Scott Tiefenthal

6th Grade Mathematics

ABSTRACT
For this project, I began by looking at the 5-pillars of Culture, Expectations, Discipline,
Curriculum, and Strategy and brainstorming pieces of my classroom management plan that would fit in
each category. Many of these pieces have been derived from my experiences this semester in the
classroom. Everything that made it into my pedagogy has either been strategies or thoughts that I have
found to be effective in the classroom I am Teacher Assisting in, or areas that I see could be greatly
improved or areas that I strongly disagree with how my cooperating teacher handles them.
In my teacher assisting experience, I have observed many instances of classroom management
that is not effective to the students learning or the discipline of the students. One area I have learned
the most is that a lack of relationship with the students quickly leads to a lack of respect. This lack of
respect leads to students not wanting to learn and not behaving well in the classroom environment. It is
for this reason that I make it a point to begin forming relationships with all of my students as soon as
they walk into the door of my classroom. In a way, my entire classroom management plan is built
around the idea of building relationships with students, showing trust in my students and establishing a
mutual respect that makes students want to learn.
It has been my experience as a student that when I respect a teacher, I feel that I want to do
well despite my feelings on the topic. I begin to feel that I want to do well to make the teacher proud of
me. While this may be very difficult, this is an aspect of teaching that I will continually be trying to
perfect. This is also an area I address in my pedagogy, one where I need to provide the supports
students need to be successful, whether that is a male role model, mentor, counselor, or someone that
provides inspiration and doesnt let students quit.
Looking through the discipline models we have studied, I incorporate different aspects of
positive classroom discipline, applied behavior analysis, logical consequences and choice theory in my
classroom management plan. I believe that behavioral situations should be handled case by case, and in
any case there may be a solution that fits into these categories. I am also a proponent of these models
because I feel that I am not fit to be any sort of assertive teacher. It is simply not the kind of person I am.
I want students to feel comfortable in my class and unafraid to make mistakes, which goes against much
of what assertive teachers stand for.
This pedagogy is my own personal thoughts on the 5-pillars, and how I intent to incorporate all
of them in my future classrooms. I intentionally left much of my content area out of the first four pillars,
because I felt that the first four pillars can be universal no matter what content area I teach. However,
for Strategy, I have some unique thoughts on doing, learning, and teaching mathematics that I wanted
to express in this pedagogy.

PHILOSPHY OF EDUCATION
It is my belief that learning is best done socially. The days of lecturing and taking notes are
numbered. I encourage students to work collectively, in small groups to find solutions to problems, and
use different methods to find solutions. I encourage students to share their ideas with their peers. I also
enjoy large group discussions, which different strategies or solutions are explored, debunking
misconceptions along the way. Of course, this type of classroom will require students to be effective
communicators and collaborators, which is a skill very valuable in todays work force.
Classroom safety is of the utmost importance, and I will strive to create a safe environment for
all students so that they feel comfortable sharing their ideas with the rest of the class. I want my
students to know that it is okay to be vulnerable and that being vulnerable can open the door to being a
great learner. I want students to feel like they belong in my classroom, and work as a team to ensure all
of their peers understand the material. Students will be encouraged to make mistakes, and mistakes
will be viewed as a learning opportunity, not a failure. Participation will not only be encouraged, but
essential for students to be successful in my class. By creating a classroom that is willing and excited to
learn, the class generally manages itself.
Not only is collaboration encouraged between the students, it is also encouraged between the
students and the teacher. Building positive relationships with students starts when they enter the
classroom. Students will be greeted every day, and called by name. With these relationships will come a
mutual respect between both parties. Students will respect their classmates right to learn, and they
will also respect the rules of the classroom. In return, the teacher respects each student, and will be
understanding of any sort of circumstances he or she may encounter throughout the school year. This
mutual respect will build trust. I will trust all of my students, until they do something to betray that
trust.
This trust and mutual respect will contribute to a classroom environment that is collaborative
between the teacher and the students. I will work with the students to ensure they are learning and
getting the most out of the class periods, and in return students will work to ensure they gain
conceptual understanding of the material and can assist with students that are having trouble gaining
that same understanding. This collaborative learning will construct high expectations of the students
from the teacher, and high expectations of the teacher from the students. I am a firm believer that a
leader never asks anyone to work harder than he or she is willing to work themselves. Therefore, I will
go to whatever lengths necessary to ensure a student understands the material as long as that student is
willing to work along with me and put in a similar amount of effort.
Students will also be involved in making classroom rules. Students will also be given choices on
assignments to best suit their learning styles and accommodate all learners.
I will also work collaboratively with my own colleagues to build networks of teachers. This will
not only be to benefit my own teaching, but to benefit the profession of teaching. This will be done to
benefit teachers throughout my school, district, state, and nation. There is something to be desired
regarding collaboration between teachers these days, and I want to be a driving force behind these
networks of teachers.
It all builds to being a lifelong learner.

