Table of Contents

Management Philosophy Paper

Case Study
Procedures
Letters of Introduction to Parents
Welcome Letter to Students
Developmental Stages Outline
Awards

Management Philosophy
As a teacher, creating a safe and inviting classroom where students wants to come and learn is my ultimate goal. I
believe for learning to take place, the classroom must be a well oiled machine and run smoothly without chaos. In this
statement, I will describe some strategies to achieve this goal in establishing and upholding a well-managed classroom.
Classroom management begins on the first day of school when that first child walks through the door. I will be at the
front door welcoming each student personally and calling them each by their name. This shows that I respect them and care
for each one of them. Then to start class I will introduce myself and tell them a little about my personal life. The first two
weeks of school or so I will focus on procedures, routines, and set behavioral and academic expectations. I will continue to
reinforce these expectations throughout the year. Along with setting the routines and behavioral expectations I will set the
consequences, good and bad. This way the students know exactly what will happen if they have bad or good behavior.
To prevent students from becoming off task and bored, it is important to have a constant flow of activities. This
requires that I am organized and have my lessons planned out. This ensures that class time is not wasted and is used to further
education. It also keeps students busy and does not give them time to goof off.
In sum, a well-managed classroom creates a safe, organized, and comfortable place where learning is the first priority.
It prevents behavioral issues and allows for more fun and memorable classroom activities.

Behavioral Case Study

In the first grade class that I am observing, there is a little boy who I will refer to as John. John is a very high learner
and may in fact be gifted. He is way beyond a first grade reading and math level. He is placed in high reading groups and is
given a higher reading worksheet. There arent a lot of accommodations being made for this student and I think that is where
some of the problems stem from.
Since day one of practicum, I spotted this child out as someone to keep an eye on. John has a melt-down at least once a
day usually during writing or math. For example, the students were supposed to write the final draft of a monster story that
they had been working on throughout the month of October. I was explaining to John that he needed to write the six sentences
that described his monster in his very best hand writing. John began writing the first sentence and I left him to work with
some other students. As I made my rounds back to him I discovered that he hadnt finished his first sentence and his was
doodling on his paper. I asked him to get back to work and prompted him to keep going on his assignment. I made my rounds
again and returned to John. Again, I found him doodling, but this time it was all over his paper. I stated, John, why are you
drawing all over your paper? I need you to focus and write this story so we can put it up in the hallway for everyone to see.
Dont you want everyone to see? When you get this done, then you can move on to centers. I gave him a new paper, which he
was not thrilled about. He put his name at the top and began to write his first sentence. As I was walking away, he threw his
paper to the ground and shouted, I dont want to do this! It is too hard! He scrunched his face and started to cry. John

crawled underneath the round reading table next to his table. He then began to kick all of the chairs away from the table. At
this point I didnt know what to do. Nothing we had learned in class had really prepared me for such an outburst.
The classroom teacher was working with a guided reading group and completely ignored John as he was doing this. I
thought back to what we had learned in class about allowing the student to cool off and have a minute to themselves. I let him
sit under the table for a minute and told the rest of the students not to bother him, although many of them wanted in on the
action. I calmly gathered myself and walked over to the table and knelt down. I didnt know whether to get after him for
acting out or calmly ask him to talk to me about what he was feeling. With a stern (so he knew I meant business), but calm
voice I said to him, John, this isnt how a first grader acts at school. Will you please come up from underneath the table and
sit in a chair so we can work this out together? He ignored me and said absolutely nothing like I wasnt even there. Now I was
embarrassed and frustrated, because a seven year old was showing me up. How did this happen? How was I going to fix this?
The classroom teacher was still reading with her group and wasnt doing anything to resolve the problem. I didnt know what
to do so I left him underneath the table and began helping the other students.
I gathered my thoughts about how I was going to get John to sit back at his table and continue he work. I walked back
over to the table he was under and got down so I could see him. This time, I thought to myself, Ill act like I am mad.

