Classroom Come To Life ProjectUniversity of Virginia

EDIS 5030Ayaan Alam

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Appetizer – Introduction and Contextual Information

Personal Philosophy and Goals of Classroom ManagementTeaching students involves getting them to understand how to think critically and how

to look at the world around them in a new and exciting way. For this reason, I believe that teaching is much, much more than getting the students to understand how a s orbital is different than a p orbital, but instead my job is to shape my students into intelligent, creative, and responsible adults. In order to do this successfully, I believe that there has to be a system of classroom management that allows students to grow and develop throughout the year. With this in mind, the goals of this classroom management system are to:

1. Make sure that students are challenged in the class2. Develop a culture of respect between teacher, students, and the environment3. Develop a sense of responsibility within students and give ownership of the classroom

to students by getting student input in the rules of the classroom4. Use the classroom environment to develop a sense of positivity and community among

the students5. Establish routines and norms that help to give structure to the classroom.

Working with the students, I plan to create an environment of respect, trust, and transparency by making sure that the needs of the students are met and by being clear and direct with the students. This will be done by making sure that students get a chance to look at and understand rubrics for large assignments before evaluating their work, having work graded and returned in a timely manner, and by being honest and proactive with students who are struggling or not doing enough in class. I believe by doing this, the students will understand that the material is not necessarily easy and that they will have to work hard in this class to understand the material. I also hope to develop a sense of responsibility in the students by providing them with rubrics beforehand, allowing them to see exactly what needs to be done for an assignment so that they can work to complete all the necessary parts. By being honest and clear, I hope to reach a level of respect with my students so that they understand that they can talk to me openly and directly, in an appropriate manner, and that they will be heard. By having this level of respect between me and the students, the goal is to have that transfer over into the classroom, through respect for their peers and the general classroom environment.

Another way to make sure that the students feel like they are respected by me as the teacher is to have their input in the rules and responsibilities of students in the classroom. This would be done by having the students talk about the environment that they want to be in while learning, such as the use of technology in the classroom, if any snacks are allowed in the classroom (none would be allowed in the lab areas), as well as what the consequences would be if any rules are broken or responsibilities are unfulfilled. These rules would be additional to

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Appetizer – Introduction and Contextual Information

the classroom responsibilities that I would require of the students (more on this in Entrée 3). By having student input on some of the rules, the hope is that they will feel a sense of accountability and will be driven to follow them on their own accord. This will also serve to help create a sense of respect between the students and the classroom environment, as well as among peers.

Having a positive classroom environment is a very important part of being successful in classroom management for a few reasons. The first is that it really affects the students’ attitude towards me, the teacher, as well as the material that they will be learning about in class. I think that it is important to include having a positive classroom environment in the goals of the classroom management system because I have seen how it works in the placements that I have been at during my time at the Curry School of Education. Even the most troublesome students seem to behave and have fun when learning in a positive environment. Students are more engaged in the lesson when they are able to crack jokes with the teacher or sing along to the music that’s playing while doing a short activity. I believe it comes down to the students being comfortable in the classroom and by having a positive climate in the classroom, the students will be most comfortable. In order to increase the positivity of the classroom, there are many things that I can do to help promote a positive learning environment (more on this in Entrée 1).

Arguably, the most important part of having a classroom management system is the creation of routines. As Dr. Marvin Marshall says, “Effective classroom management relies on the use of procedures—not rules.”1 By having a set procedure for students to go through every day, it allows them to have a sense of structure and familiarity within the classroom environment, something that they might have outside of it. These can be small routines, like the ways that I greet the students, or something more integral to the classroom setting, like how to get the materials for the start of the class or a lab activity. These routines allow the students to know what to expect and when to expect it so that they can use their time effectively in the classroom, which gives more time to build upon their knowledge, build relationships, and help to create a positive environment.

All of these goals come together to create a cohesive classroom, that allows for positive relationships between students and the teacher to form. These goals also make sure that the students feel comfortable and not threatened. This is most important because the most important part of having a positive classroom environment is to make sure that students know that they are valued as a human and that I am invested in their learning, as well as their growth as a person. By achieving these goals, I hope to be proactive in terms of dealing with misbehavior, rather that reactive. By establishing good relationships with my students, I hope that they respect me, my classroom, and their peers in a way that pushes them to behave

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Appetizer – Introduction and Contextual Information

appropriately in and outside of the classroom. I hope that by being proactive in my approach, I can avoid giving punishments and rewards in the traditional sense because I feel that they are ineffective. I don’t want students to be thinking “what do I get if I do this?” or “what happens if I don’t do this?” in my classroom, but rather thinking “I want to do this because it’s what is best for me” or “because I want to do this”. This self-motivation is an idea that I want to foster within my students and I believe that by having a good classroom management system in place will push them to be motivated.

Context of Classroom2

The focus of this Class Come To Life project is Prince William County in Northern Virginia. Specifically, I’ll be looking at an honors chemistry classroom, for 10th-12th grade students, in Osbourn Park High School. The majority of the students will be 10th and 11th grade students. The breakdown of ethnicities in the school are as follows: 42.3% White, 25.6% Hispanic, 15.0% Black/African-American, 10.7% Asian, 0.3% American Indian/Alaskan, 0.2% Hawaiian/Pacific Islander, and 5.9% two or more. A science classroom has an average class size of 23 students and the total student count is 2797. There are 23.1% of students in the gifted program, 12.1% of students in the ESOL program, 8.2% of students in the special education program, and 28.6% in the economically disadvantaged program at the school. The school serves a fairly urban community sitting right outside of Manassas City, having a wide range of students.