PERSONAL HISTORY
My experiences throughout life play a major role in how I approach teaching and learning in my
classroom. My experiences also impact how I manage my classroom and all of the students in it. I was
raised in a working class family, in an area where the majority of the people had similar backgrounds,
family structure, and ethnicities. While I was not exposed to much diversity as a child, being raised in
this environment has allowed me to truly embrace diversity in the classroom and truly appreciate
everyone for who they are. For me, this is something that makes education great. To be able to take
students from all different walks of life, and provide them with a similar goal and get them to work
together to achieve that goal provides you with an unbelievable feeling of accomplishment. I
understand that I have lived a life that is very different than many of my students, and that is okay.
What matters is that I am accepting of those differences and understanding that many live with
struggles that extent far beyond the classroom.
I am very thankful for my parents and the way I was raised. I am not sure if they did this on
purpose or on accident, but I was never given any strict rules. I never had a curfew, yet I have always
been home at an acceptable time. I was never told to do my homework or study for tests, yet I
graduated high school with a 3.96 GPA. They were supportive in everything I did, yet they never told me
what sports to play, what school to go to, or what degree to pursue in college. They always had trust in
me and I rarely did anything to violate that trust. I lived a very unsheltered life. My parents talked very
openly about life with me. They were open to share their struggles and lessons that they learned, in an
effort to keep me from making those same mistakes. They are very open with their lives with me, and
they instilled in me the notion that mistakes are meant to be learned from, not dwelled upon. Growing
up under these circumstances gave me the maturity to think about consequences, both positive and
negative, before making decisions.
From an early age, I was taught hard work will pay off in the end. I was instilled with thoughts of
delayed gratification, and that results are rarely immediate seen. However, over time many activities I
once perceived as difficult became easier. If I was persistent and kept moving forward, eventually I
would break through. This is true in life and in education. If you want to learn something and are
persistent in doing so, you will learn. You will also learn valuable life lessons throughout the entire
learning process.
Personally, it is easy to pick out the most effective teachers in my life. Whether they taught me
in school, in sport, or in life, the main reason they were so effective was that the student-teacher
relationship we shared. It was not that they were extremely intelligent or had a way with words, but
that the relationship that was built between us went beyond that classroom. The student-teacher
relationship ran deeper than just the content. These are people that I trust, respect, and took the time
to get to know on a personal level. It is with this in mind that I approach teaching as a constant attempt
to build and improve positive relationships with each of my students.
It is our past that allows us to be the person we are today. The circumstances that I was raised
and taught under have undoubtedly had a major impact on the way I want to conduct myself as a
teacher with regards to teaching and managing a classroom and as a role model in the community.

