Running head: CLASSROOM MANAGEMENT NOTEBOOK

CLASSROOM MANAGEMENT NOTEBOOK

Elijah Williem
National University

In partial fulfillment for the requirements for TED 626

Professor Spivey
October 24, 2015

CLASSROOM MANAGEMENT NOTEBOOK

ABSTRACT
This Classroom Management Book is an introductory look into the needs of students and
teachers in the modern classroom. Many elements and personal theories to create a healthy
classroom environment will be explored within these pages. Strategies such as classroom seating
orientation and the use of rules, procedures and consequences will be explained. Other topics
such as health issues, referrals, and legal precedents will be discussed. In addition, this paper will
analyze the laws covering special education students. Also, this book will analyze the different
methods of discipline and how to apply discipline consistently and fairly among different
cultural groups. Lastly, this paper will contain the disposition survey of the author and a
reflection on the experience.

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Section 1: General Philosophy

a. Philosophy Statement

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4

Section 2: Preventative Measures

a. Structuring the Classroom Space
b. Daily Schedule, Routines, and Procedures
c. Rules or Norms of Behavior
d. Finding a Quiet Space

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20

Section 3: Supportive and Corrective Measures

a. First Steps redirecting and warning
b. Consequences
c. Incentives
d. Student Accountability

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Section 4: Working Effectively with Diverse Students and Families

a. Home-School Communication Philosophy and Plan
b. Cultural Considerations with Discipline
c. Legal issues regarding students with special needs

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Section 5. Strategies for Dealing with Challenging Students and Situations

a. Hierarchy of interventions
b. Strategies for building relationships
c. Techniques to break the cycle of discouragement

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Section 6. Utilizing the Support of Other Educators and Caregivers

a. Identifying Needs
b. Documentation
c. Referral Process

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Section 7. Legal Issues Regarding Discipline

a. FERPA
b. Compelling State Interests/Duty of Care
c. Student Rights
d. Teacher Rights
e. Local Issues
Dress Code (including hair, tattoos, etc.)
Objectionable Materials/Prohibited Items
Locker Searches
Tardies/Absences
Cell Phone Use
Hazing, Harassment, and/or Bullying Policies
Cheating, Plagiarism and/or Forgery Policies

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Section 8: Professional Dispositions and Growth Plan

Disposition
Reflection
References

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Section 1
Philosophy of Discipline and Management
a. Philosophy Statement
For effective learning to happen in the classroom, the teacher needs to be proactive and
plan using the best practices in grouping, seating, discipline and instructional methods.
Classroom management creates a healthy environment where students feel safe and are engaged
in learning. Students are directed to be self-regulated and motivated to work without disruption.
The students should co-create rules and expectations with the teacher to generate mutual respect
for each other and the classroom. The students should have clear guidelines and the teacher
should not only look for infractions, but also for times when the students effort should be
commended. A healthy classroom is a room full of mutual respect, where the teacher is
consistent with expectations and instruction, uses different methods of instruction to engage
learners, and recognizes the importance of seating patterns in the classroom. The teacher
prepares to engage every individual student.

Discipline yourself and others won't need to.

John Wooden (Wooden, Jamison, 1997)

Models of Discipline

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Compare & Contrast Chart

Example: Using Canter and Canters Assertive Discipline
Discipline
Model
Instructor Example:
Canter and Canters
Assertive Discipline

Overall Goal or
Purpose
To get students to choose
to conduct themselves
properly.

Beliefs about
Behavior
Teachers have a right to
teach and students have a
right to learn without
being interrupted by
misbehavior.

Teachers Role
in the Classroom
To take charge and be
assertive (not aggressive,
hostile or permissive);
clearly confidently and
consistently express and
model class expectations.

Coloroso

Students experience
elements of democracy
where they can make
choices and be responsible
for their own behavior
(Coloroso, 2004)

Discipline shows the

students:
1) What they have done
wrong
2) Gives them ownership
of the problem
3) Gives them ways to
solve it
4) Leaves their dignity
intact (2004).

Teacher puts trust in

students to make the right
decisions and accept
responsibility for actions.
Teacher does not rescue or
punish, instead creates a
bond of trust with each
student.

Kagan & Scott

Win-Win Discipline

To show students that

teachers support their side,
to co-create solutions
together and promote
learned responsibility
which helps the students
learn more responsible
ways to meet their needs in
order to correct disruptive
behavior (Kagan, Scott,
n.d.).

Students exhibit four types

of disruptive behavior:
a. aggression - to hurt
b. breaking the rules
c. confrontation - student
refuses to do work.
Power struggle for the
teacher and student.
d. disengagement student now with task

Same side Orientation

teacher shows that he or
she cares about the
students point of view.
Collaborative Solutions
teacher works with the
student to co-create
solutions.

The 7 positions (Reasons)

for the behavior are:
Attention Seeking
Avoiding Failure hiding from doing the
task. Attempt to avoid
public failure
Angry
Control Seeking - feel
that we make a
difference.
Energetic - need to
express ourselves
Bored
Uninformed - student
has not internalized rules

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6
or procedures (Kagan,
Scott, n.d.)

Jones
VIP (Visual Instruction
Plans)

Curwin & Mendler

Discipline with Dignity

Simplify expectations by
creating visual
representations as a series
of steps a picture for
every step.

When you develop

relationships with your
students, you minimize the
hostility

Students learn more and

learn at an accelerated rate
by breaking down
expectations into steps.
95% of office referrals are
the same 5% of students.
The discipline system of
verbal warnings and
suspensions are
ineffective. (Jones, n.d.)
When you build
relationships with your
students, you help create a
climate of prevention in
your school. Minimize
hostile behavior (Curwin
& Mendler, n.d.).
Clearly defined limits give
youngsters a sense of
safety and predictability,
and both are necessary in
discipline.

Teacher can teach amazing

serious content, but can do
it in a fun way. By
creating visuals, the
teacher accelerates student
learning.

Teacher addresses issue

privately and allows the
student to retain his or her
dignity.
Six steps power struggle
process
1. Use Privacy, eye
contact, proximity (PEP) helps preserve students
dignity
2. Ignore hooks, the insults
and name calling
3. Listen, acknowledge,
agree, defer discussion to a
later time
4. Point out fight
brewing/what is at stake
5. Set limit, give choice to
leave

Gossen
Restitution
Systematic and creative
approach to self-discipline

Get students to reflect on

their behavior and ask,
Could I have done
worse? This question
enables the students to

ALL BEHAVIOR IS
PURPOSEFUL
Why do people behave:

6. Acknowledge the
disruption, remove student
if necessary (Curwin &
Mendler, n.d.)
Teacher creates a social
contract with the students
where all expectations are
known. The class beliefs
are agreed on by all of the

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that enables students to

strengthen themselves by
repairing their mistakes. It
gives students the
opportunity to live up to
the ideal person they want
to be instead of behaving
in order to please others or
avoid discomfort
(Gossen, ND).

learn from behavior and to

set their own standards
higher.

To avoid pain - What

happens if I dont do
this?
For social rewards What do I get if I do
this?
for the respect of other
people - Would you like
me if I did this?
for self respect - who am
I if I do this?
INTRINSIC REWARD
(Gossen, n.d.)

students.