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Entrée 1 – Classroom Environment: Physical Layout and Features

Understanding the Classroom EnvironmentThe classroom environment plays a huge role in the learning of the students. From the

attitudes presented to the layout of the desks to the posters on the walls, everything plays a role in a classroom environment. One of the most important parts of the classroom environment is the condition of the physical classroom and the layout of the classroom. With this in mind, I have generated 5 different layouts for the classroom in which the students’ desks and other important areas are shown. However, before those are shown, there are a few assumptions that were made that are outlined here:

The classroom has a lab area in the back of the classroom, with lab benches and cabinets available for storing glassware, measuring materials, along with books and other teaching materials.

There is a cabinet for goggles, hung on the wall. There is a movable table that can be used around the classroom for students to go to

and pick up worksheets or activities that the students need for the day, as well as to hold a small shelf with work for students to pick up when they are absent. This table would also have an electric sharpener on it.

Students have individual desks with chairs attached to them. Student and teacher desks are movable. The teacher’s desk is used mostly for storage of papers and other materials, so the

effect of the teacher’s desk will be minimized, but not completely reduced. With that in mind, in most of the designs, the teacher’s desk is in the corner or along the

side of the classroom to allow students to feel comfortable around the classroom as well as to allow easy movement.

There is not much room for a space for collaboration, like a separate table, but the lab bench area will serve the purpose seeing as that students will be working together in that area when conducting labs. This should not be a problem, seeing that the students will be working together in the lab area of the classrooms.

The classroom is not shared so I can move the desks and arrange the classroom however I want.

The layouts were generated with these assumptions, which are based off of a classroom in Osbourn Park High School. Looking at the functions of a classroom, the different layouts meet the requirements in similar manners, and as such they will be discussed generally for the five layouts unless an idea is specific to a certain layout (which will be mentioned in the description of the layout).

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Entrée 1 – Classroom Environment: Physical Layout and Features

The first and most important function is security and shelter. This means that the classroom serves a shelter for students and is not strained by changes in weather, extreme heat or cold, or similar issues.3 This is something that I plan on tackling by thoroughly inspecting the classroom, looking for cracks in windows, tables, and the ceiling, as well as by paying attention to the noises that are coming from outside (like noise from a nearby road). I also plan on having a colleague talk in the front of the classroom or areas where I see myself talking and walking around the rest of the classroom to gauge how well the noise travels around the classroom. Both of these actions help to proactively create a secure shelter where the students will feel safe and be able to engage with the material without distraction. There is also the psychological security of the classroom that needs to be taken into account. In order to provide this, I plan on having positive posters and a range of color on the walls to make the white concrete walls less daunting. I have also taken into account areas of high traffic and congestion when designing the layouts, trying to make the classroom open and easy to move around in.3 These will help the students feel comfortable in the classroom, which will increase psychological security for the students.

The second function of a classroom is the social contract. This is essentially the interactions that the students have between themselves and the interactions between the teacher and the students and how they can be used to increase learning and manage behavior in a classroom.3 The different layouts allow for varied levels of student to student interaction through the arrangement of the desks, like clusters for group work or rows for test taking days. This is discussed further in the descriptions of each layout.

Symbolic identification refers to the idea that the classroom is able to reflect the people who spend time in it.3 This will be addressed by having part of a wall on the side of the classroom (not shown, but on the wall with the door) where students will be able to ask questions, post interesting articles, or news that they feel is important for the class. I had a teacher who put up college pennants of schools where his students went to and I liked the idea and I am planning on adopting this as well to show off my students. This will be on the wall across from the door. By having these aspects of symbolic identification, the goal is to give ownership of the classroom to the students and create a comfortable space of the classroom.

Task instrumentality is the effectiveness of the classroom as an environment to accomplish the tasks that need to be done.3 The different layouts allow for tasks to be completed in the most effective manner, for example a layout with clusters allow for efficient group work, while rows don’t. Another example of task instrumentality is that the students have the materials necessary to complete the activities, like internet or glassware, and know where those materials are. By going over where materials are and making sure that students

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Entrée 1 – Classroom Environment: Physical Layout and Features

know where to find supplies, the classroom becomes more efficient and cohesive. Because of this, I am going to explain the layout of the classroom to the students, show them where the relevant materials are kept, and consistently remind them of where safety materials are. For activities that need an internet connection, I will make sure that the students have the right tools needed to finish the assignment or activity, as well as making sure that they have access to chargers or extension cables as needed.

The next function is pleasure, in the sense that the students enjoy being in the classroom. This can be done through the use of posters, bulletin boards, plants and color.3 There is a bit of overlap here, for I plan on having the wall where students can put up things that interest them will be a bit exciting in terms of colors. I am going to create a fun border for the area so that students are drawn to it. I am going to have the different pennants up from different collages to have more color in the classroom and I am going to have posters that help to create a less bland classroom. Hopefully, these ideas are able to create a pleasurable classroom that the students enjoy being in.

The final function of the classroom is growth. This is making sure the students grow and develop in the classroom as people. This is something that I plan on doing by having a positive, yet challenging classroom environment. This means that students will be working with unfamiliar tools and materials, but they will be able to learn about them and how to use the tools correctly and efficiently. This means that they will be able to adapt to the classroom quickly and be able to use it for their benefit, by having their space where they work can work together and be able to discuss the data that they found or be able to comfortably walk around the classroom without distracting others. This function is different from the others because it brings in more than just the physical environment by combining the classroom attitude along with it.

