Michael Faust

Classroom Management Plan

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Theoretical Introduction

Social studies is the most important subject in a school. Colleges, businesses, and

countless other institutions have a desire to find employees with critical thinking skills, which

are taught best through the subject. Social studies is the only content of its kind where we look

toward the past to see our flaws, the solutions to work around them, and the ways for us to best

cooperate with each other on a human level. Thus, to best explore this, I, as the teacher, must be

fully equipped to get everything I can out of students each day. My classroom management is

what allows me to best do this, as it is the teacher what the teacher knows and can do that

makes the difference in the classroom (Wong, 2009. P 81.). Yes, student success and

achievement can start and end with me. I will work each day to make the classroom safe for

exploration, which directly allows for students to become invested in the curriculum.

Students have needs in young adolescence that requires me to set up my classroom in a

few distinct ways. First, creative expression (Developmental Need #4), in written, verbal, and

visual work, is a critical part to my classroom, tapping into each students innate desire to learn

in unique ways. Positive social interaction (Developmental Need #1) is also critical, as at the root

of all social studies is debate and discussion. In my classroom, we work toward understanding

different viewpoints and developing our own. Thus, listening is critical, just as much as

speaking. Furthermore, my classroom, like any good social studies classroom, has structure,

clear limits, and a desire for students to achieve (Developmental Needs #2-3). I have daily

routines and procedures I take my classes through to provide structure, and opportunities for

assessment and achievement are found within it. The syllabus/class schedule at the beginning of

the year outlines our limits, but encourages students to look beyond them.

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 While these routines and procedures are set and unchanging, I do not discount student

voice and choice in the classroom. Students have a right to be concerned over what they are

learning, how it affects them, and what the knowledge will do for them in the future. Thus, they

must be given the choice to take part in the learning process, and what kinds of activities

accompany it, giving them the opportunity to feel belonging, power, freedom, and fun, and not

have to worry about survival (Glassers Choice Theory). In this way, students can answer what,

to them, will most easily fulfill their needs, with the teacher supporting through scaffolding,

differentiation, and student-focused instruction.

Lastly, there are commitments for me that I must make to the classroom and the students

(interpreted from Vatterott, 2007. P 17.). I must be committed to young adolescents, advocating

and having high expectations for them, as well as a vision for their success. I must create a

positive climate in my classroom, using different approaches to tap into different learning styles,

as well as different types of assessment to accurately and fairly represent on paper what the

student is doing in class. I must reach out to families and communities, creating a sense of

belongingness and togetherness in what we do in the classroom. I am where these initiatives

begin, and it is my responsibility to live up the standards set in front of me, supporting all

students along the way. Considering these similarities between Vatterott, Glasser, and Wong, my

classroom will be able to incorporate difference, choice, and commitment into the environment

and management strategies therein.

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 Policies, Discipline, and Procedures

Expectations [Rules]

In my classroom, there are certain expectations of all students. But, to best develop them,

I, too, must follow the set expectations. My policy is that when an expectation is broken, I have

the right to let that student know individually, and if I break the expectation, any student may

respectfully let me know, keeping me accountable. In this way, the students hold power in the

classroom alongside me, and it will help us move toward perfecting the use of the expectations.

Here is a list, with reasoning of choice below each, of expectations I will have in my classroom:

1. We will be the best we can each day.

The reason this expectation is so crucial is that each day, a student brings in

different baggage into the classroom. Some days, this could affect only that single

student, while other days it could affect the class. Rather than waiting for those things to

boil over and distract the student or the class, we agree to this expectation and check the

items at the door. A tangible way of enforcing this in my classroom will be in an entry-

ticket, where each student takes a notecard to his or her desk and writes about what is

happening in my life today. The student does not have to write anything, but this allows

for him or her to confidentially tell me if they may get distracted. I explain this further in

my routines & procedures section.

2. We will respect everyone.

This may be the most important expectation, as all aspects of the classroom hinge

on the acceptance of this expectation. It should go without saying that in respect we

mean respecting each students background (i.e., race, gender, ethnicity, interests, ideas,

etc.). But, in a social studies classroom, this goes much further. First, we respect people

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 by not talking over anyone, listening to what he or she has to say and not assuming

anything of him or her. We agree that no single student must answer any personal

question, as the classroom must remain a safe and accepting environment. The classroom

is not a space to change who we are, but rather shape who we wish to become. This

expectation is also important for students to stay on task, as distractions, disruptions, and

late work is disrespectful to my time, as well as theirs.