CULTURE
The culture of my classroom will resemble that of a community. Our community will be
accepting of all students; regardless of race, color, ethnicity, native language, or faith. My background
and the circumstances under which I was raised has provided me with a passion for diverse student
populations. I enjoy creating a classroom environment that is accepting of everyone, and meets the
needs of all of my learners.
With a diverse population of students come students that think differently, act differently, and
learn differently. It is my goal to use all of these positive features of a diverse student population to
create a classroom community that also embraces these differences. Everyone will be encouraged to be
an individual. They are encouraged to express themselves in ways they choose, and all of my students
will be encouraged to not be judgmental and respect the differences in the classroom. Different
perspectives are always welcome to discussions.
I have always been encouraged to look for the best in everyone, and in turn to try to find at least
one positive aspect from everyone I meet. It has been my experience throughout life that you will be
forced to work with people that are much different than you. Not in a good way or a bad way, just
different. When working collaboratively, it is important that students can relate to different students in
the best ways possible to ensure a productive partnership. These ideals will be instilled in my students.
My students may not be best friends with the people they work with, but they will find enough in
common to work with them and be a productive group, even if it is only within the confines of my
classroom.
I will also allow students to work in small groups before having whole class discussions. This is to
help ensure everyone get a chance to provide some input on the problems of the day, and not be
worried about sharing their thoughts in front of the entire class. As the semester progresses, students
become increasingly more comfortable sharing their thoughts to the whole class and begin to let their
guard down and become vulnerable in my classroom. This is a key aspect of my teaching. Students
cannot learn unless they are vulnerable, and once students are vulnerable, it is important to keep it that
way.
One of the most critical aspects of my classroom community is that everyone will feel safe. Not
just physically, but emotionally as well. I will not tolerate name calling. Whether it be dumb or
smart. I dont want students to feel like they will be made fun of if they give an incorrect answer,
conversely I do not want students to feel like they will be made fun of if they give a brilliant solution to a
problem. With incorrect answers, I make it a point to find a good insight that we can use from their
answer and use that answer to collaboratively arrive at a solution.
Each students has different needs, and in many cases I need to play multiple roles within my
classroom. For example, as a male I cannot speak enough for the impact my father has had, and
continues to have, on my life. He has been an unbelievable role model, and is the type of man I aspire to
be one day. However, I do not ignore the fact that many students go through life without a positive male
role model. Based on my experiences throughout my life, I understand this importance. This is why I
have made it a personal goal of mine to be that positive male role model to any of my students that
need that type of support. Other students need someone to guide them while others need mentor to
help them work through mathematics and life. Sometimes, students just need someone that will listen
when they are going through tough times. It is these many roles that allow students to feel safe and
become vulnerable in my classroom, and feel comfortable around me as a teacher.

EXPECTATIONS
The most effective educators I have had have been effective leaders and conduct themselves to
very high standards. While many people have different expectations and definitions of a leader, it is my
belief that the most effective leaders lead by example. This is best described in a quote of sorts that I
have heard on many different occasions and in many different contexts, but the message is always the
same:
I would never ask anyone to work harder for me than I am willing to work for them
This is an expectation of myself that reflects both my work ethic and my approach to teaching. I
will never assign work to my students that I have no intention of grading nor will I assign busy work
simply because we have extra time at the end of a class. That being said, if I expect my students to meet
due dates, they should also have a reasonable expectation that I will return their graded work promptly.
I will work as hard as I can to get that homework back to my students within two days of it being turned
in. I am willing to go to great lengths to ensure that my students understand the material and are
successful in my classroom, as long as they are willing to put forth a similar effort.
While my expectations of every student may not be the same, the expectations of all of my
students will be high. I realize that the definition of success for each student is different. Some students
view success as earning an A in the class, while others view success as simply passing the class. I do not
expect every student I teach to earn an A in my class, nor should I. This is completely acceptable to me,
as long as these expectations are high for that particular student. As we progress through the semester,
expectations are subject to change for both parties. If students are finding unanticipated success in my
classroom, I will hold them to a different expectation. If students are encountering unanticipated
struggles, my expectations will also change accordingly. My main focus is that my students improve
every day. If expectations are too high, they will get discouraged and lose interest in learning. If the
expectations are too low they will not be challenged, and not be pushed to improve.
I expect students to use me as a resource, and not be afraid to confront me with issues. I do not
want to hear excuses, but rather I want to hear solutions. If trivial problems arise that effect students
learning or ability to do work in my classroom, I want to hear solutions, such as a plan for getting their
homework into me, or a plan to focus better and be more engaged in my classroom. For example, if a
student does not do their homework for whatever reason, I want to hear what that students intends on
doing to get it done, not that their dog ate it.
That being said, I expect my students to be honest with me, and they should expect the same in
return. My students put their trust in me, and I reciprocate that trust. I will give students no reason to
try and fool me, simply because if I try to catch every student in a lie I will use a lot of time and energy
for nothing in return. In my experience, teachers that exhibit trust in their students get much more
respect from their students. When the students respect the teacher, they are much more open to
learning.
Finally, I expect my students to take responsibility of their own actions. I want them to take
responsibility of their behavior. I want them to take responsibility of their own education.