Design Layouts:Key for colors:

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Entrée 1 – Classroom Environment: Physical Layout and Features

Design 1:

This layout would be used for the days when there are tests (not quizzes). The reason for this is because tests are supposed to be independent assessments and I would like the classroom to reflect that, as compared to days where students will be working together in groups. Another time this layout could be used is when the students will be taking notes/direct instruction where there is independent activities and work that follows after the teacher models the skill. This layout could also be used as a way to bring down excitement if there is a troubling week, but this would be as a last resort because I don’t this layout to be equated to a punishment.

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Entrée 1 – Classroom Environment: Physical Layout and Features

Design 2:

This design will be used when the class will be working independently in their groups. This is different than group activities that the teacher will be leading in the sense that the students will be working together with the teacher as a resource. An example of this would be when the students are working on a lab or are conducting data analysis. The layout is supposed to be relaxed and promote group work among peers, as shown by the “random” orientation of groups (as opposed to design 5).

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Entrée 1 – Classroom Environment: Physical Layout and Features

Design 3:

In this design, the class is arranged in a U shape. The only down side to this layout is that the students have to go all the way around, the desks to get to their seats. I would use this layout when having classroom discussions so that students are able to face each other and talk as a whole with ease. If there is room in the classroom, I would have a gap in the middle of the U to ease with movement around the room.

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Entrée 1 – Classroom Environment: Physical Layout and Features

Design 4:

This layout would be used for days when the class is doing labs with partners or small groups (mostly during the planning stages and deciding what they will be doing/understanding the material). This could also be used for regular instruction, as it is a good mix between peer to peer collaboration, as well as teacher to student interactions. It also allows for ease of movement throughout the classroom. Either this or design 5 would be the “default” design for my classroom most likely.

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Entrée 1 – Classroom Environment: Physical Layout and Features

Design 5:

This layout is used for days where the students will be working in groups, in a teacher directed activity. This could be something like a review session in the form of a game. In this layout, the students’ attention is directed towards the front of the class, while in groups so that they can work together with ease. This layout could be helpful for managing the class in terms of the students not becoming as rowdy as design 2, where their attention isn’t as directed.

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Entrée 1 – Classroom Environment: Physical Layout and Features

Posters that I plan on using for my classroom:

Posters can be purchased from:Chemistry is like

cooking: https://www.zazzle.com/chemistry+postersThink like a Proton: https://www.zazzle.com/chemistry+postersSafety in the lab posters: https://www.fishersci.com/shop/products/fisher-science-education-chemical-lab-safety-poster-set/s08188

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Entrée 2 – Classroom Environment: Cultivating a Positive Classroom Community

Cultivating a Positive EnvironmentLooking at the CLASS-S Dimensions of Positive Climate, when a classroom has a positive

learning climate verbal and non-verbal interactions show that the teacher and students support each other.4 It is important to have a positive climate because it allows for students to develop strong, supportive relationships with teachers and peers. It also makes students to feel secure in the classroom, pushing students to test their academic and social comfort zones.4

In order to develop a positive climate, I believe that respect is very important in teacher-student and student-student interactions. I am going to model this aspect of a positive climate by making sure that I am listening to what students have to say, by engaging in eye contact and making time to learn about the students and their lives. By modeling this behavior, I hope to show students how to listen to each other and respect one another. I also plan on engaging with students about current events or things going on outside of the classroom to show to them that I am interested in their lives, not just their chemistry knowledge. By discussing with Johnny about his basketball game and how he scored the winning basket, I hope to create a connection with him that shows to him that I enjoy my time with him and genuinely care about his life. These sorts of conversations really shape a relationship and I hope that by forming good, supportive relationships with my students I can model a positive climate that the students will appreciate and reciprocate with me and their peers.

Another way I plan to develop a positive climate is by smiling and being genuine with the students. I have heard the advice to “not smile until January” but for me, that is impossible. I love to smile and show emotion to others to show that I am engaged with them. I also feel that it is possible to be stern, yet friendly with students without having to refrain myself from expressing happiness or kindness by not smiling. However, I do believe the idea behind the advice is sound, which is to not let students walk over me in the beginning of the year because it will only get worse. I believe that by being stern and strict, especially with the routines, I will be able to have a classroom that is managed well, which will contribute to creating a positive climate.

Feedback is a very important part of creating a positive climate. By mentioning the students’ contributions and giving praise, I plan to give students positive feedback.4 This lets the students know that I am watching and paying attention to them, even when it might seem like I am not. By giving positive feedback, I am also promoting the students to push themselves and be optimistic towards the material and the class. This encourages the students to develop a growth mindset over a fixed mindset, which is necessary for positive thinking and creating a good, supportive classroom environment.5

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Entrée 2 – Classroom Environment: Cultivating a Positive Classroom Community

I plan on giving the students a survey that will allow me to learn more about their lives and what is important to them. This survey will also give me useful information about what the lives of the students outside of the classroom consist of, which will be helpful especially in the beginning of the year. I also will learn what the students find interesting, which would allow me to push myself as a teacher to try and make connections between the material and their interests to make the material relatable and therefore more enjoyable for the students. I will also inquire about their past science experiences and how those were, which I will use to generate groups for activities as necessary. This will also play a part in any differentiation that I try to incorporate into the classroom. Finally, I will also include what the students expect from the class. This is more for me to develop a plan to fulfill the realistic expectations of the students in order to help them learn as best as they can. As a follow up to this survey, I will give another survey before Winter Break so that I can see how perceptions of my class have changed, to see how I am doing, and what are things that I can improve on in my classroom and teaching. These will be things that I can work on for the second half of the year, trying to improve my teaching in order to help the students as much as possible.

