JT Buttimer 7/28/2017

Pedagogy and Practice Professor Hafer

Classroom Environment Plan

Part I: Building Relationships with My Students

A. Learning​ ​my students’​ ​names. L
​ earning names is the first step in getting to know your
students. Describe two approaches you plan to use to get to know your students’ names.
1. Going over the roster on the first day of class, taking special attention to check for
pronunciation and nicknames. This will also evolve into basic facts about them such as
favorite color, sport, subject, music ect. This is supported by Weinstein in chapter 3,
pages 51-53 where she remarks that it is imperative that teachers build relationships with
their students early and often.
2. Handing a form that has more detailed questions about the student’s interests and what
they hope to learn and cover for the year. This could also be suggestions on teaching
models that the students find to be effective. This is also where I would take the
opportunity to ask if a student would prefer to use different pronouns. This way I would
know without putting them on the spot in front of the class to hopefully be delicate in my
handling of the topic. Weinstein also supports this in the same section she talks about
being welcoming to the students.

B. Getting to know my students​.

1. One way to begin to build relationships with your students is to set out intentionally to gain some
information about who they are and what matters to them. Create a written handout of either a
beginning-of-the-year survey or assignment designed to provide you with the opportunity to get to
know your students and gain key information about them. This survey or assignment/activity
should be done in such a way that you could actually use it with your future students.
(The following is a list of the questions that would be on my handout)
1. What is your name? Do you have a nickname that you would prefer me to call you?
2. What Pronouns would you prefer me to use for you?
3. What is your favorite subject in school? (You will not lose points if you do not pick
history)
4. What is your favorite historical event/time period?
5. Is there any teaching style that has not worked for you in the past? What was it? Also
please describe a teaching style that you would prefer.
6. What is your favorite book, movie, tv show?
7. What do you like to do outside of school?
8. What is one interesting fact I should know about you?
(This line of questioning is supported by Weinstein in chapter 2, page 52)

2. Describe one additional approach you plan to use to get to know more about your students’
personal, cultural, and community assets – their backgrounds, interests, strengths, needs, and
in-school and out-of-school activities and commitments.
I would rely on two other elements to learn more about my students. I would talk to the previous
teachers of the students to try and get a sense of what they are like in the class as well as any other
pertinent information, like the student’s habits and interests. This would help me moving forward with
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how I will approach teaching these students in the upcoming year. The second element I would get this
information from would be from the parents of the children. Along with an opening letter introducing
myself, I would also ask the parents to fill out a similar form to the one the children had to fill out in my
class. This will help me get a better sense of the home life of the child and how I can best be of service to
them. If the parents cannot respond to this letter for whatever reason, I will do my best to meet with them
in person at a convenient time so that I can still get this vital information. Weinstein discusses this on
page 52 as well, especially the idea of students photographing their homes for the teacher to see that was
implemented by JoBeth Allen.

A. Showing care and respect to my students. ​Identify and describe three things you can do to
develop respectful, caring relationships with your students. (See Weinstein, chapter 3.)
1. Careful Attention to language:​ On page 78 of the Weinstein text, she discusses the
importance of curbing harassment and bullying in your classroom. This helps promote a
“safe and caring community” for the students. If they know that they are safe in the
confines of my class, the students will be more engaged and willing to expand
intellectually.
2. Getting to know them as students but also as people with their own set of values:​ On page
59 of the Weinstein text, she discusses the importance of being aware of the culture of
your group of adolescents. This builds a relationship of respect, as the teacher is making
the effort to understand their students, and therefore the students will be more willing to
engage in the learning process.
3. Asking about their days and remembering little details about them (Such as upcoming
recitals and sporting events that are important to them):​ On page 52 of the Weinstein text,
she discusses the importance of learning about students’ lives. This care and concern for
students on a personal, not simply academic, level will make the students realize that you
are a person and only have their best interests at heart.