DISCIPLINE
I want students to learn that their actions not only affect themselves, but also affect others. In
the learning community that we develop, it is very important that students understand that the
behaviors they exhibit and choices they make affect their learning partners and learning groups just as
much as they affect themselves. I will encourage students to do what they feel is right. I do not want
them to make decisions solely to follow rules, but rather because the decisions they make are the right
decisions.
Engagement is also a key role in discipline. By having rich and detailed class discussions and
provided engaging and relevant learning activities for the students, discipline will not be an issue.
I can stay calm, cool and collected in an array of situations, but there are still actions that
students exhibit that that bother me. For example, drumming with pencils on desks will distract me like
nothing else. Prior experience tells me that interrupting the whole class to tell my student to stop
drumming will ultimately end with more students drumming. It isnt in spite of me, but rather I put the
thought of drumming in their head, and they subconsciously do it. Instead, I will try to finish my thought
to the class, and calmly walk over to the students, look him or her in the eye, address them by name and
quietly tell them if you would please stop drumming, I would really appreciate it. Then, thank them and
return to class. The action rarely happens again. This strategy has been effective because it is respectful
and students do not feel threatened. Using any sort of threats or putting students in a situation that
makes them threatened causes the student to feel resentment.
If there are repeated incidents of students acting out or showing a lack of self-discipline, I will
ask that students to come in after class and talk with me one-on-one, or with a third party observer. The
student will not be in trouble, but will be asked to discuss their disruptive behaviors and we will work
together to come up with a solution. Once again, I do not want to tell them how to behave, but rather I
want them to behave in a way that is appropriate and they see as the right way to behave.
By turning my classroom into a learning community; by having high expectations and trust in my
students; and by providing activities and lessons that are engaging and meaningful to my students; I feel
that discipline will not be an issue. All the steps I have in place in my classroom encourage students to
exhibit self-learning and self-discipline. I cannot control students or their actions, but I can influence
them to make choices that are better for themselves and behave in a way that allows them to be
successful inside and outside of my classroom.

CURRICULUM
While students will learn about mathematics in my classroom, what they are taught that doesnt
pertain to mathematics is just as important. One component of my class that is not outlined in the
Common Core is to have students work collaboratively with others. In todays job market and workforce,
rarely are there jobs where you work exclusively by yourself. You will always have to work with others,
whether it be co-workers, supervisors, executives from other companies, the list is really endless. It is
my belief that instilling these ideals is vital to becoming a contributing member of society.
I also like to instill the notion that anything worth doing is worth overdoing. No matter what it is
youre are involved with, be the best you can be. At a young age, I was part of a team where I would not
get much playing time during the playoffs. My coach came to me and told me that no matter what it is I
do, be the best you can be at it. So, I became the best water bottle filler and door opener that any
teammate could ask for. This is something that I continue to advocate today. Anything worth doing is
worth overdoing. I want my students to know that when you enter a classroom, you should make the
most of it. Learn whatever you can. You never know what is possible unless you try. Not taking
advantage of learning opportunities is only a disservice the yourself.
I will teach students that mistakes happen. I will teach my students that shortcomings are not
failures, but instead learning opportunities. Thomas Edison once said: I have not failed; I have just
found 10,000 ways that do not work. Seeing every shortcoming as a learning experience is essential for
growth as a person and a learner. Thankfully, Edison never gave up. He persevered until he finally found
a solution that worked. This is one attitude of students I hope to change. Yes, school can be hard. What
is important is that you continue to try to learn. You cannot let shortcomings hold you back. Instead,
they should fuel your drive to learn.
I will teach my students that bullying is not just physically harming someone. Emotional bullying
can be more destructive to a students learning. Telling someone that they are stupid or dumb for not
understanding can cause the student to feel unsafe in a classroom in much the same way physical harm
can. Either form of bullying results in students not feeling safe in the classroom, and ultimately not
learning. From this, I hope to teach students to help their peers, instead of belittle them. I also make it a
point not to show any behavior of being a bully as a teacher. Can mathematics be hard to understand?
Yes. Just because it makes sense to me does not mean that my students view it with the same clarity. It
is important for me to keep my mind open and not say some tasks are simple or easy, because that is
just as much bullying as one student calling one of his or her peers dumb. It has no place in my
classroom.
I will teach my students to be lifelong learners, and look for answers to their questions on their
own and to use the teacher as a last resort. I am a strong believer in Vygotskys idea of Gradual Release
of Responsibility. As the school year progresses, I will progressively pass the responsibility of learning
from myself onto my students. I will encourage them to use themselves and their peers before coming
to me for assistance.
It is my hopes that my students will leave my classroom with a better understanding of what it
means to think critically. I want them to learn the skill of perseverance, to carry on if at first they do not
yield a correct solution. To keep their mind open to different students, even if they do not have the
same ideals or beliefs as their own. In many ways, mathematics is using your knowledge to solve
problems within a numerical context. This can be applied to many situations that students encounter
everday.