There will be times when students exhibit behavior that threatens the positive classroom environment. It is important for the teacher to be vigilant and aware of how students are interacting with one another. Altercations in the hallways can be brought into the classroom, students can be giving each other dirty looks, or say something that escalates the situation, so it is important that I, as the teacher, be proactive in handling these situations through my “withitness”.6 I also feel that by intercepting any hostilities or disruptions quickly and quietly is the best approach, in order to keep the flow of the classroom going. I also am a fan of the “Least Invasive Intervention”7 and plan on using it whenever it is possible to do so.

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Entrée 2 – Classroom Environment: Cultivating a Positive Classroom Community

Sample SurveyPlease fill out the questions as best as you can! There are no right or wrong answers.What is your Name? What do you prefer to be called?

What is a good way to contact you?

Email: ____________________________ Phone number: _____________________

Other: ____________________________

What are some of your hobbies and interests outside of school?

What other classes are you taking?

What’s your favorite book, TV show, movie, and song?

Is anything big going on for you this year?

What science classes have you taken before? How did you like them? How did you do in those classes?

What do you think we will be learning about this year?

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Entrée 2 – Classroom Environment: Cultivating a Positive Classroom Community

What do you expect from Mr. Alam this year?

What do you expect from this class?

Describe the environment that you like to study in.

Do you have anything else you would like to tell Mr. Alam?

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Entrée 2 – Classroom Environment: Cultivating a Positive Classroom Community

Mid-Year Survey

Please answer the questions as best as you can! I would like to get feedback about my teaching so that I can be a better teacher for you all. You can write as much as you want, all I ask is that you be honest in your answers.

I really enjoyed….

I did not enjoy….

What are somethings that Mr. Alam did that helped me learn?

What are somethings that Mr. Alam did that did not help me learn?

What is something that you think that Mr. Alam could do better that would help me learn?

Anything else you would like to tell Mr. Alam?

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Entrée 3 – Classroom Expectations and Routines

Rules and RationalesI believe that in order for a successful relationship to be formed between teacher and

student, a classroom should not have rules per say. Instead, there should be a set of responsibilities that the students have to fulfill. The reason for this is that rules imply an “or else”.1 Rules also usually promote a negative sense of thinking (you broke the rule), rather than thinking about the ideas in a positive manner. Both of these ideas combine to create an imposed punishment for breaking a rule and that is something that I do not want in my classroom because I believe it takes away from the positive climate.1 However, when looking at responsibilities, students are empowered and pushed to fulfill their responsibilities. This promotes self-discipline and internal motivation, rather than obedience. I also believe that by giving students responsibilities, rather than rules, they feel more respected, which adds to the creation of a positive climate early on in the year.1 With this in mind, I have come up with three responsibilities that I believe are important for students (and me) to fulfill in the classroom. These are as listed:

I will be respectful to the teacher, to my peers, and to the classroom. I will be responsible for my learning and complete my assignments. I will be prepared for class.

Going into the first responsibility, respect is something that I value tremendously and I want it to be a part of my classroom without a doubt. This responsibility is notably vague, but the reason for it is because respect can be applied in many situations, as it should be. For example, when I present this as a responsibility, I can ask, “Do you think that it is respectful for others to be talking when I am going over notes?” or “Do you think that you are being respectful to others when you get up to sharpen your pencil while someone is talking?”. Essentially, I would present different situations in which the students could discuss if they are meeting their responsibility and how they could improve on it. Along with this, I would present the rationale for placing this responsibility on my students which would sound something like, “In order for us to grow as a community we have to respect each other so that we are able to support one another. This is important because we’re all on the same team and we want everyone to learn and grow together. We also have to respect the materials we have in the classroom by using them correctly and safely so that no one gets hurt or anything breaks. We want to make sure everyone stays safe, while still having fun in the classroom.”

The second responsibility of the students, I will be responsible for my learning and complete my assignments, is very important as well. The reasoning for this is pretty straightforward, in that it gives the students ownership of their education. I want to convey to them that in this class, I won’t be constantly on their back about turning in assignments and

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Entrée 3 – Classroom Expectations and Routines

making sure everything is in order, that’s their job. They have to be responsible for their work and their learning. I want the students to push their limits in terms of what they believe they can manage. An example of this would be if a student knows that he/she has two tests the same week that we have an assignment due a few weeks in advance, he/she should come talk to me about it beforehand, and not send me an email the night before the assignment is due. This type of long-term thinking and planning will allow students to grow and develop real-world skills, like time management, which will help them grow into successful adults.

The third and final responsibility is to be prepared for class. I am planning on presenting this responsibility as such, “The last responsibility that you all have as students in this class is to be prepared for class. This means having a pencil or pen with you when you walk in the door, along with your lab notebook and homework completed. The reason for this is that there will be days when we jump right into a lab and you going back to your locker will waste too much time and you’ll fall behind. This responsibility also has a much more important idea behind it too. You should be prepared to struggle in this class. For many of you, this will be the toughest class you’ve taken so far and it will have the most work you’ve had to do. And you might not do so well at first. And that’s okay, that’s why we’re here to support each other and help each other throughout the year. This is another reason why it is so important to have good relationships with your peers because there are things that you might not understand well that someone else does and he/she might be able to help you understand it. Remember, we’re going through this together, so you have to do your part and be prepared for class!”

Student Input in RulesWhile I did say that I did not like rules in the classroom, I feel that there are aspects

student input can be very valuable in order to create a positive, comfortable environment for them. For example, I think by having a few small rules that the students come up with for the classroom helps to give ownership of the classroom to the students. These rules can be for technology use, like listening to music when appropriate or having a snack when not doing lab work. These small, yet empowering rules can allow students to feel respected in the classroom, which is part of my responsibility to the students. However, looking at Osbourn Park’s rules, it seems the use of iPods and other entertainment devices is prohibited, so I would be looking more at the snacks in the classroom type rules.