Morrish
Real Discipline

Discipline is teaching kids

the skills and attitudes and
values in behaving in a
respectable manner.

80% of people believe

discipline is punishment

Teachers create a plan for

success, so students will
work up to their
expectations

Glasser
Control Theory
Students need to
have a sense of
belonging
Students need to
feel important
Students need to
have fun and
freedom
Reality Theory
Students maintain selfworth to improve
behavior.

To give students the ability

to honestly discuss the
rules, expected behavior,
and issues in a class
conversation.
Students see how their
behavior affects others
rather than getting a
teacher punishment

Behavior is situational. We
do not act the same way in
different locations and/or
Skills wise (i.e.
situations (i.e. church,
organization, teach the
school).
rules)
Procedures become
We should teach children
efficient routines
to do things the right way
instead of punishing them
Effective teachers base
for doing things the wrong their discipline on
way.
expectations and how they
expect to get them met.
They do not base them on
infractions or on
consequences.
Consequences only work
on students who care about
consequences (Morrish,
2015).
Teacher uses positive
The class should have
meetings to deal with any
encouragement to help
discipline issues. This
students self-regulate their
behavior.
gives a voice to the
students.
Students need to have Teacher does not use
teacher-based
a sense of belonging
punishments.
Students need to feel
important
Students need to have Teacher preaches selfworth.
fun and freedom
Regardless of what has
happened in our lives, we
are able to choose more
appropriate behaviors that
will help us meet our
needs more effectively in
the future (miguelbengoa,
2008).

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PERSONAL PHILOSOPHY OF DISCIPLINE

When I first enrolled in the teaching program at National University I thought that
classroom management entailed only behavior. Based upon my own school experience, I did not
have a set method for discipline; I only knew what was not effective on me.
When I first heard the term classroom management, I only saw one aspect of it:
discipline. I thought that managing the classroom could only be accomplished my close
monitoring of the group and acting quickly upon students who misbehaved. Many of my
methods were reactive instead of proactive, and I used time-outs as punitive measures. In the
classroom I worked in last year, I found my methods were not effective, and I really did not like
how they made me feel about myself. I do not want students to fear me because of punitive
measures; I want them to respect me because they know I care about their education.
In watching these videos and reading the textbooks, I have found many tools to put into
use in the classroom. Over the last year, I have set proactive goals on how to manage the
classroom from seating arrangement, clear objectives, clear expectations, and combining
instructional types to engage learning. The last angle that had caused me concern was discipline.
I do not think punishment works on many students, because as stated in the Morrish video,
Consequences only work on students who care about consequences (Morrish, 2015). I have
been looking for ways for students to become more self-directed in their behavior, and to do that,
I needed to have the class become active participants in creating the classroom expectations.
My philosophy of discipline is that it does not have to be punitive. I believe in a
combination of Kagan and Scotts Win-win discipline (n.d.) and Gossens restitution (n.d).
Discipline is about expectations. If you have a strong discipline in a diet, you know what you
should eat, what you should not eat, and the expectations of eating right or eating poorly. The

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same standard, I believe, holds true for discipline in the classroom. The students have clear
expectations for doing the right and wrong things. The students should guide themselves and
should always be reflective and accountable. As a father, I have used punishments that clearly
have not worked. Over time I realized that the intrinsic value of doing something right is more
powerful than an arbitrary time-out or missed football practice. I have begun to understand the
different ways to engage students and create an atmosphere where the students are self-regulated
and do not have to rely of teacher-punishments. It all comes from a place of respect: respect for
the students, respect for the teacher, and respect for the classroom. If I show a student respect
and do not demean him or her for a disruption, I can build off of the experience and create a true
teachable moment. The student can learn from the error and maintain his or her dignity if I do
not make a public spectacle out of it.
If the students have a vested interest in the creation of the rules, they should be more apt
to understand and comply. By putting faith in the students to co-create the rules, the students
create their own expectations, and are able to closely follow the path. This year in the classes that
I instruct, I have brought more of a democracy into the classroom and put to rest some of the
more authoritative techniques I witnessed in my youth. The students have responded favorably.
Now the students feel as they have a voice, their overall behavior has improved. We have created
a behavioral rubric that lists three attributes: attitude, work habits, and completion, and a list of
five rules that emphasize respecting others and ourselves. These tools have made a tremendous
difference. There is more time for daily instruction, and more project time for the students.
Without having to reiterate the rules or deal with issues daily, the classroom is able to make the
wisest use of time. That is why I believe that students must have a hand in creating the rules. By
doing this, the students show engagement in the process and respect the rules and each other.

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Section 2
Preventative Measures
a. Structuring the Classroom Space
To show and explain my classroom design, I based the structure off of two classrooms: a
possible 1st-3rd grade classroom (Example 1, and Alternate Design), and the actual second
classroom that I use for middle school design and yearbook classes (Example 2).

Example 1

The design above gives full access to each student. From the front of the classroom, the
teacher can walk down each aisle, but from the teachers desk, the teacher can also quickly reach
a student. By having the students sit in tables of four, it gives the students a chance to work with
small groups, which is beneficial to creating on-target dialogue and creating a group

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understanding of concepts. Each group is given a number (table 1, 2, 3, etc), and each desk is
given a colored dot (red, green, blue, yellow). This offers two different ways to offer group
activities, one by station (table group) and the second (A, B, C, D groups) to focus on one
specific task or element. Using the dots on the table, the teacher is able to create jigsaw activities
where all the students with one colored dot group together to become experts on a topic or
activity. Those students can then bring that activity back to their table group for demonstration or
to add to a group activity. This room design offers plenty of room for movement, creates a
comfortable space for reading and gives the teacher multiple ways to monitor the classroom.
Ideally, the teacher is in front of the class or moving around, but this design also allows the
teacher quick access to students from his or her desk. In this arrangement, the teacher spends a
majority of the time in front of the class, but the desk is close by and easily accessible.

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ALTERNATE DESIGN (Incorporating Tables)

This method allows the students to all have an unobstructed view of the front of the class.
Many of the younger grades use tables in lieu of desks, so this seating arrangement makes
efficient use of the classroom real estate. A kidney table is available in the back of the room for
group activities or specialized instruction. The teachers desk is moved to the front of the class to
allow for quick movement to the projector and to have visual contact with all students when
standing or sitting at the desk. This arrangement creates wide-open paths for the teacher to
monitor.

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EXAMPLE 2

Example 2 is multi-use VAPA (visual and performing arts) room that must leave a large
portion of the room open for activities and large projects (i.e. painting the school musical sets.)
There are elements in the classroom that can cause distractions to the students, such as a covered
piano, ovens, paper cutters, and a refrigerator, so it is crucial to sit students away from potential
distractions.
This room has had many seating configurations, but this seems to be the most effective
when working with still life or modeling activities. The table in the center can be used for a still
life or model and all students will have a unique perspective. This was the seat alignment of my
undergraduate art classes and this arrangement allows the students to focus on what is in front of
them and cuts down upon the conversations in the classroom. On the left side of the classroom is
a special desk next to the teacher desk. This is for students that need to work independently with

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less distraction. This alignment of the seats also allows the teacher to have two views of student
artwork, one from behind and one in front. Often in art class, the students will hunch over their
art, protecting it from view, so having those two vantage points make it easier for the teacher to
monitor the work without interrupting the student.