STRATEGY
Rarely will I give my students solutions. The solution to a problem is not number or a letter, but
something more complex. A solution is a method to solving a problem, then putting that method to use.
Instead, I will guide their thinking to achieve a solution on their own. Discovering their own solutions,
and working as a class to figure out which is best or where improvements can be made. These discovery
steps allow students to think critically, and be able to come up with solutions even without knowing a
formula to answer the question.
I choose to lecture as little as possible. I do not want students to learn on the basis that
whatever I say is true. Instead, I want them to work in groups and collectively come up with solutions on
their own. I want students to discover what is true on their own. I want my students to determine if
their solution is correct or not. Depending on what their solution is, we can work together to see exactly
why it yields a correct answer or why it does not. I want students to learn, and use the teacher as a
guide.
I want students to think like mathematicians, not as math students. Exploring, problem solving,
applications, and different representations all lead to deeper mathematical understanding. I will also
encourage the use of the math practice standards with every lesson, which are from the Common Core,
and are as follows:
Students will
1. make sense of problems and persevere in solving them.
2. reason abstractly and quantitatively.
3. construct viable arguments and critique the reasoning of others.
4. model with mathematics.
5. use appropriate tools strategically.
6. attend to precision.
7. look for and make use of structure.
8. look for and express regularity in repeated reasoning.
I am also a proponent of creating a network of teachers to share lesson ideas and best practices
to improve my teaching. Much like my students are constantly learning how to learn, I am constantly
learning how to teach. It is up to me to use the resources available to see what works and what doesnt,
and find ways to adapt lessons to meet the needs of my students and provide a conceptual
understanding of our content.
My classes will be as interactive as possible. This will be done by using manipulatives, such as
unit blocks or squares, to see relationships and make connections in a different way than an equation on
paper. I will use technology, including Desmos when working with graphs, and Geogebra to assist
students in gaining a deeper understanding of geometry. These technologies allow students to see
relationships and make connections they may not otherwise make by trying to draw everything on their
own or looking at examples on the board or in an activity.

I will also keep a record of everything done in class online, using a Weebly, blog, or an
educational site like Moodle. Having an online resource of all of our activities can be invaluable for my
students. It gives them a greater opportunity to take control of their learning and gives them references
when they are not in school or if I am not available. This will also allow the parents of my students an
opportunity to learn with their students, track their progress, and also a look at what we are doing in
class.

FIRST DAY OF CLASS

ATTENTION GETTER
The board will read, When I raise my hand, you are to raise your hand quietly and put your eyes on the
teacher. Once I have the attention of the entire class, I will explain this attention grabber and its use. I
will also say that I am open to changing it if the students have a good idea that could be applicable in our
classroom.
ABOUT ME, MR. T
This will be a short presentation about myself, which will include information such as:

My name is Scott Tiefenthal. You can call me Mr. Tiefenthal, Mr. T, or Scott.
I was born and raised in Muskegon, MI and graduated in 2009 from Mona Shores High
School.
I then attended Grand Valley State University, and graduated with a degree in
mathematics education.
In my free time, I enjoy playing and coaching hockey, as well as golfing in the summer
months.
Show off my pets and fianc/wife (depending on if I have these or not)

CULTURE
I will begin by explaining my reasoning for allowing my students to call me Scott, which will lead me into
a discussion about our classroom environment. I believe that we should all know each others names in
a community, and this learning community will be no different. I want my students to work with me, not
for me, to achieve our learning goals.
EXPECTATIONS
I will then explain that I expect it is okay with my students that I call them by their first name, and they
can expect the say me out of me. I will then discuss my expectations of myself, followed by my
expectations of my students.
HOW TO BE SUCCESSFUL
I have found that rules tend to set boundary that students enjoy pushing and seeing how much they can
get away with. By providing these guidelines for success, it guides them to make correct choices and is
the starting point of self-discipline.
You can be a successful learner in my classroom if

You come to class prepared with a pencil and an open mind every day.
You show perseverance and never give up on a problem, even if there seems to be no
solution.