Routines for the ClassroomAs mentioned before, classroom routines are arguably, the most important part of

having a successful classroom management system. In order to be successful in the establishment of the routines, I will explain the routine, why it is important, and follow through with a demonstration and explanation of my actions so that students know exactly what to do

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Entrée 3 – Classroom Expectations and Routines

when the time comes. I will also be strict on the enforcement of the routines early in the year, especially the first few times that a new routine is introduced, so that students understand that it is important to get it right. Though I plan on having multiple routines in the classroom, I will go into detail about three of them here.

The first routine is the entrance routine. This routine involves me standing at the door, greeting students as they enter the classroom. I want to make sure that I start off the class with positivity and energy by having a smile on my face and make eye contact with my students. I expect my students to respond to my greeting in a friendly manner and to engage in eye contact as well. I plan on mentioning topics of interest to students (“Did you see the game last night?” or “Great job in the play last night!”) as I get to know them better. I also will use the time to monitor what is going on in the hall as well as in my classroom, making sure the students are following through with the other routines in place. As mentioned before, this routine helps to start off the class in a positive manner and it allows me to personally make a connection with every one of my students, even if it is a small one. This will help build upon the long-term relationship that I hope to develop with all of my students throughout the year.

The next routine is the post-entrance routine, or as Lemov calls it the “Strong Start”.7 This routine entails the students coming in after they greet me, picking up any papers that are put out on the table for the activities that they will be completing today, and working on the Do-now’s. They are expected to work on the Do-now’s quietly and individually so that they can see how well they understood the material from previous classes. The Do-now’s will be displayed on the board, along with any other announcements that I have to give to the students, which they should take note of. The students will also write down the homework in their agendas at this time. The first ten minutes of class will be devoted to this routine so that students are able to focus their attention to chemistry and the material, quickly and quietly. This will help set the precedence for the rest of the class period and will help create an efficient environment for the students to learn in. I will use the time to set up any activities if necessary, take attendance, and check homework if needed. This is a routine that will be monitored throughout the year as well in order to make sure that students are still engaging with it in the intended manner.

The final routine that I will discuss is how and when to use a fire extinguisher. I will explain that we are in a chemistry laboratory and as such, we have to be prepared for things going wrong. The reason for pointing out this routine specifically is because it is different from the others. It is something that the students might never have to use, but they should know when and how to use a fire extinguisher, especially in a chemistry laboratory. A demonstration of the routine might be as such, “One of the consequences of not paying attention to your

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Entrée 3 – Classroom Expectations and Routines

actions while in a lab is starting a fire. I know that sounds funny, but it is a real and very dangerous truth. Because of this, you all should know that the fire extinguisher is located here, underneath the sink. In the case that there is a fire and I am unable to get to it, one of you might have to use the extinguisher. So first you hold the fire extinguisher in your hands like this, and pull the pin out from the top. After you pull out the pin, you point the hose at the base of the fire, not the top. The reason is because you want to kill the fire at its start. Once you’re pointing the hose in the right place, all you have to do is pull the trigger and the fire extinguisher will shoot out its contents and hopefully put out the fire. Did everyone see how to use the fire extinguisher? I’ll demonstrate one more time.”

When teaching these routines in the beginning of the year, I will take the time to explain the rationale behind them, as well as acting out and demonstrating what is expected. I will walkthrough each step so that the students can visualize what is expected of them, as well as hear it. Then I will as the students to demonstrate (not the fire extinguisher routine) to test their understanding of what needs to be done.

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Entrée 4 – Responding to Misbehavior

Enforcement of ResponsibilitiesOne of the most important parts of classroom management system is to prevent

misbehavior from happening. One way to do this is to make sure that the class is engaged in activities that everyone is a part of and to have a classroom flow. This can be done by through pacing and using the types of time in an effective and efficient manner.8 By having the students engaged in activities that they find challenging and fun, minimizing transition time, and by establishing routines that the students follow, I will be taking proactive approach at stopping misbehavior.

By having the students go over the routines and practice them (as discussed in Entrée 3), the students will have a good understanding of what is expected them in terms of behavior and what they are supposed to do. When a student does not follow the routine without reason, I will ask him/her to do it again, until he/she gets it right. This is something that I will focus on more in the beginning of the year mostly, but is something that will be monitored for and enforced all throughout the year.

When looking at minor disruptions in the classroom, I will use Lemov’s technique #53: least invasive intervention. I like this idea very much because it allows the flow of the classroom to remain in my control and is a very quick and easy technique that pulls back misbehavior. Another technique that I like is the nonverbal intervention9. This technique is also a very quick and powerful use of body language that shows misbehaving students that I am serious in that their misbehavior needs to stop immediately. It is important to note that these techniques should be used in respectful manner that does not disrupt or go against the positive classroom environment that I will have developed throughout the year.

Another technique that I plan on using is the power of choice. This is the idea that the misbehaving student has a choice, either to stop misbehaving or face a consequence. In a classroom, this can be seen as, “John, if you want to continue to talk, you are welcome to do so in the principal’s office. If you want to stay here, you have got to pay attention in class.” I have seen this used in my placement very effectively, because it serves as a reminder about the responsibilities/rules that are in place in the classroom.