B. Creating a community of learners in my classroom. ​Identify and describe three things you
can do to facilitate the development of a positive classroom environment in which your students feel
safe, respected, welcomed, and cohesive. (See Weinstein, chapter 3, and Arends, chapter 4.)
1. Be attentive to student needs: ​In the Arends text, on pages 164 and 144, he goes into a
discussion of Maslow’s Hierarchy of Needs and the importance of satisfying the lower
level needs before the higher level needs. While this is slightly out of control when it
comes to home life, if I can supply the lower level needs in my classroom, then I can
focus my students on the higher level needs.
2. Foster a norm of respect for differing opinions and for different points of view: ​Weinstein
discusses the importance of group work on page 75 of her book. This style promotes
prosocial behavior and a chance to learn things about classmates that may not be known.
Once the students get to know each other on a more personal level, then the occurrences
of hurtful language should decrease as understanding increases.
3. Model the “proper” comportment of a historian for the class as a model for them to
follow:​ On page 71 of the Weinstein text, she discusses “modeling proper behavior to
students.” She supports this on page 72 saying that students are more willing to respect

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those who respect them. This will also create a more welcoming and respectful
classroom.

Part II: Motivating the Adolescents in My Classes

A. Theories of motivation that guide my practice. ​Motivated students are generally engaged,
on-task, and more likely to participate in cooperative, respectful ways in the classroom. Describe
and discuss three ​theories of motivation​ that you intend to keep in mind as you teach. (Arends,
chapter 4; Weinstein; and your ed psych course.)
1. Behavioral Theory (positive and negative reinforcers as well as punishment): ​Arends
discusses the impact of this on page 143. Students need to be reinforced in such a way
that good behavior is rewarded and poor behavior is dissuaded. While I would be hesitant
to give out physical gifts, the ideas of rewards of a more ephemeral nature (such as praise
or good grades) is important if I am to get my students to work hard and see the benefit of
doing the work.
2. Sociocultural Theory (Vygotsky’s work):​ Vygotsky’s work supports the notion that
children work best when they are given opportunities to socialize. This is summed up
brilliantly by Arends on page 147. If I can provide opportunities for students to interact
and help each other, then they will not feel as if they are on an island with no recourse for
help. This safety net I create will help students to take risks when it comes to their
academics.
3. Needs Theory (prioritizing lower needs over growth/intellectual needs ie. Friends over
getting good grades): ​Arends discusses this on pages 164 and 144 of his book. Due to the
impact of this theory on student motivation, it is important that I find the “why” of a
students behavior. If I can understand that, then I will be able to help them. It is natural
for a student to not do work if they are concerned with more important things like safety
and friends. If I can provide some of these needs to the child, then I can help them to
focus on more academic pursuits.

B. Motivating my students. ​Describe and discuss three ​strategies​ you can use to motivate your
students. (Weinstein, chapter 8.)
1. Use many different teaching models so that no one model dominates and discourages
students that do not prosper under that model:​ Pages 228-232 in Weinstein discuss the
importance of switching the teaching model. This keeps students on their toes and
engaged in the classwork, not bored with the lessons.
2. Pick relevant examples or topics to the students’ lives (this will peak interest as it can be
directly linked to their “outside” lives):​ Page 226 discusses how making lessons relates to
the students is important so that they will see the importance of the work and how they
can relate it to their lives.
3. Informative feedback:​ Page 222 demonstrates that if you wish to have motivated students
who wish to be better, then it is important for them to see your comments on their work
and your suggestions to do better. This personal touch will show that they are valued and
they will strive to meet the goals you set.

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Part III: Designing a Well-Organized Physical Space

A. Designing the physical environment. ​Create a detailed diagram of your ideal classroom
layout. Include all basic equipment, furniture, and “extras” you would need/want in your ​ideal
classroom. (Weinstein, chapter 2.)
(See attached document)

B. The rationale for the organization of my classroom. ​Provide an explanation of how this
layout adheres to the five functions of the classroom setting (Weinstein, chapter 2). How does this
layout support your goals for instruction, management, and a sense of classroom community?
(This layout follows the five functions of the classroom setting as described by Weinstein in
Chapter 2 of Classroom Management because it follows the five functions of a classroom)
1. Security and Shelter: the classroom is organized and a safe space for debate and
discussion
2. Social Contact: The desks arranged in tables promotes group work among the students
3. Symbolic Identification: All of the books on history, decorative timelines, flags, and other
artifacts demonstrate that this is a place for historians to work
4. Task instrumentality: The arrangement of the desks and the supplies located in the room
all help the students complete the tasks that I will assign
5. Pleasure: The presence of posters and other items create pleasure as this is not a
classroom of stark white walls and little else, it looks like a home library where students
can feel comfortable.

