Classroom Management and Science Safety Contract Reflection

When creating my classroom management plan and safety contract, I worked to make
sure my classroom was set up to best promote learning and the well-being of all students. My
classroom management plan, specifically, was created to meet the standards addressed in
INTASC 7. I designed my plan in a way that demonstrates to students the value I place on
student centered learning and a collaborative, respectful environment. I made clear my high
expectations of content learning as well as my willingness to work with students who have
extenuating circumstances. My pedagogy is further expressed by emphasizing all students
ability to succeed, the use of modeling to show students what I expect, and development of
community in and out of the classroom.
My management plan also aligns with the standards listed in NSTA 3 when I discuss how
my content is not only aligned with Virginia SOLs, but also Next Generation Science Standards
to show students that what they work with on class is directly related to what knowledge they are
expected to have gained by the end of the year. Students should see a purpose behind every lab
performed, every lecture spoken, and every project assigned. Assessment is also addressed so
that students know the ways in which they will be assessed and how various coursework may
differ. My management plan reflects my hope that students will be engaged in applicable social
issues in science and inquiry-driven learning, all while remaining safe.
Safety plays a large role in the science classroom and thus I discussed it in both my
management plan briefly and my safety contract at length. Both NSTA 3d and NSTA 4a-c
describe in detail the safety expectations every science teacher should follow. My safety contract
talks extensively about my expectation that students are always acting in a responsible manner. I
list the various activities that are prohibited in lab in order to maintain the safety of everyone and
highlight how important instructions and labels are when conducting experiments. Chemistry
experiments and demonstrations can be especially hazardous, so extra care must be taken when
working with certain chemicals or fire.
For example, I did a demo using barium hydroxide and ammonium chloride to show
students an exothermic reaction. When mixed, these chemicals are toxic and have specific
handling and disposal instructions. Because of these hazards, I chose to make the reaction a
demo rather than an experiment, but I still discussed with students the safe and proper techniques
I used for preparing and disposing of the chemicals. When I had students come up and feel the
temperature change and smell the pungent aroma, but when smelling, I made sure everyone
wafted rather than directly smelling the chemicals.
Another instance in which safety played a large role in planning was when I taught my
unit plan on thermochemistry. I had students perform a lab every day, and all but one involved
fire in some form or another. With fire comes specific guidelines such as pulling back of hair and
any loose clothing, knowing locations of fire extinguishers and fire blankets, and wearing
goggles at all times. Students were regularly reminded of emergency procedures and
maintenance of general safety measures.

My safety contract was geared toward my chemistry sections, but I also had a chance to
expand my safety guidelines when teaching ecology. This class gave me an opportunity to work
with animals and discuss with students the ethical treatment and safe handling of all living
organisms. Throughout the semester we traveled outside to set up and monitor bluebird houses.
This gave students the chance to learn how to interact with the animals in order to best observe
them in their natural habitats. Students had to also learn the proper technique for checking bird
houses so as to least disturb the birds that inhabit them.
Ecology students also had the chance to observe a corn snake being fed and learn not
only about how it eats, but how to observe it eat. We discussed the importance of staying still to
prevent the snake from becoming overwhelmed and rejecting the food. We also discussed proper
handling of the snake after it has eaten to prevent distressing the snake and causing it to
regurgitate its meal. Students had a chance to hold the snake and discuss its habitat, needs, and
any other questions they had. After becoming acquainted with how snakes maintain body
temperature, students began working on building snakes hides to be placed outside. These
experiences provided students with wonderful learning opportunities about how to ethically
collect, keep, and treat all living organisms.