3. When we are unsure, we will ask questions.

Assuming we have agreed to the above expectation, we must always make sure

each student is heard in the classroom. If we do not hear a student, or do not understand

what he or she is saying, we will respectfully ask questions of them to make their

thought/opinion/argument clearer. This is most crucial for students to do with each other,

as discussion and debate (outlined in my routines & procedures section) remains

productive with this. It is also important for them to ask questions of me, as it will help

with their understanding of content, skills, and their learning in general.

Expectations of the Teacher

First, students can expect from me what I expect from them I will follow all

expectations I make of them. There are only teacher-specific caveats to the first expectation, as

for me, this means that I will grade completed assignments as quickly as possible. Students can

expect that two class periods after they submit assignment, it will be returned with a grade. But,

if there is a weekend in between classes, students can expect to receive their grades in the next

class period. This will allow me to respect the students time, while also giving them the best

feedback possible through comments beyond a letter grade. Additionally, this expectation tells

the students that they can expect for me to program curriculum for them from the beginning of

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class to the end. It is my responsibility as a teacher, and if I do not do this, I am obviously not

doing the best I could be.

Classroom Climate

The goals of my classroom climate are to encourage student voice as much as possible,

offer students a share of power through choice, and bring in relevant items, films, documents,

etc. to the subject at hand. Regarding the first portion, student voice, I believe this is a crucial

part to a successful classroom. Each day, as I will explain in routines & procedures section, I

will encourage students to find current events to talk about in a historical sense. This may be

connecting a current political issue to a similar one 200 years ago or even brainstorming

solutions to it, but nonetheless, it allows students to articulate what interests them and connect it

to what we have discussed. The second portion, power through choice, is important in my social

studies classroom because it allows for students to differentiate to their skills. While some

assignments in high school must be papers or certain projects that give students a taste of what

takes place in the field of history, middle school is a time to foster creativity and the innate desire

to learn. In that way, I will offer students various types of projects and assessments when

possible. Some generic tests may have to be given, but any unit-long, formative, and most

summative assessments should revolve around student choice. Lastly, I believe bringing in

relevant documents and materials makes the classroom a fun environment of creativity and

exploration, which can be missing in many social studies settings. Part of my job, which I

believe students want to take part in, is make the subject relevant to their daily lives.

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Discipline

I will always do my best to keep students in the classroom and learning. Thus, I discipline

inappropriate behavior on a 3-teir system- minor issues, moderate issues, and major issues:

1. Minor Issues:

a. Speaking out of turn/interrupting classmate

b. Failure to follow expectation #1.

c. Failure to follow directions of a classroom activity

These issues will be addressed, most of the time, in rather informal ways. I may call

the students name to refocus them, use proximity control to discourage the behavior,

or give a hand on the shoulder or desk to disrupt the behavior.

2. Moderate Issues

a. Physically or verbally disrupting the class

b. Repeated offense of a minor issue

If the issue is the result of two students talking or disrupting, I may ask them to

change seats for the day. Other instances may require me to have a brief, private

discussion with a student to discourage a behavior from occurring again later. I will

do my best to never escalate a situation. In both minor and moderate issues, I will use

preventative measures to stop behaviors before they happen. Most often, I will use

humor to diffuse tension, and may ask a couple rhetorical questions to refocus the

disrupting students.

3. Major Issues

a. Repeated offense of a moderate issue

b. Failure to follow expectation #2- could include:

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 i. Laughing at another students point of view

ii. Profanity or gestures directed at myself or another classmate

If a major offense occurs in the classroom, this will almost immediately result in the

student having to step out into the hallway. While I will do my best to catch things

like this before they happen, I know some days a student may not cooperate. Once I

have given the students in the class something to do, I will go out and discuss what

happened with the student. I want to get the student back into the classroom as

quickly as possible, so a brief discussion is imperative, but a quality discussion in

order to keep the student from acting the same way again is just as important. If a

major issue is repeated, I may have no other choice than to send the student away, as

the students in my classroom require my attention, and I cannot afford to keep

disrupting the class to deal with a single student.