Flexibility in room arrangement enables a variety of instructional

formats to be used (whole group, small group, student pairs,
individual) (Lambert, 1995; Wong & Wong, 1998).

b. Daily Schedule, Routines and Procedures

Daily Schedule
Having structured activities and routines are a must for a healthy classroom. The
schedules and routines allow students to have expectations for each day. The students have a
clear plan of the day and can mentally prepare for each subject and/or lesson. The tentative
schedule for my day if I was teaching in a 1st-3rd grade classroom would be:

School Starts
Attendance, Pledge of Allegiance, daily
announcements

8:15
8:15 8:25

Group activities (4 different stations with the

help of an aide and parent volunteers) = :15 for
each group activity = 1 hour total
Reading activity ***
Recess
Math
P.E.

8:20 9:20
9:20 9:45
9:45 10:00
10:00 11:00
11:00 11:40

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Lunch
Language Arts
Science * **
Class Dismissed
*

15
11:40 12:20
12:20 1:20
1:20 2:00
2:00

Music once a week in a different classroom

** Art once a week in a different classroom

*** Library once a week
7th/8th Grade
Design Lab/Yearbook 2:15 3:00

Routines
Routines give students structure and allow them to focus on the specific details of an
activity. A great routine that I was exposed to during my classroom observation in the
Kindergarten classroom was the teacher greeting each student in the doorway and asking the
students questions about the day in front of their parents.
Teacher: Good morning ______. How are you today? Do you know if you are
going to have a hot lunch or a cold lunch today? What are your plans for
afterschool? Are you getting picked up, riding the bus, or going to daycare?
(J. Tuggle, classroom observation, October 8, 2015)
The teacher then wrote down the information on a graphic organizer and had the students
repeat the information in class and write their name on the sheet.
This small exercise speaks volumes about the importance of routines. The students have
clear expectations for the day, and are trained to think about important events such as lunch and
pickup. Routines are tasks or events that are repeated, so students know what to do or when

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things will happen, such as when math or science will be taught, of if the students are going to
daycare after school.

Procedures
Procedures give the students effective ways to perform activities or act during events (i.e.
fire drills). Procedures can be as elaborate as completing the steps in a science lab, or as simple
as stacking chairs at the end of class. They help students recognize the proper way to perform an
activity. By following the correct procedures, there is less chance of punitive discipline, waste, or
injury.
Below are examples of procedures in a 1st-3rd classroom:
Classroom Expectations

Asking for help

Students knowing their spot on the rug and at a table

Noticing transition cues

Recognizing quiet and focus cues (i.e.Teacher spells, L-I-S and the students respond,
T-E-N.)

Daily Routines

Attendance/Lunch count/ After school activities

Homework/Reading books and Reading logs

Practice Vocabulary

Group-time activities

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Transitions and Interruptions

Arriving at school/ Leaving school

Recess

Lunch time

Leaving for the music room/ Returning from the music room

Leaving for the art room/ Returning from the art room

Students leaving for reading lab

Going to and returning from the computer lab

Physical Education

Buddy time in the higher grade classrooms

Assemblies

Drills (Fire, Lockdown, Bus, Emergency)

Bathroom trips

Use of Materials and Equipment

Turing in homework and vocabulary lists

Returning supplies and materials after use

Checking in class library books

In the art classroom where things can be very messy, procedures become very important.
It is important for students to know the procedures in using equipment and supplies, how to clean
and put away the equipment and supplies. Procedures are how to do something. By learning
the procedures in the classroom, there is control, safety, and clear guidelines. A procedure for

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properly using the paper cutter or the copy machine can help prevent injuries and/or expensive
mistakes.
Examples of procedures in the art class:

Students enter the class and pickup their portfolios and sketchbooks at the door.

The students are to read the lesson schedule for the day written on the dry erase
board.

Each table retrieves supplies from a strategically placed table. One table at a time
(clockwork around the seating arrangement.)

Teacher models the technique in using the equipment or supplies as steps.

Students repeat the steps demonstrating the proper technique.

Utensils are cleaned and returned to the supply table.

Artwork is placed either on the drying rack, or in the portfolio.

Portfolios and sketchbooks are placed on the teachers desk.

Chairs are stacked and the floors are cleared of scraps and/or trash.

c. Rules or Norms of Behavior

Students must have rules, because rules offer specific behavioral guidelines. For a 1st-3rd
grade classroom it is important to me to have a short number of rules that are easy to remember,
easy to recite and can be applicable to a number of behaviors. By offering rules as a mantra,
students can learn to decide if their actions follow the rules. The general rule guidelines I have
adopted are:
1) I will be respectful to myself
2) I will be respectful to others
3) I will be respectful to my classroom

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These rules give the students ownership of their behavior and let them know that they
have the power to determine whether their actions and behavior fall within the three simple
parameters. Used in conjunction with the classroom procedures (i.e. entering the classroom or
leaving for recess), the students understand the expectations and can use self-awareness to note if
they are behaving at a high standard. Using Gossens method of restitution that has selfreflective students ask, Could I have done worse? (Gossen, n.d.).
These rules will be introduced on the first day of school. The students will learn to recite
the mantra on the first day and every day it will be repeated right after the Pledge of Allegiance.
On the first day of class, while discussing procedures, I will tell the students the three rules and
ask for examples in the classroom and out of the classroom. I will design a large graphic
organizer (Example 3) to hang in the classroom, and the students can cite examples for me to
write on the chart. This way the students are engaged in the creation of the rules and actively
thinking about actions and behaviors that violate these rules. Any time a student comes up with
a new example, we will add it to the rule board. There are only three rules, but the students
define all the examples of respecting oneself, others and the classroom. By creating I will or I
will not statements, the students create a clear understanding of what the expectations are in the
classroom.

EXAMPLE 3
I will be respectful to myself
I will finish my work in grouptime.
I will raise my hand quietly to ask
a question.

I will be respectful to others

I will not run in the classroom.
I will not talk in the library.

I will be respectful to the classroom

I will push in my chair when not
using it.
I will put back all the crayons and
markers when done with them.

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b. Finding a Quiet Space

So much of our day is surrounded by noise and action. We often need moments of silence
or meditation to recharge. We can do this on car rides, in the teachers lounge, at lunch or while
the students are at recess. This important quiet time allows us to be more objective and rational
in our thoughts, and this time allows us to plan more effective communication and behavior.
Students need this too. I have noticed students withdrawing from activities in the art classroom
because of sensory overload. Sometimes that class gets loud. I will help those students in need
find a quiet, distraction free spot in the classroom or in the supervised neighboring classroom for
quiet activity and thought.

