Saint Francis University

Emanuela Giblin
 Table of Contents
o Philosophy of Classroom Management…………………….……….1

o Behavioral Expectations………………………………………………..2

 Creating Positive Relationships…………………………………3

 Motivation…………………………………………………………..4

 Minimizing Disruptive Behavior………………………………….5

 Classroom Organization……………………………...………….6

 Classroom Arrangement…………………………………...……7

 Classroom Procedures…………………………………...………8

o Pre-School Checkoff…………………………………………………….9

 Introduction letters to parents……………………...…………10

o Classroom Mottos……………………………………………….……...11

o Classroom Rules………………………………………………………...12

o Hierarchy of Consequences………………………………………....13

o Instructional Planning………………………………………………….14

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Philosophy of Classroom Management
There is not a doubt in my mind that EVERY student I encounter, has the capability of

thriving and accomplishing ANYTHING they set their mind to. As a teacher, it is crucial to have

this mindset because why are you going to spend your time teaching students if you lack faith in

them? I am willing to put my whole mind and heart into teaching, and I will expect my students

to try their best in my classroom. Even if they do not like English class, I at least want to them to

respect me as a teacher and come into class with an open mind. I am willing to work with

students and help them in any way that I can. I will give all of my students respect, as long as

they respect me in return.

My planning will be based on what I think is meaningful for students to learn. My goal is to

constantly make connections from literature or skills that they learn (such as writing, critical

thinking, analyzing, forming interpretations) connect to the real world. That is what education

should be centered around. My approaches in teaching will vary, but will always be done in a

creative way, ranging from whole class to small groups to independent work. My teaching will

also incorporate visual, auditory, and most definitely hands-on activities to constantly keep my

students engaged during class. I plan on challenging my students, not to see them fail, but to

push them into being the best and smartest version of themselves.

Ultimately, I know that I am passionate about teaching and

will strive each day to engage my students to love learning

and love the new things I am teaching them. Even though

students will be learning from me, I know that I will be learning

from them as well. Each student brings a new mindset to the

table. I want to create a fun, nonjudgmental, relaxing, and

safe environment for my students to learn, express themselves,

and find their voice in this world!

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 Behavioral Expectations
Even though I want my students

to be able to express themselves, I

expect them to always show respect

to me, but also their fellow peers.

Respect is not just given, it is earned. I

have high expectations for my students, in regards to coming to class

prepared, doing their work, staying organized, and overall trying their best

and contributing to what they are learning. I am sure students will face

difficulties along the way, so I want to stress how having a positive

mentality and mindset makes all the difference.

I want my students to realize that it is okay to make mistakes in my

classroom and that I am there to help them in any way that I can. I want

them to not only develop academically, but also socially, mentally, and

morally. I will hold my students accountable

for their actions- both good and bad. Overall,

I want my students to feel comfortable in

expressing who they truly are, but in the most

appropriate way possible.

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 Creating Positive Relationships
In order to have a successful classroom, creating positive relationships
with the students is key. A student is more likely to blossom and flourish if they
have a supportive, loving, and caring teacher, who wants nothing but the best
for them. Creating that trust and bond with the students not only makes the
learning process more fun, but it also makes what you teach the students more
meaningful. If the students know that you support them in all that they do, they
will gain that sense of pride, and want you to feel proud of their work. If a
teacher does not care about a student, why would a student try hard in his or
her class? If the teacher does not care, why should the student? A smile, hello,
calling the student by his or her name (correctly), asking how he or she is doing
can go such a long way. Students need someone to look up to and teachers
should be that role-model figure.