There will be times when the students are unable to fulfill their responsibilities. When this happens, I plan to remind the student of their responsibility and if it is an issue that is repeated occurrence, a discussion with the student outside of class to discuss the reason for the disturbance and if there should be any consequences. For example, if a student is constantly talking when I am presenting notes, I will say, “I feel disrespected by your talking” or “Remember your responsibility to be respectful”. If this does not stop the behavior, then I will

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Entrée 4 – Responding to Misbehavior

tell the student to stay after class so that we can discuss what the issue is. After class, I would ask the student what’s going on and why was he talking when I was going over notes. I would let him know that he was not fulfilling his responsibility to be respectful and I would ask why this was the case. Depending on the response of the student and the amount of times he has caused disturbances, I would either give him a warning/gentle reminder of the rules and let it be, or if he is a repeat offender then I would discuss consequences. “What do you think is a fair consequence for your behavior?” or “What should we do?” are the type of questions that I would ask the student in order to elicit a consequence from the student so that I am not viewed as the villain and the student is not a victim.1 We would continue discussing what the consequence should be until a balance is struck and we both are content with the resulting consequence. “So, you’ll write an apology letter to me discussing why you were talking and disrupting class by the end of tomorrow? I think that’s fair.” This method also gives the student a sense of ownership and responsibility over the consequence as well as their own discipline. With this, it is also important to note down exactly what is expected of the student and what the misbehavior was in order to remain objective and fair in the long-term.1 If a student is continually misbehaving then there needs to be a record of the misbehaviors, as well as what the consequences were because there needs to be stronger consequence the next time that the behavior takes place. It is also important to note that the students might be resistant to this “self-punishment” and in order to combat this, I will have to make sure that the student understand the responsibilities that were part of the classroom environment and how those responsibilities were unfulfilled by his/her actions. If this does not work still, then I will look into more drastic measures, like spending lunch with me, so that I can discuss further with the student about what’s going on and why he/she is acting out in class. Again, the primary function of this would not to be a punishment for the student but a chance for me to build a connection with the student to understand what is troubling him/her.

With all of these examples, it is key to make sure that the student feels respected by me and his/her peers. The goal is to help the student develop a sense of accountability and responsibility, not to punish their misbehavior. Because of this, I want to remove the idea of rewards and punishments completely from my classroom, but instead have consequences as mentioned above. Because of this system, it is difficult to describe exactly what the consequences will be for students who misbehave but there are times when I will have to be stricter about having a consequence. An example of this is misuse of technology in the classroom. The reason for this is two-fold. The first is that there is a school policy against the use of technology, like phones, in the classroom, so that is something that goes over me. Secondly, the use of approved technologies, like laptops, is a privilege, not a necessity. With this in mind, the stakes are a bit higher for this because the students will not be missing out on any information or material by doing a different assignment that accomplishes the same goals,

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Entrée 4 – Responding to Misbehavior

but they will lose the privilege to use technology so that their learning experience is more fun and exciting.

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Side Dish 2 – Working with Students’ Families

Letter of Introduction and RationaleIt is very important that I make a connection with the parents of my students in order to

involve them in the education of their child(ren). There are many benefits to working closely with students’ families, such as learning about the students’ home and the potential for further support and assistance in and outside of the classroom.10 I also am open to feedback from parents about how their student is doing with my class and if they think there is anything I can improve on.

In order to start this relationship, I will have a parent information form for the students to take home and return. On the form, I will have a short introduction to who I am and what the purpose of the form is. The form is used to find out what the best way to contact the parent/guardians of the students as well as to learn more about the student. I will also have the form available in Spanish so that the parents/guardians who do not understand English will still be able to provide the information that I need. For parents/guardians who speak another language, I will find an alternate way to create a meaningful relationship with them. The goal is to have the forms back by the end of the first week, which I will keep in a folder in a locked drawer in my desk that I can easily refer to. I also will send out a letter of introduction to the parents via email by the end of the second week of school, which will describe my teaching style, give a bit of background on me, have a link to the classroom website, and have my contact information, which the parents can use to communicate with me whenever they would like. They can contact me via email to set-up phone calls or parent-teacher meetings if they would prefer to meet in-person as well.

In the future, if I need to discuss the behavior of a student, I will first try to call the parent, rather than send an email (unless this is not preferred) in order to be more personal and try to connect with the parent/guardian more. If the call is being conducted in response to behavioral issues, the student will know beforehand to avoid feeling disrespected and belittled. I am planning on talking to parents/guardians about the positive performances of their child(ren) as well, to show to the parent/guardian that I am engaged with their child(ren) in a positive and productive manner. I also would like to show to them that I care for their child(ren) as well.

The class website will also be a way for parents/guardians to be involved in the classroom because it will have the syllabus on it, as well as all of the resources that I will use for easy access (for parents and students). This is important because the parents/guardians can follow along with their student if the parent/guardian would like, completing the same activities so that they can help their child(ren) learn the material. The website will also have a link to the Virginia Standards of Learning for Chemistry available for easy access.

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Side Dish 2 – Working with Students’ Families

Parent Contact FormPlease fill out and return this form to Mr. Alam by Friday. The form contains important information that Mr. Alam needs as soon as possible.

Student Name _________________________ Birthday___________

Home Address _________________________________________________________________

City ____________________ State ____________________ Zip Code _____________________

Parent/Guardian 1

Name__________________________________________

Home Phone Number _____________________ Work Phone Number ____________________

Email Address ______________________________________

Best way to contact: _________________________________

Parent/Guardian 2

Name__________________________________________

Home Phone Number _____________________ Work Phone Number ____________________

Email Address ______________________________________

Best way to contact: _________________________________

Are there any medical issues or allergies that I should be aware of for your child?

Any additional comments or concern?

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Side Dish 2 – Working with Students’ Families

Initial Email to Parents

Subject: Bl. 2 Honors Chemistry Teacher Introduction Letter

Body:Dear Parent or Guardian,

Welcome to the wonderful world of Honors Chemistry! My name is Mr. Ayaan Alam and I am your son or daughter’s chemistry teacher this year. I hope that we can work together to ensure the best education is possible for your child. I truly believe that education is much more than sitting in a classroom and listening to lectures, and my goal is to work with you to ensure long-term success for your child throughout this year and beyond.