Section 3
Supportive and Corrective Measures
a. First Steps redirecting and warning
In creating trust and mutual respect with students, a teacher must be consistent. A rule is
a rule and an infraction is an infraction. For each student, the same scale of discipline must
apply. As stated by Robert Marzano, Think Time is strategy that employs a dedicated room for
students involved in behavior problems. Students analyze their behaviors alone in the room and
then discuss with the teacher. The three goals of this discipline really reflect the kind of
redirecting and warning system that I believe in for use in the classroom. The goals are:

To provide consistent consequences across all teachers in the school when students
engage in disruptive behavior

To provide students with feedback for their disruptive behavior and to allow for planning
to avoid future incidents of such behavior

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To enable teachers and students to cut off negative social exchanges and initiate positive
ones
(Marzano, 2003, p. 33)

One must think thorough the goal of discipline and the motive behind the students behavior
when administering consequences (Managing Student Behavior, Part 1, n.d.). The first step in
dealing with an infraction is redirecting. My first steps of redirect and warning are listed in the
graphic below. The redirects and warnings are never punitive; rather the teacher seeks to work
with the student to see his or her point of view using same side orientation (Kagan, Scott, n.d).
I believe redirects and warnings should be respectful, so the student does not feel singled out and
the teacher maintains his or her role as an authority figure, but does not become viewed as a
tyrant. By using actions such as eye contact and proximity, the teacher is teaching the student
self-regulation, and letting the student control their consequences.

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b. Consequences
According to Merriam Webster, the definition of consequence is:
: something that happens as a result of a particular action or set of conditions
: importance or value (consequence, 2015)
These are both important definitions but I really like the second definition. Consequences do not
have to be negative, they can be important or hold value. From a students understanding,
consequences usually have a negative connotation. In my classroom I will stress that
consequences can be positive. I am looking for the students to have an intrinsic reward system,
that will initially supplemented by an extrinsic reward system.

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First I will start the year with tangible recognition where the students amass points for
prize box treasures, computer time or extra choice time activities. For negative consequences I
would begin with a teacher/student conferences about proper behavior and a point system that
limits choice time activities. I do not want to take students away from recess periods for minor
infractions because I do not believe that keeping students away from the social and physical
activity of aspects of recess will resolve any issues. I believe that students end up resenting the
teacher for keeping them indoors when the rest of the class is at play. Students at this age are still
in the preoperational phase of cognitive development that is characterized by egocentrism and
rigidity of thought (DenBeste, Jordine, Love, Mullins, Nickel, Yan, Charney, 2014, p. 327).
Students at this age may see the isolation from activities as unfair and think of the teacher as the
issue, instead of the students behavior. Recently I spoke to our school counselor on conflict
resolution and she suggested having the students answer the following questions (either orally or
written) to help develop their empathy and understanding of why issues exist. The five questions
are as follows:
1. Whats the problem?
2. Whats the Real Issue?
3. What is your part in it?
4. What have you done to solve this?
5. What are you going to do to resolve this?
(C. Thompson, personal communication, September 17, 2015)
I could use these questions for a student who is consistently disruptive or engages in poor
behavior to get the root of the problem. I think teachers are often too quick to deal out
punishments that act as a band-aid. To get to the real issue, dialogue needs to occur. By initiating

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conversations with the students, they are more apt to open up and understand that I care about
what is affecting them.
These questions have the students think not only about negative behavior, but also about
restitution. I believe making the students self-aware and reflective in the early years will make a
large difference and decrease behavioral issues as time goes by.
To be effective with consequences, I must:

Set Clear Limits

Be Fair

Be Consistent

For behavior issues, I must separate the student from the problem, and sometimes that will end
up with a one-on-one same side orientation discussion after class or with the student sitting in
close proximity of my desk.

c. Incentives
As stated above, I believe that motivation should be intrinsic but students have to begin to
develop self-regulation with the help of extrinsic rewards. At the beginning of the year, I will
begin in the 1st-3rd grade classroom with incentive points for:

Turning in homework

Participation in group activities

Helping other students

Being respectful during class instruction

Positive referrals from parent volunteers/ classroom aide

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These points are then redeemable for:

Prize Box (trinkets and books)

Computer privileges

Choice time activities

Extended recess
At the end of the first trimester, the point system will be modified where students will

begin keeping a daily rubric of their behavior using the criteria listed above. They will write
examples next to each prompt (i.e. Helping other students I helped Ryan pick up his school
books when his backpack ripped.) This way the students are held accountable for their actions
and to be self-reflective.
In the art classroom, there are daily incentives of three points. These points do not have to
be earned; instead the students receive them automatically, and have the ability to lose them by:

Not being prepared to work

Disruptive behavior

Not respecting classroom supplies

In addition to major art projects, the students are graded upon their classroom art activities.
By focusing on the points in the first two weeks of class, the students learn to self-regulate their
behavior and come to class prepared to work. By mid-trimester each student is keeping his or her
3 points daily.

d. Student Accountability
The students of the 1st 3rd grade classroom have already have exposure to the rules and
procedures of the classroom and of the school, so it is important to reinforce them by asking the
students What would you do? type questions so they can develop critical thinking skills and

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know inherently the right things to do. By middle school, the students know the rules and
procedures, and by reinforcing the behavior earlier in school, the students have clear
expectations of what is expected of them. The students are expected to be self-regulation and
solve issues with dialogue instead of poor behavior.

Section 4
Working Effectively with Diverse Students
and Families
a. Home-School Communication Philosophy and Plan
Successful schools, solicit, encourage, facilitate and promote parental communication
(Lavoie, 2008). A successful classroom needs to have a family commitment and an open
dialogue where parents and families feel that they can help shape their students educational
career. Some examples of encouraging family participation past Back to School night and Open
House are:

Contacting the parents via phone/ email/ or in person prior to the first day of school with
a class syllabus and discuss the upcoming year.

First week of school contact families and ask about any questions or concerns.

End of Week email every week, a recap of the events, lessons and great news about the
class for the week and a preview of the events and lessons coming in the next week.

Positive notes and/or emails a message to the family about positive behavior,
achievements and/or accomplishments, and improvements.

Parent/Teacher Conferences (1 a trimester).

Parent Volunteers in the classroom Engage the community by having parents help
delivery the lesson and activities.

Field Trips Engage families by having them be part of the off-school activities.

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Interventions Contact the family with any new or on-going concerns.

Notes with progress reports and report cards

27

b. Cultural Considerations with Discipline

Many cultures have different behavioral standards and there may a chance be crosscultural misunderstandings, so class rules and discipline need to have flexibility. Tolerance.org
suggests that, inappropriate behaviors may reflect a cultural mismatch between the norms of
the school and the norms of a students home culture (Classroom Culture, n.d.). Often minority
students are the students that face the most punishments, so it is important to let go of stereotypes
and practice equality in the class. According to the U.S. Department of Education website,
African-American students without disabilities are more than three times as likely as their white
peers without disabilities to be expelled or suspended (Nondiscriminatory Administration of
School Discipline, 2014, p. 4).
A teacher should be fair, regardless of culture and ethnicity, but should also be aware of
the different behavioral standards for different cultures. First and foremost, a teacher should
learn as much as he or she can about the cultures represented in the classroom. A very important
checklist for an effective teacher is found on tolerance.com and in it the teacher recognizes and
nurtures the differences between cultures by providing:

An asset-based view of youth and unfamiliar identity groups

A commitment to avoiding and challenging stereotypes
A sense of openness and cultural humility
A willingness to let students define their own identities (Classroom Culture, n.d.)