It should be noted that through my use of entry-tickets, I will have a better idea of what my

students have going on in their lives. Thus, if someone acts out, it can be addressed on an

individual basis. Minor, moderate, and major issues serve as a general guideline, but each student

is different, and we must be willing to address differences even in discipline. Each and every use

of discipline requires a brief reflection as to what is to be used in order to ensure students are not

treated unjustly. Furthermore, through specifying rules and expectations, issues may be

prevented before they come up, as students know what to expect, and frustration is harder to

come by. But, some students will act in ways that are not predicted by rules, procedures,

expectations, or categories of issues, which is why reflection on what would best help the student

is necessary before any discipline is issued.

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Routines & Procedures

There are several routines and procedures that are common throughout many teachers

classrooms. With entry-tickets and bell ringers, teachers captivate their students attention,

turning their craziness and anxiousness of the passing period into a positive momentum to start a

class. Homework, common among all classes, gives students a way to not let the knowledge they

intake be forgotten. In a social studies class, discussion and debate is often the center of learning.

Each of these requires procedures to outline expectations and rules, as consistency, in many

forms, can be crucial for adolescents learning.

1. Entry-Ticket/Bell Ringers

Upon entering the classroom each day, as mentioned above, I will have my

students take an entry-ticket, giving them the opportunity to confidentially write what is

on their mind each day. They will then put these face-down on a chair at the front of the

room, and when the students are working on their review work, I will read them to

prepare myself appropriately for how I need to teach that day. After turning in the entry-

tickets, I will have students pick up their graded work (in bins Ill have for each class

period, with a personal folder for each student), as well as turn in any assignments (on a

tray for the given class period). As I mentioned, after the entry-ticket, students will begin

working on a review sheet of the previous weeks topics. This will be picked up upon

entering the classroom in the first class period of the week. We will work through only a

couple questions each day, having completed all of it by the end of the week. This allows

them, after multiple weeks, to have a quick resource to study from if an assessment is

coming up. After review, we will move into current events, in which we discuss what is

happening in the world, and how that relates to what has happened elsewhere in history.

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 Current events, as I have previously mentioned, is an important daily procedure in

my classroom. This helps the students engage the text and content with a deeper

understanding of how it connects to them. This time, therefore, requires our expectations

to be closely followed since some socially controversial topics will be addressed. I will

expect students to come into class with an understanding of what happened since our last

class, whether that be garnering knowledge from a news source, a friend, or by another

means. I will not allow students to be on laptops or phones during this time, since

preparation for the discussion will be a daily assignment for students. In this way, I will

assess participation over the course of the week, as one day may not provide an

appropriate amount of time to accurately assess students contributions to the class.

The policies I have for talking, questioning, and discussion in general are included

below in discussion & debate.

2. Homework

Many studies have shown that homework can be ineffective if not done properly.

Therefore, I will not give my students any homework that is just a worksheet to

complete. Instead, I will assign meaningful work in which reviewing of the previous

day, drawing on previous topics within the course or their curriculum, and previewing the

upcoming classes is possible. For example, if my class has just discussed the founding

and spread of Judaism, I will not have them fill in 10 blanks and search for things in the

book (that can be done together in class). Instead, I would have each student find a

country where Judaism is popular and briefly read and research how it spread within that

country. Then, the next class period, I will have students group themselves if they found

the same country, and we can briefly compare and contrast those countries. I will be able

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 to take a formative assessment in participation in the activity, as well as ensure they

completed the work by checking to see if they wrote notes on their country during the

review period or shortly after.

3. Discussion & Debate

Discussion and debate in a social studies classroom is imperative to understanding

the overarching topics as well as the specifics of certain historical phenomena and events.

Thus, my classroom must be a safe place for this to take place. In these situations, we will

abide by our expectations closely, as respect, listening, and questioning will be

imperative to ensure each student is heard. There are two kinds of debate that will take

place in my classroom: formal and informal.

Informal debate applies to the daily discussions about what we are learning, as

different interpretations of the topic and events are possible. As the teacher, I will

constantly be monitoring these discussions, posing different viewpoints and perspectives

if need be to encourage further discussion. But, above all, these informal debates will

take place in current events. When dealing with topics such as these, I will remind

students of our second expectation, and we will listen to each students opinions on the

matter and debate appropriately. If a student does not wish to accept the circumstances,

and instead acts out, I will deal with it appropriately (which you can find in my

discipline section), doing my best to move on without simply ignoring the student or

what he/she is going through.