A little bit of background on me: I have a Master’s in Teaching Chemistry from the Curry School of Education at the University of Virginia, as well as a Bachelors of Science in Chemistry with a Specialization in Biochemistry from the University of Virginia. Before going to Charlottesville for college, I attended Loudoun County Public School from K-12 and am familiar with the Northern Virginia area. When I’m not in school, I enjoy hobbies like photography and travelling.

My view on teaching is that teaching students involves helping them to understand how to think critically and how to look at the world around them in new and exciting ways. For this reason, I believe that teaching is much, much more than getting the students to understand facts and tidbits of knowledge, but instead my job is to shape my students into intelligent, creative, and responsible adults, and I hope to do so with your help.

Honors Chemistry is a class that requires a lot of time and commitment in order to do well. It becomes much easier for students to learn the material when parents are involved in the learning process, or at least take a bit of interest in it. Here is a link to the classroom website, which has helpful links, the Virginia Standards of Learning for Chemistry, and the syllabus for the class. I would recommend that you take a few minutes to look over these links to better understand what your student will be learning throughout the year.

Throughout the year, if you have any questions or would like to meet and discuss your child’s progress, please do not hesitate to email me at aaa4sd@virginia.edu or call me at Osbourn Park’s number, 703-365-6500.

Thank you,Ayaan Alam

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Side Dish 2 – Working with Students’ Families

Website linksVirginia Standards of Learning for Chemistry: http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/courses/stds_chemistry.pdfVirginia Standards of Learning Curriculum Framework for Chemistry:http://www.doe.virginia.gov/testing/sol/standards_docs/science/2010/curriculum_framewk/chemistry.pdf

Helpful resources:PHET Simulations: https://phet.colorado.edu/en/simulations/category/chemistryKhan Academy: https://www.khanacademy.org/science/chemistryChemistry Crash Course videos: https://www.youtube.com/watch?v=FSyAehMdpyI&list=PL8dPuuaLjXtPHzzYuWy6fYEaX9mQQ8oGrChemistry Simulations: https://teachchemistry.org/periodical/simulations

Molecular models: http://molview.org

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Side Dish 3 – Integrating and Managing Technology

Integration of Technology in the ClassroomTechnology is a great tool to use in the classroom. Through the use of simulations and

video demonstrations, I have the ability to show students concepts and ideas that were impossible a few years ago. It is however important to note that while technology is a great resource, it should not be used as a replacement for teaching. Showing videos from Khan Academy is not an effective use of the resource, but instead the video should be used a supplement to promote content and be used as resource to show the material in a new and different way. It is a very valuable tool that can be used to increase the effectiveness of a classroom exponentially when used correctly, however often this is not the case. That being said, I plan to use technology in a way that augments my teaching rather than having it serve as a replacement for it. For example, using Google Spreadsheets allow for much faster sharing of data between groups, instead of everyone putting their numbers up on the board then copying each other’s data down.

Looking at the policies in place at Osbourn Park High School, phones and other technology are not permitted during school time. This means that I would not allow students to have their phones out at all. This means that the technology that the students will be using will be limited to school-provided technologies, like laptops and lab equipment. Inappropriate use and management of technology is discussed in Entrée 4 more thoroughly. In general, inappropriate use will not be tolerated for the use of technology is a privilege. This means any misuse of technology will lead to a non-technological assignment that accomplishes the same goals as the activity that incorporated technology.

There are really ground breaking programs and applications that the students can access using laptops in class that could be used to as part of in-class activities and labs. One of these resources is PHET simulations, which have simulations of chemistry concepts that are tough to visualize in the real world. This allows the students to access information in a virtual manner so that they interact with the models. The most helpful part about the PHET simulations is the questions that come with the simulation, allowing the students to not only access the information but apply it as well. I particularly like the gas laws simulation in which the students can see what happens to temperature as pressure increases in a set volume and then can answer questions to test their understanding. I see myself using these simulations as activities after going over the notes and concepts to test the students’ understanding of the material. Students can also use and access these simulations to review over content that was covered in class. There are more examples of helpful online resources in Side Dish 2.

Another way that I plan on using technology is to integrate it into the labs that the students do. I plan to do this through the use of Vernier LabPro, which is something that I used

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Side Dish 3 – Integrating and Managing Technology

in my high school chemistry class. It is able to attach different types of probes (temperature, pH, current) and collect data which can be transferred directly to a laptop or calculator for students to use. I could use this in labs that involve titrations or a change in temperature in order to calculate the pressure of a certain volume. This is a very versatile tool that can be very beneficial in an Honors Chemistry classroom.

There are many uses of technology in the classroom and I plan to take advantage of technology in my classroom as much as possible. In a world where computers are all over the place and everything is shared on the internet in a manner of minutes, it is important for students to understand how to use technology in a positive and effective manner. I want students to see that technology is an important part of our lives and that we are responsible for what we post. To help show this, I plan on having a forum on the classroom website that students can use as an open space to ask questions, discuss content, and share interesting things that they wish to share. I also will explain that the responsibilities outlined in Entrée 1 are still in place when using the internet in class and using the forum on the classroom website. I hope that by having students discuss and comment on the different ideas being presented, it will help to foster a positive community outside of the classroom as well as in it.

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Dessert – Personal Reflection and Next Steps

Personal ReflectionThe Classroom Come To Life Project has been incredibly helpful for me, especially

because it made me think about certain ideas fully and more thoroughly. For example, I do not think that I would have scripted out or thought out much about how I would present the responsibilities for my students. By thinking about how I will present them, it forced me to think through them in a logical way so that they made sense and were exactly what I wanted.

