibility to be prepared with supports. Depending on the type of assistance needed, there are a several different strategies for providing support to these students: providing additional scaffolding (work that builds up to the concept); one-

on-one sessions with the teacher (individualized instruction); peer helpers (not always the best option); or seeking outside resources and assistance are some of these examples. It is difficult to

 

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say exactly what would be done in the classroom without real students to work with, however understanding what it could take to assist students is a step in the right direction. Additionally, being in contact with parents and seeking their insight and feedback on the student’s abilities will be helpful in the long run as well: gaining insight into previous struggles, work habits at work, and providing insight as to how the parents can assist at home are all parts of the ongoing support system as well. Students in Search of a Challenge - Gifted Students On the opposite end of the achievement continuum are those students who excel in certain content areas. Those students who are considered gifted are in need of extra support as well—just like those who struggle. In order to appropriately differentiate on the top end of the spectrum, the teacher needs to be prepared ahead of time. Like stated above, there are several different ways to differentiate for the advanced students as well: providing independent study opportunities (have them work on content related projects that are at their level); providing them with more advanced work (pushing them into higher classes or having them pulled out into study groups); or even allowing them to work with other advanced students during group work. It is important to remember that providing them with more of the same work is not properly differentiating the work. It must be more challenging or different work in order to keep their interest, and engagement at a level that is conducive to learning. Additionally, being in contact with parents and seeking their insight and feedback on the student’s abilities will be helpful in the long run as well: gaining insight into previous struggles, work habits at work, and providing insight as to how the parents can assist at home are all parts of the ongoing support system as well. Preparing the Brain for Work - “Brain Breaks” & “Energizers”

In order to maintain a high level of academic achievement, it is important to allow students to take a break from the strenuous duty of learning important information. That is why “brain breaks” and “energizers” will be sporadically implemented throughout the day. These will be high yield learning activities that are designed to engage their minds in other ways: physical exercise, non-sense puzzles, art projects, and any other variety of activity that can be completed quickly and in a fun way. The point is to provide some different avenues

of learning, but providing a time for the students to get up, move around, and be silly. Second graders were not meant to be stationary for eight hours a day, so in order to break up the monotony of the school day we will re-energize and take breaks throughout the day—to learn by being silly, rather than doing school.

 

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References Photos

• Title Page o http://stuckonemojis.com/assets/images/objects/Space-Rocket-Emoji.png

• Out of This World Work o http://followpics.co/space-theme-classroom-ideas-showcasestudent-work-with-a-space-themed-

bulletin-board/ • 2nd Graders are Out of This World

o http://cdn.tristro.net/uploads/ideas/full/2nd-graders-are-out-of-this-world.jpg • Space Walk Board

o https://s-media-cache-ak0.pinimg.com/736x/cc/df/1e/ccdf1e3367d6c06cae0aefc68e3c7ab2.jpg • Desk Organization

o http://3.bp.blogspot.com/-3WMNfZw9n7s/U_ENRY4ETcI/AAAAAAAAC98/Yo58Iw4HMKE/s1600/photo%2B%2840%29.JPG

• Seating Arrangement o http://www.nzdl.org/gsdl/collect/cdl/archives/HASH0111/34b2acbb.dir/p126.gif

• Grade Book o https://mcdn1.teacherspayteachers.com/thumbitem/Grade-Book-Sheet/original-312078-1.jpg

• Space Bee o http://www.cheapmascotca.com/bmz_cache/5/518358bb4e82082cfeb8966314ed8f75.image.191x3

30.jpg • Calling All Hands

o http://ateachersupply.com/cart/images/hands%20on%20job%20management.jpg • Consequence Cards

o http://4.bp.blogspot.com/-fBMzF4RgheU/TxdKrK60x_I/AAAAAAAAADc/zchaAI_wbkI/s1600/1252985029classroom+behaviour+cards.jpg

• Preferred Activity Time o http://3.bp.blogspot.com/-

O5lFY5SxhyY/Uu_0tGCUeDI/AAAAAAAAAPc/hF74Q7afikw/s1600/Prefered+Activity+Time.jpg

• 1,2,3 Eyes on Me o http://datax.teacherspayteachers.com/thumbitem/1-2-3-Eyes-On-Me-1569142-

1416494221/original-1569142-1.jpg • A+

o http://cdn2-b.examiner.com/sites/default/files/styles/image_content_width/hash/4f/70/4f70fff27710e33b0fac54f729c5359f.JPG?itok=ui8GSFdm

• Proper Attire o http://izae.biz/pict/men/1/337.jpg

• Greeting Students o http://www.teachthought.com/wp-content/uploads/2013/07/27-ways-to-greet-students-fi.jpg

• Helping Hand o http://catholiclane.com/wp-content/uploads/helping-hand1.jpg

• Fish Bowl o http://www.yourinnerskinny.ca/wp-content/uploads/2012/03/challenge.jpg

• Brain Break o http://www.genhkids.org/images/images/programstripbrainbreaks_03.jpg

Books • Mackenzie, R., Stanzione, L (2010). Setting Limits in the Classroom. US: Three Rivers Press. • Wong, Harry K., and Rosemary T. Wong (2009). The First Days of School: How to Be an Effective

Teacher. US: Harry K. Wong Publications.