Formal debate, the second type in my classroom, is when we, as a formative or

summative assessment, physically take sides of the classroom and make arguments for a

particular side. Students will not always be arguing for the side they are naturally on, as

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when we move through the semester and gain experience in debating, some students will

articulate points for the opposition. In order to best share power with students, I may also

have them moderate debates instead of me, allowing them to create the rules, topics,

characters, etc.

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 Instructional and Assessment Strategies

Meeting Students Academic and Learning Needs in Instruction

When it comes to students needs, nothing else takes priority. In my instruction, I will

make sure that any needs of specific students are accommodated for appropriately. If a student

has issues with hearing, I will place him or her nearest where I spend most my time. If a student

has sight issues, placing them closest to where presentations are given and lectures occur will be

best. Any students IEP will be appropriately assessed for what I can do in the classroom, like

the examples above.

Turning to students needs in learning itself, I teach to all types of learning styles.

Lecture, for me, is never strictly reading off my notes to students. Rather, it is creating an

engaging presentation to appeal to visual learners, articulating clearly the subject at hand for

aural learners, bringing in items and artifacts for kinesthetic learners, and giving ample

opportunity to read texts and write reflections and assessments for the reading & writing

learners. Each day in my classroom, there will be one of each component geared to those

learners, together creating a diverse lesson for engagement from bell to bell.

Outside of lecture, however, I still focus on students academic and learning needs.

Activities such as doodle it allow artistically-driven students a way to draw notes instead of

simple written form. This, too, taps into the reading & writing and visual learning styles, as

students are creating notes, but in a visual format rather than simply written. Another strategy

within note-taking is cutting pictures and pasting them into a notebook. This allows kinesthetic

learners to actively manipulate their notes, while the visual learners gain a new item in their

notes for reference. Combine this with a one sentence description and then explanation to the

class, we effectively tap into aural and reading & writing learning styles, too.

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Preventative Instruction

In creating active and engaging lessons, I believe that most students will not have the

urge to act out in class. But, as my expectations and procedures outline, some days learners are

not going to be at their best. A simple way to exude care and concern for these students, while

acknowledging their feelings, is using proximity control. While this may have a behavioral and

disciplinary connotation, I believe that it can also show students that we care about them and

know something is going on. When we stand close to students and make reassuring gestures such

as a thumbs-up, a smile, or a pat on the back, we make sure they know we are giving them the

attention they are wanting.

Another strategy the I implement for preventative management is group work. Whether

this takes the form of a think-pair-share or small group discussion, this allows students to gain

the social interaction they need. As Harry Wong states, Learning is an individual activity but

not a solitary one. It is more effective when it takes place within a supportive community of

learners (2012, p. 212). Furthermore, this allows for friends to be able to talk to each other

instead of across the room. But, because of this, I am keen in closely monitoring those

discussions, making sure the students stay on task rather than talk about other things.

Assessment Strategies

While the largest component of my classroom management is having a set structure and small,

informal assessments throughout, assessment will also have to take place formally. While in

social studies there may have to be some multiple-choice quizzes, I will stray as far from this as

possible. Fill in the blank, matching, and other tests will not do, either, as they can often become

teacher-focused rather than student-focused. Instead, assessment must come from student choice.

In project, offering choices such as a presentation, poem, video, game show, etc. allows

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differentiation and student power over their choice, rather than feeling assigned and confined to a

specific category. Other possible ways to represent knowledge can be presented to me for

approval, as well, and can be incorporated into the different choices later in the semester or year.

Use of technology, too, must be allowed for students, giving them access to skills they will need

throughout the rest of their learning experiences. In class, informal assessments can be used in

quick checks for understanding, exit tickets, white board activities, and participation graphs. All

of these strategies, used together or individually, often or occasionally, can be great ways to give

students ownership over the learning process, and they can move classrooms forward in

engaging ways.

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 Motivation- What Motivates Learners and Planning

Motivating learners should be one of the most important things we do in a classroom. To

me, it is critical to engaging students, as without motivation, the desire to be in the class

decreases, and so, too, does the overall desire to learn. Thus, we must look to strategies that will

help us connect to students best interests and in turn motivate them. Barbara Gross Davis (1993)

outlined the following ideas as research-supported strategies teachers can use to increase

motivation:

1. Give frequent, early, positive feedback that supports students' beliefs that they can do

well.

2. Ensure opportunities for students success by assigning tasks that are neither too easy

nor too difficult.