John, I started, this is NOT how we act. You need to get out from underneath this table right now and get back to
work. This is a ridiculous thing to cry about. Again, John said nothing and paid me no attention. Well, you showed him. Once
again I was shown up by a seven year old. I walked away, retiring myself from the situation.
A few minutes later, the principle came into the class and John immediately came up from underneath the table. The
teacher had texted the principal to come down and resolve the problem. He talked with John for several minutes. After, John
was working on his assignment and finished it in about ten minutes. I was unable to acquire what the principal said to John.
This next example happened before the previous one, in September. The students all seem to like John and he always
has a friend to play with. I had never seen John be rude or challenge other students, but this particular day a small incident
occurred. It was free center time and so the class was a little chaotic with students switching centers freely. John was at a
particular center where another student was already sitting down at. John went over and said, Hey that is my spot. Move.
The little girl looked up and said, Im already sitting here. This is my spot. As I watched, I thought John was going to pull
up another chair to sit on, but to my surprise he sat on this little girl. She began to scream and yell for him to get off. She
pushed him off and John began to yell and scream back at her. I walked over and told John that, that was not his seat and he
needed to apologize and find another spot. He immediately got frustrated and hid underneath the table again. The teacher did
nothing, but ignored him. I settled the rest of the students down and the teacher called for clean-up time. John came out and
helped clean up. The teacher discussed a little with him about being kind to the other students and then sent him out to recess.

I have noticed the teacher trying different behavior plans like rating Johns behavior on a scale of one to five with five
being the highest. If he was good that day then he would get a five and if he got so many fives then he would receive some sort
of reward. The second week of practicum John had a similar outburst to the one I just described and the consequence was that
he got a one for the day. John was mad about this for the first week that they tried it and after that he didnt care. Since then I
havent seen any specific behavior plans catered to him.
The only service or modification I see that he gets is a more challenging worksheet at reading and he is allowed to read
chapter books. He also has more opportunities to write than the other students, which is when most of the outburst behaviors
come into play. He has the same spelling and same math as everyone else. It is sad to watch as this happens, because he is so
smart and has so much potential to be doing more things. I know that the teacher realizes that she isnt helping him as much
as she should, but she doesnt know what to do either and so she does nothing to help him.
I think there are a couple of reasons as to why he acts this way and resorts to this kind of behavior. John is a very smart
student and school has become very easy for him, so when the teacher tries to push him a little more, he freaks and wont do
his work. I have talked to the classroom teacher about his home life and she stated to me that he comes from a good family,
but the mother doesnt know how to handle him either. Johns mother said when he has his outbursts at home she doesnt do
anything about them and so therefore he is getting away with unacceptable behavior and it reflects in the classroom.

I dont feel that his actions are affecting his learning because he already knows the content. He comes to school with the
spelling test order memorized and it takes him five minutes to do three pages of math (if he doesnt have an outburst). I think
what really needs to happen in this case is someone needs to find what John is interested in and give him projects to do so he
can reach his full potential.
These types of students need to be identified as quickly as possible at the beginning of the school year so behavior
expectations can be put into place. The behaviors need to be taught, practiced and then rewarded. That being said these
behavior expectations need to be reinforced throughout the school and may need to change to fit the students needs. I also feel
that the student needs to know that you respect them so they can respect you in return and then they will be motivated to do
their assigned work to please you, the teacher.
I have seen some good things that I would like to adopt into my own classroom and there are definitely some things that
I would change. I like the way that the classroom teacher stays calm in situations and doesnt add to the childs frustration.
What I dont like is that she relies on the principal to solve the problems in her classroom. I understand that she has tried a
few different things with John and that she is frustrated with him, but turning to the principal gives me the impression that
she has given up on John. These types of students are the ones that we as educators can never give up on and are the ones that
we can make a difference for.

When I get to school I

1. Come in quietly.
2. Sign in.
3. Turn in my homework and hang up my backpack.
4. Go to my table and begin arrival trays.

If I come in late I
1. Get a late slip from the office.
2. Come in quietly.
3. Give the late slip to my teacher.
4. Turn in my homework and hang up my backpack
5. Return to my table.

When I walk in the hall I

1. Keep my hands and feet to myself.
2. Walk quickly and quietly.

If I need help
1.

I will QUIETLY ask my neighbor for

instructions.
2.

I will raise my hand and wait patiently at

my desk for my teacher.

If I need to use the bathroom

1.

I will go at recess or during lunch.

2.