Teaching is not just centered around academics; it is also about

developing a relationship with the students. The teacher is the one who sets the
tone for developing a close relationship with the students. Students can quickly
tell which teachers care for them and want to see them succeed versus
teachers who hate their job and do not care about the student’s well-being. A
teacher’s job is to not only build a student’s self-esteem, but also create
cohesiveness amongst the class. Having a united class and teacher does not
only build trust with one another, but also creates an exciting environment to
learn in. We are a team; students and teachers are in this together. Of course,
the teacher is in charge, but it should not be centered around power, it should
be centered around teamwork and respect. Respecting, motivating, supporting
(both in and outside the classroom), being understanding, providing feedback,
and simply showing that you care are all ways a teacher can create a positive
relationship with each student.
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 In order to have a successful classroom, the teacher must motivate and
engage the students into learning. In order to create motivation in the classroom
the teacher can do a number of things, such as:

1. Promoting learning by finding what the students’ interests are and

connecting information to real life will motivate them into learning.
2. Creating a positive and engaging classroom. Students need to feel that
there is no wrong answer, in which eliminates those feelings of
embarrassment and humiliation. So, focusing on feelings and attitudes,
especially positive ones, will help students feel comfortable and excited to
learn.
3. Developing a reward system, whether it’s an intrinsic reward (like a smile,
nod, or good-job) or an extrinsic reward (like achieving an A after studying
hard). Teachers could also reward students in review games or debates with
candy or bonus points to motivate students to study and learn the material.
4. Giving students feedback is crucial for a teacher. Why would students spend
their time and effort into your assignments or projects when they are not
receiving any feedback about their progress? Feedback shows the students
how much you care, along with giving them positive reinforcement in how to
be more successful in your classroom. Feedback needs to be timely,
personal/accurate, and constructive.
5. Showing a concern for your students by creating high but achievable
expectations and holding students accountable will give them a sense of
pride when they reach their goal.
6. Encouraging students through praise, along with explaining how important
effort and taking pride in one’s work leads to a sense of accomplishment.
7. Putting in constant effort will show the students how passionate and how
much time you poured into planning and teaching them. This will give them
an incentive to do well and make you proud.
8. Lastly, having a creative, fun, and nonjudgmental classroom, along with
varying how you teach will motivate students!

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 Minimizing Disruptive Behavior
There could be many reasons as to why a student is misbehaving in class. For

example, students could be dealing with healthy problems, neurological conditions,

medication side effects, or pressures from home or society. Other factors could be the

environment of the classroom, distractions from other students in the classroom, or

concerns with teacher instruction. It is important for a teacher to narrow in and figure

out what is causing a student to misbehave. So in order to figure out the problem and

minimize disruptive behavior in the classroom, I will go about this in three phases:

prevention, intervention, and penalty phases.

Prevention Phase:

o Eye Contact (glare) o Silence

o Establish/reiterate rules o Active lesson plans
o Proximity o Call on misbehaving student
o Smooth transition o Movement management

Intervention Phase

Teacher should:

o Remain calm, firm, confident

o Always focus on the behavior not the child
o Avoid hostile responses
o Begin and end on positive note
o Offer a choice
o Ask:
 What are you doing?
 What are the rules?
 What should you be doing?

Penalty Phase

o Impose penalties privately

o Delay until both are calm and objective
o Establish a positive relationship as soon as
possible
o Teach problem solving techniques

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 Classroom Organization
The appearance of the classroom plays a significant
factor into how well a student focuses. Maintaining an
organized classroom is a must! It benefits both the
student and the teacher. In order to create an
organized classroom, I plan on having an “absent work
bin,” in which students can find the work they missed
according to what period they are in. Students will be
given an extra to complete the assignment since they
were not in class the previous day. If a student is out for two or more days, I expect him
or her to come speak to me so I can catch them on their work.

There will even be “turn-in” bin (such as the picture below), in which students will
place the homework that is due that day, along with any makeup/late work. If students
do this as soon as they enter my classroom, it will keep things in order and save time
instead of me going around and collecting the homework. Also below, is an example
of how I will label the supplies in my room. This method will not only keep things in order,
but also be easy for the students to locate, use, and return without having to ask me if I
have a certain object they can borrow.

I also plan on having different hall passes set up near the door so instead of having
students interrupt my class, they will simply sign out and take a designated pass with
them. This will help eliminate distractions from occurring. To continue on with the theme
of distraction, my next page is a layout in how I plan on setting up my classroom. Once I
get to know the students and their personalities, I may switch to having the desks be in
small groups, but until then, the way the desk are not only give the students a good
view on the board, but also me as I walk up and down the isle when teaching. My desk
is placed in an area where I can see all students. Ultimately, I will strive to have a
neatly, creatively, and strategically organized classroom that will enhance student
learning and keep things in order with as little distractions as possible.