3. Help students find personal meaning and value in the material.

4. Create an atmosphere that is open and positive.

5. Help students feel that they are valued members of a learning community.

The way these are carried out in a classroom, though, can vary between teachers and even

between lessons. Overall, it must be a mix of short-term and long-term, intrinsic and extrinsic.

For example, in point 1, Davis discusses the idea of positive feedback for students. This is

extrinsic in the way that it is given to the student. Many time this may even be physical feedback

on an assignment he or she turned in. But, the feedback is taken intrinsically, as a desire to

receive that more often will arise as a result. Similarly, the feedback is immediately short-term,

in which many students will take it and do better during that class period in which they receive it;

but, the students will also turn it into long-term motivation, as they will return to the classroom

in hopes of attaining that feeling again.

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 Regarding points 2-3, we must find ways to make the content itself motivating. This is a

long-term motivator, as students will be able to see from the beginning of the year where the

curriculum is headed. These, too, are the best ways we can plan for motivation in the classroom.

As previously discussed, having current events each day outside the curriculum brings some

form of relevancy to the classroom each day. But, when students can see the planned and

structured topics over the course of the semester or year, they are able to look forward to

discussions to come in the room. As a result, however, the assessments must match the

curriculum and still bring an aspect of relevance to the students. Engaging learning activities

allow for this motivation, as well, specifically when the assessments are tied into their

participation and digesting of information presented in the activities. If we assess in ways that

students cannot connect with or understand, such as outside of the activities they engage in, they

will lose motivation. So, we must offer choice (previously discussed) in differentiated

assessments, allowing students to show off their knowledge and skills in appropriate and creative

ways. We cannot, however, have outrageous expectations or directions to assignments without

preparing students adequately first, nor can we have low expectations when the students are

adequately prepared. Thus, we must plan to adjust lessons accordingly, always appropriately

matching the students skill set at that given point.

Points 4-5 discuss the learning environments we provide to the students. To foster an

intrinsic motivation of belongingness in the environment, we must make the classroom itself a

welcoming place. While I am not a teacher to meaninglessly hang things throughout my room, I

want the students to feel comfortable to explore the space to tap into their own interests. When

this happens, the atmosphere remains positive and safe, and the conversations that follow can

match this. Being a part of the community in the classroom makes the students become part of

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the learning community outside of it, which is something that tends to become lost in many

classrooms. Today, no classroom is isolated from the outside world, and our contributions we

make within the school walls can have adequate contributions outside, too. To best plan for this,

I will make sure students know that they can affect change in the community. Whether it be

writing a letter or posting an article online, I will make my students aware of the best ways to

have the same discussions in the outside world. Additionally, my classroom will have a

community aspect to it, in which outside resources can come into the classroom, and our work

can be shared with those outside resources and others. This can be in the form of a person

coming in to teach about something, or a traveling suitcase of documents and artifacts coming

into the classroom, or a paper or article or speech leaving the classroom via the internet, an

email, or a delivery to other organizations relevant to the discussion.

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 Teacher Relationships with Students and Parents

Relationships are Critical

In all aspects of life, relationships offer assistance and comfort which are often not

available through any other means. In my own life, they are the most important thing, as from

them I grow, learn, and build confidence in myself. Thus, relationships with my students is one

of the biggest priorities of my educational philosophy. Without these, I will not be relevant or

current- I will not know the interests of the classroom. As a result, my classroom will be entirely

teacher-focused, leading to failure for myself and possibly my students. But, with positive

student-teacher relationships, student-focused instruction can be the guiding principle. Likewise,

having a relationship with the students parents is important because of the way trust is built.

Without any kind of relationship, the parents will not be able to trust me, and they may limit their

childs time in my classroom before and after school, or not allow calculated risks to be taken in

the classroom. But, when these relationships are present, that trust opens, and their respect of my

job allows me to best prepare the students for parts of their academic career and life in ways the

parents may not be able to.

Building the Student-Teacher Relationship

At the beginning of the year, I will have my students fill out an about me sheet, where

they can tell me their interests, hobbies, and even favorite part of social studies. I will do this for

two reasons: first, it allows me to learn names easier, as it puts more information in connections

with names and faces; secondly, this allows for personally relevancy in creating lessons,

analogies within the lessons, and activities for the students. Knowing their interests is an easier

way to manage differentiation, as I will be able to know what my students may and may not be

interested in working on. Additionally, my room will have an open-door policy, in which if I am

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in the room and not working on or discussing anything privately, anyone will be able to walk in

and work on or discuss anything on their minds. Entry tickets allow students to let me know

them better and teach to them in the ways that will support them best, too. In the lessons,

personal relevance and connection allows the students to know I care about them, furthering the

students-teacher relationship. These are the best ways for me to truly know my students, as it was

experiences like these that allowed me to know my teachers better in my academic career.