In order to understand the students, you must understand the culture and you must allow
the students to maintain their cultural identities. We must move away from extreme punishments
like suspensions and expulsions and move toward understanding. By having consistent rules and

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explaining why the rules are important, the teacher and students can have open discussions and
try to understand the cultural differences. In essence, teachers are teaching tolerance and one way
they can model tolerance is by understanding the behavior of different cultural types and
addressing the behavior problems via strategies like restorative justice which seeks to repair
relationships rather than punish (Classroom Culture, n.d.).
In my classrooms, I will be fair and just to all students. I will work with each student
individual but I will consistent with the rules of the classroom: respecting oneself, respecting
others, and respecting the classroom. I believe in communication to get to the heart of the issue,
instead of blindly handing out punishments that do not solve the issue. For students of different
cultures, I will deal in the behavior issues, not in stereotypes. One method I believe I will use is
Think-Time that allows the student time to process their behavior independently before he or she
spends time in dialogue with the teacher about how to solve the underlying issues.

c. Legal issues regarding students with special needs

Federal law covers students with special needs in the classroom. It is critical that all the
documented steps and modifications for students with special needs are met. Students with IEP s
(Individualized Education Plan) must be able to function in the least restrictive environment
and are protected by the IDEA Act of 2004 (Individuals with Disabilities Education Act) that
presents that a school must give an equal education providing:
A statement of measurable annual goals, including academic and functional goals
designed to:
o Meet the child's needs that result from the child's disability to enable the child to be
involved in and make progress in the general education curriculum; and

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o Meet each of the child's other educational needs that result from the child's disability
(Individualized Education Program, 2006)
This means that once an IEP team meets with the family, the student, and the administrations,
they draft up the specific needs and modifications for the student and then that specialized
educational plan is enforceable by the IDEA Act. Schools must meet these obligations by law or
face penalty.
Students with 504s are students that do not show the same level of disability as an IEP
student, nor need specialized instruction, yet the same team will meet with administration and the
family to determine any modifications that can help the student. The 504 students have
documented accommodations that the school will meet. These students are protected by Section
504 that states, 504 students will receive regular and/or special education, aids and services
designed to meet the student's individual educational needs as adequately as the needs of
nondisabled students are met (Protecting Students With Disabilities, 2013). The 504 students
should be regularly assessed to make certain that accommodations are being met.

Section 5
Strategies for Dealing with Challenging
Students and Situations
a. Hierarchy of interventions
Dealing with students academic and/or behavioral issues is an important facet of
education, but with the different student types, there has to be consistency to the interventions
and the interventions cannot cause interruptions or disruptions to the rest of the class.

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Many students deal with academic issues and need key interventions in reading, math, or
organizing thoughts for writing. To intervene on behalf of these students, first assessments must
be made to see what grade level they are reading at and what grade level their math skills are.
For reading, a running record that calculates word count, miscues and self-corrections can be
very beneficial. This method can also calculate the overall comprehension of the expository or
narrative text. Once a student has been assessed, then the teacher can work with differentiated
lesson plans to keep the student working towards grade-level state standards. Identifying the
specific needs is critical, and finding students at all levels of intervention is crucial. The five
steps of the academic hierarchy of intervention are: Acquisition, fluency, retention, endurance,
and generalization (How To: Match the Student to the Right Academic Intervention with the
Instructional Hierarchy, n.d.).
o At the Acquisition level, the students are learning a new skill and are expected to
retain the information so as to use it again without the help of another teacher or
student (n.d.).
o The fluency level is the point where the students have the ability to complete the
task but need to increase the speed while maintaining accuracy (n.d.).
o At the Retention level, the students must repeat the process to retain the
information so it does not get lost because of lapse of use (n.d.).
o The endurance level is the point where the students are willing to complete the
task only in short spurts of activity. The goal of this level is to get the students to
extend the window of time that students are willing to complete the task (n.d.).

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o At the generalization level, the student knows how to complete the task but does
not always know where to use the skill. This level teaches students how and
where to apply the skill (n.d.).

Another type of intervention is behavioral. It is important to have a protocol established

to handle behavioral issues. This system should be fair and consistent. These interventions
should not be used to punish the student but to help the student understand and process why
these issues need to be addressed and propose solutions for them.
Below are the levels of behavioral intervention that I have reinterpreted from a
description created by Sheldon Braaten on the website for the Behavioral Institute (Braaten,
1994):

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(Braaten, 1994)
For each level of Intervention, there are ways to deal with the behavioral infractions with
respect and letting the student maintain his or her dignity. These are not punitive measures,
rather they are reflective measures that start off by giving the student the clear behavioral
expectations and escalate until the student has time alone in a room to reflect on his or her
actions. The most important thing for a teacher is to set clear expectations and when a student
misbehaves, the effective teacher will quickly remove the issue, whether by addressing the
student or removing the student from class for reflection.

b. Strategies for building relationships

The strategies I use for building relationships are:

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Communication with students

Communication with the students begins with taking an active interest in the student. We
want all of our students to achieve and be successful. To build trust and respect, we must look at
what defines the individual student. First, we must show we care for the students. We can show
this by asking for the class opinions on defining classroom rules or asking for an opinion on
current events. When students feel like the teacher is listening and validating their opinions, the
door of trust opens further. I also take the stance that a teacher must not only look at the learning
abilities of the students but also look at their interests. By creating discussion about a students
interest, it creates a conversation starter whenever that student sees the student (i.e. Did you see
that Lakers game last night?) By understanding the interests of each student, the teacher can
create assignments that are geared toward that students engagement. It is also important to talk
about achievements and let the students know that you care about their successes. Even
recognition of minor successes can make a tremendous difference in the confidence of a student.
Lastly, speaking about concerns can be beneficial if the student and the teacher create a positive
relationship. The teacher can talk honestly about issues, while framing the criticism within
positivity and the student can accept the constructive criticism because he or she respects and
values the teachers opinion. By creating mutual trust, the students will be engaged in the
classroom activities. By building relationships, the students are less likely fail for fear of letting
down a respected leader, and the teacher shows that he or she cares by not letting the student
fail.

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Communication with Families

Communication with the families is paramount to the success of students in school. It is
through this communication that families and teachers can work together to ensure that the
students have the tools to achieve. I am a firm believer in creating an open dialogue with
families so if there are concerns, they can be brought up in a diplomatic fashion and
discussed.
Often, teachers will just meet with families during conferences, back to school night,
and open house. Sometimes teachers will send a weekly class update to recap the week and
discuss the upcoming weeks events. I do not think that is enough. I believe that teachers
should be meeting with parents before school starts, and create an open door policy so that a
parent can have time to speak of any concerns or achievements. One way I would do this is
establish office hours at the end of the day where families could feel welcome to come in
and talk about their students or about lessons. I would start this at the beginning of the year
and encourage families to stop by.
Some of the methods I would use to encourage family/teacher communication are:

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35

Meeting all the parents at the Back to School BBQ (held the day before classes
start).