Part IV: Establishing Clear Norms/Rules/Expectations

A. Establishing clear rules for my classroom.​ Develop a list of 3-6 rules/expectations/norms for
behavior in your classroom. Use the course texts, our class activities and discussion, other readings
you have done, online resources, and your own classroom observations and experiences for ideas.
See, especially, Arends, chapter 5, and Weinstein, chapter 4. Pages 96-104 (these pages were
consulted to create this list of rules)
1. No hurtful language:​ We are all colleagues in this room and any put downs, insulting, or
racially or ethnically insensitive language will not be tolerated.
2. Participation is key:​ There are many ways to participate, but here in this class we will be
discussing and debating major issues in both world and U.S. History, therefore it is
expected for you to contribute in your own way to these discussions and to the general
knowledge of your classmates.
3. Always be respectful during debate/discussion:​ Debates over major issues may get
heated, and this is ok. However in keeping with rule #1, it is important to make sure that
when we are debating that we respect everyone’s position and their right to have it.
Remember that it is ok to agree to disagree.
4. These are the starter rules and expectations (The class will create additions to this
list so that they may take ownership of these rules as well)

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B. Introducing my classroom rules. ​How will you introduce these rules/expectations to your
students? Consider the ways in which the teachers introduce their classroom norms to their
students.
Apart from starting the first day with learning names, I would introduce these rules to the class.
The rest of the class period will be devoted to coming up with a class list of additions to the rules so that
students can take part in the governance of the classroom as Dewey states in his ​Democracy and
Education.​ As to certain norms of the classroom, I do not expect them to be met within the first 2 weeks
of class. This is a grace period where I will model the behavior for the students. However the grace period
ends after 2 weeks and then everyone will be held accountable to the laws, including myself. This
approach is supported by both Weinstein in chapter 4 and Arends in chapter 5.

Part V: Establishing Routines and Procedures

Establishing consistent routines and procedures for my classroom. ​Using Table 4.2 on page
102 of the Weinstein text as a guide, develop a set of routines and procedures you plan to establish
in your own classroom. Describe these routines and procedures in such a way that they are clear to
your reader (and would be clear to your future students).
1. When you enter the room, please look to the front of the room to the board where a do
now will be written.
2. Complete the do now quietly and when finished, wait patiently for class to begin. You
may talk quietly with a tablemate.
3. During instruction remain quiet and respectful unless called upon
4. After directions are given, complete the task set before you, taking care to follow the
directions of the teacher
5. When the signal for quiet is given (a raised hand from the teacher) quiet down so that the
teacher may speak
6. When the bell rings, please make sure your desk is clean and ready for the next person
and push in your chair to make it easier to move around the room

Part VI: Preventing and Responding to Misbehavior

A. Preventing behavior problems. ​List and explain five things you plan to do to ​prevent
classroom misbehavior ​before it even begins. ​Chapter 12
1. Clear explanation of class rules and norms: While this has been discussed in greater detail
in previous parts, I believe that this is a great preventative measure. If the students create
some rules and the expectation is for them to follow them, they hold each other
accountable. Weinstein supports this on page 328.
2. Ask for cell phones at the beginning of class: it will be made clear at the beginning of the
year that there will be no need to use the phones during class.
3. Develop a mobile style of pedagogy: Always be moving during teaching. This keeps
interest up and also cuts down on opportunities for note passing and side conversations.
Weinstein supports this in table 12.1 on page 328.
4. Explain that consistent misbehavior will be met with a phone call and letter home. The
hope being that fear of a united front from home and school is enough to curb potential
misbehavior.