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 Classroom Arrangement

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Procedure for going to the bathroom:

1. Look to see if there is anyone already using the bathroom pass- only 2 students (1 boy and 1 girl) out at a time.
2. Get up quickly and quietly from your seat.
3. Take the pass with you and sign your name on the piece of paper before you leave.
4. Be quick, return the pass, and sit back down in your seat when done.

I will have one boy and girl pass for my class. Instead of students raising their hand and wasting time by asking to go to the bathroom,
having them just go and sign their name on a piece of paper is the quickest and least distracting way. If I notice that students are taking
too long in the bathroom, I will ask them to write the time they leave and return from the bathroom. If I notice that certain students are
constantly using the bathroom during my class, I will talk to them and take away their privilege of using the bathroom. When they leave
the classroom to go to the bathroom, they must take the bathroom pass with them. When they return from the bathroom, they return the
pass and go back to their seat.

Procedure for leaving class:

1. Even if the bell rings, wait until I finish talking before you leave.
2. Clean up any mess or put back any borrowed supplies.
3. Clear off your desk and pack your backpack.
4. Remain in your seats until the bell rings (if I have finished teaching).

Things can get a little tricky when class is over. If the bell rings and I am still teaching, I would like my students to remain patient and let me
finish what I need to tell them. However, if I get done a little early and they are waiting for the bell to ring, they should clean up after
themselves, pack up all their belongings, and wait in their seats until the bell dismisses them.

Procedure for transitions in the classroom such as doing group work:

1. Quickly move to the assigned group spot.

2. Bring your belongings and all materials needed to work on the assignment.
3. Introduce yourself to one another if you do not know someone in the group.
4. Complete the assignment while keeping your voice level low so you do not distract other groups.

When doing group work, I would like my students to move wherever their group is and bring their belongings and materials needed so
they can focus in on getting the assignment done. If students do not know each other, I would like them to introduce themselves so that
everyone in my class knows one another by name. This will also help with making everyone feel comfortable and know who is in their
group. Of course, since there are several students per group, there is supposed to be talking occurring, however, the noise level should
not get too loud because it will distract other groups from doing their work.

Procedure for getting student’s attention:

1. I will stand in front of the class and clap my hands in a certain pattern when I need your attention.
2. When you hear this, stop whatever you are doing and clap the same pattern back to me.
3. This will continue until everyone is quiet and looking at me.
4. Listen for my direction.

Getting my classes attention, especially when they are getting out of hand, is essential. I have decided that the best way for students to
realize they are getting too loud or I need to give them instructions (whether in the classroom or anywhere else I may be with them) is by
clapping my hands in a certain pattern. Once my students hear me clapping, I expect them to stop whatever they may be doing,
respond back to my clapping pattern, not talk, and look at me. This will get everyone’s attention so I can give them instructions on what I
need them to do.

Procedure when students are absent:

1. Students must come up to me at the beginning of class and remind me that they were absent the previous day(s).
2. Students will then check the designated bin to see what work they missed. If there are any questions in regards to what needs
to be done, students must come and talk to me at the end of class.
3. Students will then be responsible for making up the work that night.

I will be more than happy to speak to students about what they missed and catch them up, but this approach teaches students
responsibility. They are responsible for catching up on their work and getting it done in a timely manner or else points will be deducted
from their work.

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 Pre-School Checkoff
 Introduction to faculty and staff.

 Familiarize myself with the building.

 Familiarize myself with the building procedures and policies.