Offer first week tours of the classroom and lesson plans

Weekly emails to all of the families about the weeks activities

Individual emails/phone calls to discuss the successes and achievements of the

students

After School Chat Daily office hours for parents to discuss successes or
achievement.

Achievement Notices sent home with student listing a successful

accomplishment.

It is important to discuss the good things that happen in class, not just the bad. So I will make a
point of conveying the achievements to the class and the families.
There will be times that communication with the family will be tense, especially if there
is an ongoing concern. It is important to communicate clearly without a negative tone. It is
important to let the family know that you care for the student and are opening the lines of
communication to give the student the best chance to succeed.
This is where the after school chat office hours can be very beneficial. A parent can
meet with the teacher weekly and review notes and/or assignments in person. The family and
teacher can create goals for inside and outside the classroom and identify concerns and solutions.
This gives the family ample time to work with the student before progress reports or report cards.
If there is an academic concern, the teacher can work with the family to identify methods to help
the student achieve. If it is a behavioral issue, a contract can be created and the family and
teacher can work together to put a plan in place to discourage negative behavior.

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By opening lines of communication with the families, students have more support, and
are able to better achieve.

c. Techniques to break the cycle of discouragement

Frustration and discouragement are natural phases of learning. It is ok to have those
feelings, but it is destructive to the student if those feelings are left unchecked. I have seen
frustration and discouragement in the art class frequently, and my first suggestion to students is
to, take a deep breath and walk away for a moment. These clear your head moments offer a
brief recharge and can give the student time to process what is causing the discouragement. As I
see the frustration and discouragement signs on the students faces, I am quick to react. After I
suggest the recharge, I will sit with the student either at his or her desk or in a quiet section of the
room to discuss the issue. If it is an issue related to class work, the student can work with me and
we can plan for solutions. If it is an issue outside of class that is affected the class work, it is
important to get the students to trust you and feel like they can open up to you.
The most important thing I have found about teaching is connecting with the students.
You can be the most knowledgeable chemistry teacher on the market, but if you cannot connect
with the students, every job opportunity is going to be short-lived. This example speaks volumes
about communication. Communication lets us connect to students and find out where their
strengths and their areas of improvement are.
To break the cycle of discouragement, the students need to know that the educators care
about them. In my class, I make a point of taking anecdotal notes where I list the positive and
negative notes about students daily. If I find a student that is discouraged, I make note of that and
try to solve the issue through dialogue and encouragement. If it becomes a trend, I try to find the
trigger and remove it. If a student does not have high self-esteem, I give projects that he or she

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can have success with. Another method is giving the student responsibilities such as a game
master or the Supply Sergeant. By giving the student a focus and a responsibility, it can often lift
that child out of the discouragement and build up their esteem.
Overall, the effective teacher will notice the signs of discouragement and react quickly
and decisively by giving specific encouragement, redirecting the focus through recharge
activities, adapting the class work to the students strengths, and offering responsibilities to build
up self-esteem. Break the cycle of discouragement and implement the cycle of empowerment.

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Section 6
Utilizing the Support of Other Educators and
Caregivers
a. Identifying Needs
Identifying the needs of the students should be the first step taken by the teachers.
Whether there are special needs to be addressed by IEP or 504 paperwork, or undocumented
medical conditions, the teacher needs to be perceptive to each student and create
accommodations and make suggestions to the administration and families regarding the student.
One major issue that often goes unchecked and undocumented is eyesight. Sometimes
students can learn to adapt for a while because they do not believe anything is wrong. The
students have no other evidence to support that their eyesight may be compromised. When I was
in school, the yearly eye exams told me that I had 20/20 vision on the Snellen chart. I suffered
through eyestrain and headaches in classes though. In restaurants I noticed that if there was low
lighting I could not read the menu. As I progressed through school, I noticed that to truly focus
on books, I would squint or close one eye. My parents and teachers always noticed my squint,
but it was not until senior year of high school that an eye doctor diagnosed me. Since my
diagnosis of severe far-sightedness, I have worn contact lenses during the day and glasses at
night. It has made a measurable difference in my life. This experience has helped me to identify
some the signs of students that have eyesight issues. It is important to keep notes on students
where you can start noticing trends and act upon them. The students may not tell you that they
need help because, they dont realize they are supposed to see letters, numbers, objects the
world in a different way (Fuerst, Coen, n.d.)

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Another important issue is hearing loss. Hearing loss may once again be an issue that
goes unnoticed because the student feels normal. Students may have hearing loss, so these needs
must be documented and accommodations made. For instance, a colleague of mine has limited
hearing in one ear. It was never documented in school, and this led to many issues and
assumptions in class. In group work, the student had a hard time hearing things that were
happening to the left of him so students and teachers assumed he just was not paying attention, or
that he had a short attention span. Had this hearing issue been documented, the teachers could
have made accommodations to have the student sit on the left end of activities so that his right
ear would hear the directions. Once the student had a hearing aid, then the teacher could further
rearrange the activities.
One diagnosis that is very serious for the learner, but very manageable with the right
resources and support is A.D.H.D. This diagnosis does not mean that the student is lazy, spacey,
or hyper. Without labeling, this is an issue that can be properly diagnosed by experts and treated.

b. Documentation
According to American Speech-Language-Hearing Association (ASHA, 2015), the
Documentation for an IEP should include:

Who...the student

Does what...observable behavior

When...by reporting date

Given what...condition

How much...mastery or criteria

How will it be measured...performance data

Keeping data, or a portfolio of the student's performance on goals, is recommended

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This documentation is important because it triggers a school response to a students needs. By

having this documentation, all of the students needs and accommodations are listed. These
accommodations will follow the student class-to-class, grade-to-grade. This means that the
student and the students family do not have worry or wonder what will change in the next year.
By having this on permanent file, the student is always covered by law.
Another important set of files within a student report should be eye and ear exam reports,
any specific allergies, any medical need that may affect a students ability in a class (i.e. asthma
in P.E.). Another type of import reports are Assessment Reports. A description of the reports is
listed below:
Reason for assessment
Background information
Assessments

Standardized assessments or tests

Observation in natural setting

Non-standardized assessments or methods

Activities within natural setting

Behaviors observed during assessment

Information on progress in academic or curricular areas
Information on classroom assessments and statewide assessments
Information from others (teacher, parent, aide, other team members)
Input from the student on his or her disabling condition, thoughts, desires, and wishes
Impressions
Summary/conclusions

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Recommendations (Documentation in School Setting, n.d.)