Communication Plan for Parents

At the beginning of the year, I will send home a folder/packet of relevant information to

the family of what will be happening in my classroom. First, I will provide a class

schedule/syllabus for them, as they can then see what their student will be learning. Second, I

will provide a letter introducing me, my background, and what my interests are. In this letter, I

will also provide a link to my class website, on which I will be able to post any materials

students may need if they missed class, updates of what is happening in the classroom, and even

photos from classes. Third, I will provide a sheet which parents will sign and return, proving

they read the material in the packet, and a section of contact information in case I must contact

them for waivers, good news, etc. Throughout the year, I will update the website and keep the

parents in the loop of what is occurring in the classroom. This is a way for parents to see the hard

work of the students paying off, which further builds trust in the parent-teacher relationship.

It is easy for parents to become involved in my class. Using the website, parents can

submit comments or suggestions of things they know about, allowing them to become part of

some of the discussions happening in the classroom. On homework and assessments, I can allow

students opportunities to interview their parents regarding certain things about their lives. For

example, a student could ask his or her parents about how they were raised, what got them

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interested in their careers, how technology is different between the generations, etc. Lastly,

parents can take part in the learning process by learning alongside their students. Through using

podcasts, skype, google hangouts, etc., we can connect many of the lessons with parents at home.

They can either watch, listen, or participate with their student as a good form of studying, or they

can do it alone to be able to have a sustained interest in the students learning, without

overwhelming their child. Each of these are easy ways in which a parent-teacher relationship can

be fostered, and which, in turn, will increase the student-teacher relationship.

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 Vision of an Ideal Classroom

A classroom is a place of hard work, comfort, hope, and understanding. My classroom

will reflect just that. Upon entering, you will see an environment of comfort. What is on the

walls inspire students; though no motivational posters will be present, an inspiration to learn

will be present in the maps, pictures, relevant items that line the walls. Student work will be hung

about the classroom, giving the students who need positive examples of work the opportunity to

model future work from their peers. You will see a physical set up of tables and desks in ways

that promote collaboration and discussion- not rows of desks for individual or exclusive work.

When walking into the room, you will see students using the space to their advantage.

Following the set-up of the classroom, students will be working together on tasks. If a lecture is

being given, you will see students answering questions together in pairs or groups. Information

being given directly to the students will not happen without some sort of dialogue happening, a

consistent theme throughout my lessons. In other scenarios, you will see students working in

groups to complete assignments. Jigsaw learning, group projects, and other multi-member

strategies will be implemented.

You will see me walking around the classroom observing students, helping them answer

questions, and using proximity control to best control behavioral issues. This is the best way to

informatively assess participation and group work, while also aiding in the difficult material.

Additionally, students should be asking questions (referring to my rules of the classroom), so I

would need to be up and moving in this way to best help them. Regarding proximity control, this

is the best way to preventatively teach, meaning stopping problems before they arise. If doing

this correctly, many issues can be addressed while they are minor, rather than becoming a

distraction and interrupting the class later.

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 If a moderate or major issue was to arise, and it not be stopped earlier, I will be following

the procedures set out earlier in this plan. Rarely, if ever, will a student be removed from the

classroom or sent elsewhere. I will be using humor to diffuse situations, while also trying to

connect to the student to find out what caused he or she decided to act out in such a way.

One of the most obvious things you will see is the students and myself enjoying learning

and being with one another. Being a member of the learning community means growing in

community together. If we can foster that environment, incredible things will happen in the

classroom. The assignments, projects, and content become more important to all of us, and the

relationships inside and outside of the classroom increase in depth and care. To foster such a

great school environment, it must begin in the classroom, and we are called, as teachers, to begin

the process of transforming schools with us.

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 Works Cited

Gross, D. B. (1993). Tools for Teaching. San Francisco: Jossey-Bass.

Vatterott, C. (2007). Becoming a Middle Level Teacher: Student-Focused Teaching of Early

Adolescents. Boston: McGraw Hill.

Wong, H. K., & Wong, R. T. (2009). The First Days of School: How to be an Effective Teacher.

Mountain View, CA: Harry K. Wong.

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