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5. Always switch up teaching models and styles: I personally believe a lot of misbehavior is
the result of bored or disengaged students. If the lessons are engaging and never the exact
same within the week, then the students are kept on their toes and always engaged in the
class, thus they have lesser opportunities to be bored and thus be a behavior card.
(The table on page 328 was very helpful in creating this list)

B. Responding to misbehavior. ​Assuming that adolescents may, indeed, sometimes go off-task

or cause minor behavior problems, think about how you will handle issues ​during class​ as you begin
to notice them. List and explain a graduated series of five strategies you plan to use in response to
student misbehavior when it does occur (or is about to begin occurring). These should be strategies
that ​you​ can use ​during class time​.
1. Hover over the minor behavior issue without breaking teaching: Hopefully the presence
of the teacher should stop this.
2. During lecture slow the cadence of your voice or stop talking: Ideally the silence will
force the students to look up and meet the eyes of the teacher, where they will see they
are caught in their misbehavior. Page 334 of Weinstein supports this strategy as well as
the strategy in point #1
3. During seatwork time or group work: go over to student quietly and personally speak to
them that their misbehavior is noticed and will not be tolerated. Page 335 discusses this
more as well as the step used in point #4
4. Remind students of their own rules and that they are all expected to follow them lest there
be consequences that were previously agreed upon.
5. Ask to see a student after class is over so that a full discussion away from the class can be
had to determine the motive of the student for misbehaving. From here comes the
discussion of what course of punishment needs to happen (if at all). Pages 339-345
support this step in the ladder of escalating punishment.

Part VII: Working with Families

A. The importance of collaboration with families.​ Describe three benefits for working
collaboratively with families. Chapter 6
(The following three points are discussed on pages 157-159 in the Weinstein Text)
1. United front between school and home: Enforcement of values is seen both at home and
school so that consistency is experienced by the student. This helps with behavior issues.
2. Parental appreciation of the accomplishes of their children and the value of what they are
learning
3. Creation of a broader sense of community

B. Strategies for working effectively with families. ​Describe three ways you plan to reach out to
families.
(All three of the following points are supported by pages 167-177 in Weinstein)
1. Introductory letter at the beginning of the school year: This introduces myself to the
parents and also gives them a chance to see what my philosophy is when it comes to
teaching. Also deliniates what will be learned during the year.

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2. Monthly progress reports: On a monthly basis a short letter home to parents will discuss
their individual child’s growth and development as a student through the course material.
This is also a chance to discuss behavioral problems. If a parent wishes to setup a meeting
to discuss the matter in person, there is a section to fill out and the letter will be returned to
me.
3. Bi-Monthly Newsletter: Every other month a newsletter will be sent home to parents
discussing what the students have been doing and the projects they are working on. This
keeps them informed as to the work that their children are doing.

C. Initiating communication with families. ​Write the draft of a note to email/send to families at
the start of the school year or to post on your classroom website.
Dear Parents and Guardians,

My name is Joseph Buttimer. I am going to be your student’s Social Studies teacher for the
upcoming year. I have many interactive lessons planned for your children as we explore (insert specific
historical time period) together.
I believe that the mission and purpose of education is to prepare the future citizens of the country
to lead this country forward. That being said, your children will learn about the duties and expectations of
citizenship in my class, along with historical examples of citizenship and how an active citizenry can lead
to a more just society.
I am always willing to explain my methods to you and can be easily reached at
jbuttim1@ithaca.edu​ and (insert school phone number here). Simply email or call me and I will gladly set
up a meeting that is most convenient for you.
I am very excited to begin the year and to help your students explore the world of history so that
they can take examples from the past and apply them to the current issues that this country and world
faces.
Sincerely,
Mr. Joseph T. Buttimer