 Fire Drills
 Assemblies
 Email Communication
 Technology Policies
 Lockdowns
 2 Hours Delays/ Early Dismissals
 Severe Weather Drills
 Review the school’s curriculum

 Review class schedules and lists

 Review students’ IEPs

 Create Special Ed Matrix
 Review student files and available data

 Determine classroom rules and procedures

 Determine grading procedures

 Create unit plans and lesson plans

 Create a substitute binder

 Prepare classroom and determine organization strategies

 Materials and supplies

 Introduction to students and families

 Create an introduction letter

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 Introduction Letters to Parents

Dear Parents or Guardians,

My name is Emanuela Giblin and I am assigned to Christopher Brown’s
English classes to complete my student teaching. In May, I will be graduating
Saint Francis University with a bachelor’s degree in English Secondary Education
and minors in both Special Education and Criminal Justice. Just so you have a
little background on who I am academically and socially, I have made the
Dean’s List several times in the past four years, was inducted in Sigma Tau Delta
(which is an English International Honor Society), and am currently in the
Literature Club and Blue Stockings Society. At Saint Francis University, I gained
experience working as a study tutor at the writing center for my school. This
means that I help other college students brainstorm ways to get their paper
started, revising a paper either content or grammar wise, or helping with their
work cited/in-text citations.

I am thrilled and so blessed to be working with your son/daughter here at

Bishop Guilfoyle! I know it is going to be an amazing experience for me since I
immediately fell in love with the school as an entirety. I want your child to feel
comfortable in the classroom and asking for help (if need be). I am here to not
only teach your children, but also help them to the best of my ability. Please do
not hesitate to contact me at my school email exg124@francis.edu with any
questions, comments, or concerns 

Sincerely,
Emanuela Giblin

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 Classroom Mottos

My main goal in teaching is for my students to find their voice. They will flourish in my
classroom by not only broadening their horizons in regards to what literature we read,
but also find themselves through their work, writing, and reading. It is essential for
students to realize their worth, realize how important their voices are in this world, and
see the importance of other people’s voices too. Writing and literature will expose my
students to real life situations, along with coming to terms with the person that they are
and who they want to become and achieve.

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 Classroom
1. Come to class prepared with materials and a positive attitude.

2. Keep your hands, feet, and personal belongings to yourself.

3. Use appropriate language.

4. Pay attention and do not talk while the teacher is talking and

giving directions.

5. Keep all electronics away and out of sight while in my class.

6. Be kind and respectful to others, especially when they are

talking.

7. Most importantly, always try your best!

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 Hierarchy of Consequences
Tier 1- Mild Consequences
1. Teacher gives a “teacher look” to the student.
2. Teacher walks near the student.
3. Teacher points to the work the student is supposed to be doing.
4. Teacher says the name of the student, either privately or in front of the class.
5. Teacher comments on other students who are behaving appropriately.
6. Teacher tells the student- either privately or publicly- that, if he/she continues,
a particular consequence will occur.

Tier 2- Moderate Consequences

1. Teacher changes the student’s seat.
2. Student is asked to take a time-out from the activity.
3. Teacher removes an individual privilege or takes points away.

Tier 3- Moderate/Severe Consequences

1. Teacher lets the student know that his parents will be called.
2. Teacher asks the student to change seats permanently
3. Student is assigned detention.
4. Student is sent to another teacher’s classroom.

Tier 4- Severe Consequences

1. Student is sent to the office or gets written up/receives detention.
2. Private meeting is arranged between the teacher, student, parent, and
principal.
3. Student is given in-school suspension.
4. Students is placed on behavior plan.

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 Instructional Planning

The above pyramid is an accurate representation on what active participation will

look like in my classroom. This will accomplish three things:

1. All learners will be involved.

2. They will all be consistently involved throughout the lesson.
3. What they are involved in will be congruent to the objective(s) of the lesson.

Setting objectives for your students and executing those objectives can be done in
countless ways. I plan on having a range of small group activities, seminars, class
discussions, debates, partner work, independent work, projects, tests, papers, games,
and portfolios. Each student bears their own strengths and weaknesses, so by having
authentic and fair assessments integrated in my lessons, it not only brings out the
creativity in each student, but also differentiates instruction, in which challenges
student’s thinking and understanding in unique ways.

Ultimately, I have to remove any barrier a student may have in regards to what is
being taught. Creating an encouraging classroom that pushes students to ask higher-
order questions is the goal. I want all of my students’ minds to blossom with knowledge
and grasp all the meaningful concepts and life-long skills they will develop in my
classroom!

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