I felt that this project reflects my growth quite well towards my personal goals. I feel this way because almost all, if not all, of the goals that I set out to achieve played a role in my final project in one way or another. The project made me think about my goals and how to achieve them over the course of the semester actively, rather than thinking about how to achieve them. What I mean here is that I was actively looking through the readings and assignments to learn more about how to achieve my goals and to learn more about the ideas that I presented in them. I also feel that the project reflects growth in my classroom management skills, specifically in being proactive to tackle misbehavior and trying to make sure that students feel respected and do not want to misbehave.

Resources That Were HelpfulThere were many resources that were helpful throughout the semester, but only a few

really stand out among the crowd. These resources are:

Pr. Pease and her EDIS 5030 class, specifically the discussions that we had as a class about what to do in certain situations

“Middle and secondary classroom management: Lessons from research and practice” by Carol Weinstein and Ingrid Novodvorsky

“Discipline without stress, punishments, or rewards: How teachers and parents promote Responsibility and Learning” by Dr. Marvin Marshall

My placement at Jack Jouett Middle School with Ms. Lilley.

The discussions that we had in class really pushed me to think critically about the readings that we had and the content covered in class. Without the discussions and activities that we did in class, I feel that I would not have been able to flesh out the ideas that I had in a successful manner. It pushed me to look at the ideas in different perspectives so that I could see holes in my way of thinking or gain a better understanding of the material. Of course, Pr. Pease and her extensive knowledge and experience was very helpful as well.

The two books listed were very helpful in shaping my understanding of what successful classroom management looks like. I was able to learn and adopt many of the ideas that are presented in the Discipline book into my project because I felt the ideas were presented in a

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Dessert – Personal Reflection and Next Steps

clear, easy to understand manner. I also really appreciated that the author seemed to give students a lot of respect, while understanding that they are adolescents, not necessarily adults. The Management book was especially helpful in presenting many different aspects of classroom management in a straightforward manner with multiple examples. This was really helpful for, as compared to Lemov’s “Teach like a Champion”.

The last resource that particularly helpful for me was my placement at Jack Jouett Middle School in Ms. Lilley’s physical science class. I learned a lot from her, in terms of classroom management and how to be stern, yet friendly with students. I really enjoyed seeing her relationship with her students and seeing the way that they respected her and she respected them. I had assumed that she was great at classroom management because of her 20+ years of experience, but what I didn’t know was Ms. Lilley was the one who designed the behavior management program at Jack Jouett. I was very lucky that I was able to work with her and observe her classroom for my placement.

Challenges That I Faced and Future PlansI had a very difficult time trying to come up with what rules, if any, I wanted to have in

my classroom. I think that I was able to reach a balance by presenting responsibilities that the students and I can be held accountable to instead of having rules. The reason for difficulty was that I think I was trying to be too specific initially and that was keeping me from seeing the big picture of classroom management, rather than just the rules.

Another difficulty I faced was trying to develop a plan for the enforcement of the responsibilities. I still feel as if there is room for improvement in this part of the classroom management plan, however I am confident that when I am in a classroom, I will be able to adapt to the situation as needed. In order to develop further, I think I need to be in a classroom and working with students to see if I can rise to the occasion. If I am able to, then that is good, but if not then I would have to revisit my plan and really think critically about what can be improved and what I can change. In the meantime, while I am not in a classroom, I will continue to read, learn about classroom management, and talk to teachers in order to try to further develop my plan.

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Reference:

Appetizer:1. Marshall, M. (2012). Discipline without stress, punishments, or rewards: How teachers

and parents promote responsibility and learning. (2nd ed.). Los Alamitos, CA: Piper Press.2. Osbourn Park High School. (2016). Virginia Department of Education. Retrieved from

http://pwcs.ss9.sharpschool.com/UserFiles/Servers/Server_340140/File/Accountability/SchoolDataProfiles/HS%20Profiles/OsbournPark.pdf

Entrée 1:3. Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom

management: lessons from research and practice: Ch. 2. “Designing the Physical Environment”. (4th ed.). London: McGraw-Hill Education.

Entrée 2:4. Pianta, R. (2012). CLASS-S Dimensions Guide. Baltimore, MD: Teachstone Training, LLC.5. Dweck, C. S. (2017). Mindset. London: Robinson, an imprint of Constable & Robinson

Ltd.

6. Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: lessons from research and practice: Ch. 4. “Establishing Norms for Behavior”. (4th ed.). London: McGraw-Hill Education.

Entrée 3:1. Marshall, M. (2012). Discipline without stress, punishments, or rewards: How teachers

and parents promote responsibility and learning. (2nd ed.). Los Alamitos, CA: Piper Press.7. Lemov, D. (2015). Teach like a champion 2.0 62 techniques that put students on the path

to college. (2nd ed.). San Francisco, CA: Jossey-Bass.

Entrée 4:1. Marshall, M. (2012). Discipline without stress, punishments, or rewards: How teachers

and parents promote responsibility and learning. (2nd ed.). Los Alamitos, CA: Piper Press.8. Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom

management: lessons from research and practice: Ch. 7. “Making the Most of Classroom Time”. (4th ed.). London: McGraw-Hill Education.

9. Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: lessons from research and practice: Ch. 12. “Responding Effectively to Problem Behaviors”. (4th ed.). London: McGraw-Hill Education.

Side dish 2:

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Reference:

10. Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: lessons from research and practice: Ch. 6. “Working with Families”. (4th ed.). London: McGraw-Hill Education.

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