Part VIII: Managing Effective Instruction

A. Making the most of classroom time. ​Effective instruction requires the careful use of class
time. Describe three ways that you can maximize student learning during the limited time you have
during your classes. Chapter 7
(Ideas taken and adapted from table 7.1 on page 194 in Weinstein Text)
1. Set norms and procedures early to save time at the beginning of class
2. Be clear and concise during “teacher talk” to focus more time on learning or the activity,
not in teacher babble
3. Be prepared: have the technology setup before class, also be prepared for the potential
failure of the projector (be prepared to teach “old school” on the chalkboard)
4. Be organized yourself to be a model to the students as well as to help yourself when it
comes to holding students accountable

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B​. Managing independent work.​ Describe three strategies for effectively managing independent
learning time. Chapter 9
1. Make sure the directions are understood before the seatwork begins to eliminate
questions during the work period. Page 251 of Weinstein supports this.
2. Constantly rotate around the room to help with struggling students and catch
misbehavior. Page 254 in Weinstein supports this.
3. Allow for students to ask tablemates for assistance if I am not around (so long as they
stay quiet), this way they are not stalled waiting for me to get around to them.

b.)​Managing small group work. ​Describe three strategies for effectively managing small
group work. (See Weinstein, chapter 10)
1. Prepare groups ahead of time (potentially assign roles for the students as well). Page 267
in Weinstein supports this as an effective strategy for group work.
2. Make sure directions are clear on what the final product should be. Page 278 in Weinstein
agrees with this as it saves time and provides clarity and direction to the students.
3. Constantly rotate around the room to help with struggling groups and catch misbehavior.
Page 278 in Weinstein supports this as it is important to still float around during group
work so that students may ask you questions and so you can catch minor misbehavior.

C. Managing full-class recitation and discussion. ​Describe three strategies for effectively
managing recitation and discussion. Chapter 11
1. Constantly rotate around the room to help catch misbehavior and maintain student focus.
Also with this comes modeling during the first few discussions so that students can
understand what is expected of them.
2. Speak in a clear voice so that everyone can hear and not tone the teacher out. Page 307 in
Weinstein supports this.
3. Stop often to check for understanding and to ask questions of the class (also attempt to
call on students who are believed to not be paying attention [that classic teacher tactic]).
Page 311 in Weinstein supports this.

Part IX: Avoiding Potential Errors on My Part

Sometimes, classroom management issues are actually the direct result of errors or
misjudgments in teacher behavior. List and explain three things you, as the teacher, plan to ​avoid
doing in your own classroom.
1. Follow the rules set at the beginning of the year: these are the class rules, I should also be
held accountable for following them as well.
2. Keeping biases outside of the classroom: Easier said than done, but every student should
be treated equally and equitably (I do not think that these are mutually exclusive) so that
they may all succeed.
3. Lecture too much: Sometimes you feel lazy and just want to lecture to make life easier
for you. I believe that lecture is a valuable part of a Social Studies classroom, but it
should not be the go to teaching model. If used too much, the students will be bored and
will lose interest in going to your class.

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Pedagogy and Practice Professor Hafer

Part X: Culturally-Responsive Classroom Management

How culturally-responsive is your classroom environment plan? (Review what you have
written in other sections of this plan to see how culturally responsive your plan is. Revise where
necessary.)
I believe this plan is very cognizant of different cultures and sets up norms of tolerance,
acceptance and understanding. The issues tackled in my classroom will be very large in scope and impact
and will hit home for a lot of my students. However I believe that these are discussions that need to be
had and they can only begin to be ameliorated with open and honest conversations. I believe that if my
rules are followed, these conversations can happen and then the students will be better citizens as a result
of it.

Identify and explain three important considerations to keep in mind as you work toward
establishing a culturally-responsive approach to classroom management.
1. Remember that different cultures have different norms for behavior: do not immediately
blame the student, simply remind them that there is a certain expectation of behavior in
class that everyone should be following
2. Learn as much as possible the cultural norms and interests of your students so that you
can design portions of lesson to appeal to these students
3. Do not single students out to “speak for the culture” this is intimidating and also
inclucates a generalizing of people to the culture. Merely ask if anyone would like to add
something new to the discussion and let the students of different cultures have the chance
to take the offer up to educate their classmates or to hang back.