You are honest. I put my trust in you and you should reciprocate.
Dont give me excuses. Give me solutions. What is wrong and what can you do to make
it right?
Look for the positives in your peers.

CLASSROOM ROUTINES
Most work in my class will be done collaboratively, with the exception being some assessments. These
groups will be changed periodically and will be decided on by a variety of factors.
When you come into my classroom, I will do my best to great you by name at the door. I would also like
a handshake, high five, or a fist bump. It is up to you.
There will be instructions on the board. Follow these directions to start class. We will then move on to
the lessons for the day. I will try my best to change up the class every 10-15 minutes, and will limit any
lecturing I do to 15 minutes maximum.
CLASSROOM RULES
Creating rules with the students allows a sense of community and a gives students an opportunity at the
beginning of the semester to be heard.
PASSES
There will be two passes in the back of the room. You can leave whenever you want. In return, I ask that
you do your business and return to the classroom. If there are no passes, you cannot leave. I would
encourage you to wait until you have work time to go, but if you need go I will not stop you. If you are
feeling ill and you may get sick, please go to the restroom. You do not need a pass, just get there as
quickly as possible.
EXCUSES
I want you to be successful in my class, but I dont care to hear excuses. I want to hear solutions. If you
didnt get your homework done for whatever reason, come and talk to me. We can work something out.
If you will be absent for a test, come and talk to me prior and we can come up with a solution. If you
have used all of your resources and still do not understand a concept we cover in class, come and talk to
me and we can work through it together.
CLOSING
To close out our first class meeting, I will have students fill out their information on a note card,
including name, phone number, e-mail, parents names and contacts, and three interesting things about
themselves that I will use to get to know my students a little bit better before our next class meeting.

PARENT LETTER
Hello! My name is Scott Tiefenthal, and I will be teaching your 6th grade students mathematics in
the upcoming semester. Hopefully, like many of you and your children, I am really looking forward to the
upcoming semester. This is just a short letter to explain what your students will be learning in my
classroom, some of my beliefs on teaching, and some of the expectations I have for my students and
myself.
CURRICULUM
I am sure you are wondering what your children will be learning this semester. We will begin
with what they will learn from a mathematical standpoint. Our classes have all been aligned with the
Common Core State Standards, which is just a name for a set of standards that are used all across the
United States. As a brief overview, we will be learning about

Understanding ratios and proportions, particularly using fractions, decimals and percentages.
Multiplying and dividing fractions and finding factors and multiples.
A introduction to algebra, including solving equations with one variable.
In geometry we will be learning about area, surface area, and volume
Statistics, and how to describe distributions.

I will be posting all of our daily work and lessons online on my website. This allows you and your children
access to homework, assessment review, and different activities at any time you wish.
You may have noticed that I have said we will be learning this is because I see our classroom as a
learning community. As a teacher, I want to assist your children in learning and doing math. I dont want
to tell them equations and other information and have them to cram and retell me on a test. I want
them to understand why things work. I want them to be curious. I want them to ask me why. I want
them to be able to explain why their solutions are correct.
EXPECTATIONS
I have different expectations for every student. However, my expectations of all students are high. Along
with that, you and your children should also have high expectations. While I have outlined the
expectations that students should have of me, there are also some expectations you, as parents, should
have of me. If you call me, you can expect a response by the end of the following school day. If you email me during the school day, you can expect an e-mail back that same night. You can expect that I will
keep you and your child aware of his/her grade and will do whatever I can to ensure your child finds
success in my class. Throughout the semester, we may encounter behavioral issues. In many cases, I
would like you to come in so we can talk with your child and come up with a solution to the problems.
I would encourage you to contact me if you have any questions about my classroom or about your child
in my classroom. I will try to touch base with all of the parents of my students within the next two
weeks.