Student assessments are an important part of tailoring the school experience to every student.
The assessments can test the students and find out what methods of instruction and what
additional tools will help the student succeed.
At middle school lunch meetings, I often hear about students who should be documented
as 504s, but the families do not want to have their child labeled. This is a disservice to the child,
because the child needs help. By not respecting the childs needs, the families are setting the
child up to fall behind. Without accommodations and help, these students may not have the
ability to succeed along with the rest of their peers. As much as I would dislike having my
children labeled, I think it would be more important to get as much help as I could to ensure that
my children can succeed. By having the proper documentation on file, the students have a chance
to have the resources to help guide them to higher achievement.

c. Referral Process
The referral process can begin in many different places. Sometimes it can happen in the
classroom where the teacher notices behavior issues that may suggest something deeper. It is not
a teachers job to diagnose or treat any symptoms; instead the teacher can start the process of
referral by sending the student to the nurse or the school counselor. If it is a physical malady, the
nurse can then work with the students family, family doctors, and the school administration to
find accommodations to help the student continue to learn and achieve. This referral could be
something like eyestrain or consistent migraines. Once the doctors, family and school
administration meet, then a plan can be constructed.
For a psychological referral, a teacher can also trigger the process. If a teacher notices a
student that seems to be enduring emotional trauma or continued depression, the teacher can

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contact the school counselor who can then initiate the referral process with the family and
administration.
Sometimes this process will also include the IEP team to determine if the student needs to
be documented with an Individualized Education Plan or a 504. If the IEP team is involved, the
parents must be involved in the meetings (Documentation in School Settings, n.d.).
Parents who are concerned by the learning issues exhibited by their child can also trigger
referrals. School officials (i.e. principal), the school counselor or the school nurse can also
initiate referrals based on behavior or symptoms they have seen. It is also mandated that any
school official contact CPS if there are signs of abuse with a child. This is also a referral.
One sticky area I have found is the diagnosis of A.D.H.D., which is a serious issue that
affects many students. I have seen A.D.H.D in person many times, and I can see how debilitating
it can be for students. In looking for symptoms, one must be careful not to generalize. It is better
to try to eliminate other potential causes. Perhaps the students eyesight is so bad, that the student
cannot focus for long durations, and sometimes is completely unmotivated to work.

Section 7
Legal Issues Regarding Discipline
a. FERPA
What is FERPA? It is a Federal law that protects the privacy of student education
records. The law applies to all schools that receive funds under an applicable program of the U.S.
Department of Education (Family Educational Rights and Privacy Act, 2015). This act protects
students from having their records exposed to any agencies outside of the school. The act gives
students and families the rights to inspect the records, amend records if deemed incorrect and the

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ability to file complaints with the Family Policy Compliance Office (2015). The records are
private with a few exceptions, most notably when related to an alleged victim of a violent crime.
An alleged perpetrator of a crime can also have his or her records become public.
This act is a safeguard for students to ensure that only the school has access to their
private records (with a few notable exceptions). This information is private information that
could impact a students future, be it learning issues or discipline issues. FERPA was enacted to
protect students from outside eyes.

b. Compelling State Interests Duty of Care

Compelling State Interest is the belief that the states view of education of students
supersedes the familys view. This was demonstrated in 1983 (Duro v. District Attorney) where
an appellate court judged that the, state's interest in the education of its citizens outweighs the
religious interests of parents who wish to teach their children at home (The Limits of
'Compelling Interest 'In the Education of Young Citizens, 1984). Does this mean that the
students would receive a lesser education if homeschooled? The state believed so for this case.
The state has duty of care, which is basically the state protecting children/students from
outside harm. The states define the harm and enact laws to prohibit the harm. A legal example of
this is RENO, ATTORNEY GENERAL OF THE UNITED STATES, et al. v. AMERICAN
CIVIL LIBERTIES UNION et al. (1997). The court ruled that it was illegal to use the Internet to
transmit obscene images or messages with minors. The ruling stated, indecent transmission
and patently offensive display provisions abridge "the freedom of speech" protected by the
First Amendment (1997).

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The state has the right to protect the children from abuse, neglect, obscenity, and unfair
practices. The state is looking out for each student.

c. Student Rights
Students have a right to an education. Students everywhere in the US are entitled by law
to an equal education. It is illegal to segregate students based upon race or religion.
There are many legal precedents that have determined the rights of students within
school. For instance, students cannot be forced to rise and say the Pledge of Allegiance due to
the case Board v Barnette (319 US 624 [1943])(Constitutional Topic: Student Rights, n.d.). The
students do not, however, have the same rights of adults and this is primarily because of age.
Teachers and schools act in the best interest of students. That is what we call In loco parentis, a
Latin phrase that, basically means that while a student is in the custody of a school, the school
can and often should act as a parent (Constitutional Topic: Student Rights, n.d.). What does that
mean for students? It means that while adults may have freedom of speech guaranteed by the US
constitution, the same does not apply to school students. Students may be sent home or
suspended for infractions of obscenity, dress code violations, or challenging a school rule. The
school has the right to search lockers and personal property, whereas adults only must to consent
to that when the police are involved or during the TSA security line at the airport.
What does this all mean? It means that students have the right to a public education, but
in getting that education, they are subject to the schools rules and the school policies have
dominion over the students until they graduate or another legal precedent takes away the
authority of the school.

d. Teacher Rights

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The Equal Protection Clause of the Fourteenth Amendment of the Constitution protects
teachers at public schools from discrimination based on race, sex, and national origin (Teacher
Certification, n.d.).

Teachers are protected from discrimination due to:

o

Age

Sex

Ethnicity

National Origin

Religion

Teachers have limited Academic Freedom, namely that the teacher cannot inject political
beliefs into a lesson, and the teacher should follow the district and school curriculum.

Freedom of Expression is recognized by the First Amendment but should not used to disrupt
the school policies.

Teachers cannot be terminated due a pregnancy.

Teachers should restrict their social media output. The Supreme Court has argued a case
Garcetti v. Ceballos (Teachers and Social Media, n.d). where a prosecutor had insulted a
sheriff on social media and the prosecutor lost his job. The Supreme Court upheld the
decision. Teachers should carry themselves professionally on social media and be careful to
not undermine the school, administration, policies, or district. Schools can suspend or
terminate teachers for this.

e. Special Local Policies

Dress Code
Shoes or sandals must be worn at all times (Grant Cougars Parent/Student

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Handbook, 2015, p. 15).

Clothing, jewelry and personal items (backpacks, fanny packs, gym bags,
water bottles etc.) shall be free of writing, pictures or any other insignia which
are:
a. crude
b. vulgar profane
c. sexually suggestive
d. which bear drug, alcohol or tobacco company advertising
e. promotions and likenesses,
f. or which advocate racial, ethnic or religious prejudice (2015, p. 15).

Hats, caps and other head coverings shall not be worn indoors (2015, p. 15).

Clothes shall be sufficient to conceal cleavage (for female students) and

undergarments (for male and female students) at all times.

No see-through or fish-net fabrics, tank tops (unless worn over a t-shirt),

halter tops, tube tops, strapless tops, spaghetti straps, off-the- shoulder or lowcut tops, bare midriffs or short length tops.

Spaghetti strap dresses or halter dresses may be worn only to school semiformal dances and 8th grade graduation. Strapless garments are NOT allowed
at any time (2015, p. 15).

No sagging pants

No pajama pants

No clothes with intentionally cut holes (2015, p. 16)

All pants, shorts, skirts, dresses, etc. must be clean and no shorter than arms

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length (end of longest fingertip length or mid-thigh in length) (2015, p. 16).