I will raise my hand and ask my teacher if

we are in class.
3.

I will go on my own if it is an emergency.

At the end of the day I

1.

Clear off my table.

2.

Put my homework in my backpack.

3.

Take all of my belongings.

4.

Line up and wait to be dismissed.

Dear Parents/Guardians,
My name is Brooke Hare and this is my first year teaching. I just graduated from Dixie State Universitys
Elementary Education program. I was born and raised in Delta, UT. When I am not in the classroom, I like to
exercise, watch sports, go to the movies, and be with my family.
I am looking forward to being your childs teacher. We will be learning a lot of new and exciting things such
as: math, language, social studies and science. Your child will also have the opportunity to go to computers, library,
and PE once a week. I hope that you will be involved in your childs education. There will be many opportunities for
you to help in the classroom if you are interested. You are always welcome in our classroom.
This is the first of many notes that will come home during the year.
Please watch carefully for all correspondence from the school and the
classroom. Notes will be sent home in your childs homework folder.
Please keep me informed of any changes in your childs schedule. I will
need a note if your child needs to stay off the bus, or will be picked up by
anyone other than parents/guardians. I feel that I have created a safe
environment for your child to learn and grow. I am excited about this year and
hope that you and your child will work with me to make it an excellent
educational experience!
Thanks,
Brooke Hare

Dear First Grade Students,

Welcome to first grade! My name is Miss Hare and I am going to be your teacher this year. I am so very
excited that you are all in my class. I hope you are ready to learn because we are going to be very busy little people.
We will be studying math, language arts, science, social studies, art, and anything else that you want to learn about.
We will be going on a few field trips this year that I think you will all enjoy.
I will tell you a little bit about myself. I am from the small town of Delta, UT. I graduated from Dixie
State Universitys Elementary Education Program. My favorite treat is a Diet Coke and dark chocolate. I like to
exercise, read, go on hikes, shop, and be with my family. I read many books over the summer and I cant wait to
share some of my favorites with you. Reading is so fun and I hope that you will all love it too.
This year we will be doing something called The Great Brain Project. This is something that will take a few
months to do and so I want you all to be thinking of a topic that you would like to learn more about. You will have the
opportunity in school to research this topic by checking out books from the library, using
the class iPads, and however else you would like! I cant wait to hear your big ideas and I
will explain more about this project as the time comes. Boys and girls, I already know
that this is going to be such a great year and I am so excited to spend it with you. We
are going to learn so many great things so that when the time comes you can be ready
for second grade. Lets have a fantastic year of learning and fun!
Your first grade teacher,
Miss Hare

Developmental Stages: 1st Grade

Intellectual Development

Ask a lot of questions

Learn through discovery lessons
Might reverse print letters
Starting to understand time
Have problems understanding consequences of their actions.
Developing reverse process thinking
Process more abstract thoughts
Short attention span, but long enough for short stories and activities
Increased vocabulary
Think for themselves and develop own opinions
Recognizes many words by sight

Physical Development

Fine and large motor skills still developing

Work is sloppy and they are in a hurry
Noisy in the classroom
Learning to distinguish left from right
Oral activity such as chewing on pencils, nails, and hair
Frequent illnesses
Child play is ending and the role of reality is moving to the forefront both physically and mentally.
Proportionately longer arms and legs give them an awkward appearance
Like to test muscle strength and skills
Good sense of balance

Psychological/Emotional Development

Becoming more self-aware and self-conscious

Mood Swings
Can boss friends around
Can be competitive
Fascinated by rules
Sometimes dishonest
Sensitive to criticism; thrive on encouragement
Strive to do things well
Tend to play with same gender students
Want to be loved by teachers and parents

Bibliography

Glendale School District, (n.d.) Developmental characteristics of first graders. Retrieved from
http://www.glendale.k12.wi.us/1_char.aspx
Keller, R., Hembree S., Carroll, L., (n.d.) Developmental study first grade. Retrieved from
http://www.ltl.appstate.edu/436/student/grlevcase/firstgrddevstudy.html
Stanberry, K., (2012, Aug. 20) First grade milestone: Is your child on track?. Retrieved from
http://www.education.com/reference/article/first-grade-milestones-your-child-track/