Hair shall be clean and neatly groomed. Hair may not be sprayed by any
coloring that would drip when wet (2015, p. 16).

Writing/drawing on the body or parts of the body is not allowed (2015, p. 16).

If a student is inappropriately dressed, his/her parents will be called. The

student may only attend class when he/she is appropriately dressed (2015, p.
16).

Objectionable Materials/Prohibited Items

Possession of the following items could result in suspension or expulsion from

school.

Possession of a dangerous object (knife, firearm, explosive,

etc...)

Possession, use or distribution/sale of alcohol, tobacco, or any

other controlled substance or paraphernalia

Prohibited items will be confiscated immediately.

Locker Searches
The school administration reserves the right to search student lockers if there
is belief of theft and or objectionable materials/prohibited items.

Tardies/ Absences
Tardies
a. An unexcused tardy of 30 minutes or more will count as one (1) unexcused
absence (truancy).

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b. All students are expected to be in their classrooms when the bell rings at 8:20
a.m.
c. Students who have 15 tardies in a school year will be referred to the School
Attendance Review Team.
Absences
a. An absence is deemed "unexcused" if it does not meet the following criteria:
illness of student, a funeral of an immediate family member, doctor's
appointment, or religious holiday.
b. Chronic absences (10 +) will trigger a referral to the School Attendance
Review Team

Cell Phone Use

a. Cell phone usage is prohibited during during lunch and recess
b. Phones will be turned off during class, unless the teacher authorizes the
useage of the phone for instructional purposes.
c. Any device with camera, video, or voice recording function shall not be used
in any manner that infringes on the privacy rights of any other person.
d. The school is not liable for lost, stolen or damaged personal devices.

Hazing, Harassment and/or Bullying Policies

a. No student or group of students shall, through physical, written, verbal, or
other means, harass, sexually harass, threaten, intimidate, cyberbully, cause
bodily injury to, or commit hate violence against any other student or school
personnel (2015).

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b. What are the characteristics of bullying?

o Aggression (verbal, physical, psychological, etc.)
o Behavior is intended to harm
o Involves an imbalance of power
o Direct bullying involves physical acts, threats, intimidation, verbal
abuse, and taunting
c. Indirect bullying include making faces, obscene gestures, exclusion, and
rumors
d. District and school strategies shall focus on prevention of bullying by
establishing clear rules for student conduct and strategies to establish a
positive, collaborative school climate.
e. The Superintendent or designee may increase supervision and security in areas
where bullying most often occurs, such as classrooms, playgrounds, hallways,
restrooms, cafeterias.
f. As appropriate, the school administration shall notify the parents/guardians of
victims and perpetrators. They also may involve school counselors, mental
health counselors, and/or law enforcement.
g. Students may submit to a teacher or administrator a verbal or written
complaint of conduct they consider to be bullying.
h. Any form of on campus or off campus bullying is subject to suspension and or
expulsion (2015, p. 18)

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Cheating, Plagiarism and or Forgery Policies

a. Cheating, plagiarism and/or forgery will not be tolerated at school. Cheating
and plagiarism will result in an automatic failing of the test, report or project.
b. Continued cheating or plagiarism will result in parent/administration
conference, a behavioral contract, and possible suspension and or expulsion.
c. At the commencement of each school year, 7th and 8th grade students and
parents are asked to acknowledge and sign the Districts Academic Honesty
and Expectations policy found in their first day packet. (2015, p. 13)

Section 8:
Professional Dispositions and Growth Plan
a. Disposition
Taken on October 20, 2015

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b. Reflection
Dispositions are a unique way for a teacher to self-evaluate his or her strengths and areas
of growth in five categories. The categories reflect the effective yet reflective teacher that: is
Committed to life-long learning, Builds Collaborative Relationships, Reflects on Practice,
Demonstrates fairness and equity, and Believes all children can learn. By being completely
honest with ones self, these dispositions can offer map of ways to improve as an educator. I was
very honest in completing my disposition survey. With the point options of 1, 2 or 3, most of my
answers are twos. Even if I believe I am very strong in a category, I believe that there is always
room for personal growth.
For the elements of Scholarship I rated myself 2 for all line items except for
professional identity/lifelong learning where I rated myself a 3. I rated myself a 3 because I am
extremely motivated to learn and the better myself. I am a constant reader and learner and I do
not feel that will change in my life. I believe I can improve in problem-solving, oral and written
communication and data-based case conceptualization. Communication was the largest issue for
me because I am always trying to find ways to explain myself clearly. I think that
communication is a skill that constantly needs to be developed and refined especially when
dealing with new personalities. No two people are the same, so the use of oral and written
communication must continue to adapt when interacting with individuals.
Teamwork is the second element on the Professional dispositions form. I believe that I
am assertive in a group situation and like to plan and take control of situations. Over time I have
learned to be flexible and adaptable. I am not afraid of change and I welcome more varied
experiences. That is why I gave myself the score of 2 for every characteristic except for

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Adaptability/Flexibility which a gave a 3. Through the group assignments in this class, I have
learned more methods of collaboration and learned to trust teammates to have the same success
goals as myself. It was hard for me to delegate activities at first, but when the team is
interdependent, you must be flexible. I do feel the need to grow in responsiveness to feedback.
In the critiques of our performances, there were certain criticisms that cut to the bone. I did not
react to the criticism, nor treat the person any differently; instead those criticisms made me work
harder and smarter. I must learn to accept feedback.
Active Reflection is something I think I am very good at, but still I rated myself a 2. I
try to be self-aware and know my strengths and weaknesses. I am aware that I try to do too much
and have a hard time saying no to projects and extra work. I am also very reflective. After any
social situation, I replay the events in my head to see where I succeeded or where I need to
improve. An instance of this occurred on the last day of our class sessions where I felt that I hurt
a classmates feelings with my criticism of the student handout given during her presentation.
She left the room looking discouraged, and I felt that I contributed to that feeling. It has weighed
on me for the whole week. I like to think that I am sensitive to peoples needs, but obviously, I
still have work to do.
For the element of Responsible Citizenship I rated myself a 3 for most characteristics
because I thoroughly believe in fairness, respect for human diversity, independent functioning
and I feel I am ethical. I believe that I definitely have room for growth in community outreach,
dependability and time management. For those characteristics I rated myself with twos. I have a
tendency to make myself comfortable in my surroundings and I would like to have more
community outreach, to have different experiences. Dependability and Time Management are
connected issues for me. Because of my tendency to take on projects and extra work, I often

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need more time for my own work. I have trouble prioritizing my time and sometimes it takes me
a long time to finish a project that I had already promised would be completed.
For the final element of systems orientation I rated myself a 3 because once I enter a
new environment (i.e. school), I quickly adapt to the rules and hold them in high esteem. I have
not always been this way, but by having my own kids, I have changed my ways to model a more
proper behavior.
The disposition survey I took, gave me a great idea of who I am, and what I need to work
on. I am very excited to be on this journey to becoming an educator. I did not give myself any
low scores on this disposition, but that does not mean that I do not see plenty of room for
personal growth. I am determined to make myself a better person and a better education through
reflection and life-long learning.

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