References

Welcome to
Bafile, C. (2016). Class meetings: a democratic approach to
Mr. Sorich’s
classroom management. Education World. Retrieved from:
https://www.educationworld.com/a_curr/profdev/profdev012.shtml
Integrated Math I & II
Biehler, R., Snowman, J. (1997) Psychology applied to teaching Classroom
(8th ed.). Houghton Mifflin. Retrieved from:
https://college.cengage.com/education/pbl/tc/motivate.html#cognit
ive

Blumberg, S., Juarez, P., Stainbrook, A., (2015). Token economy:

tips and resources for teachers. Nashville, TN. Vanderbilt
Kennedy Center. Retrieved from:
https://vkc.mc.vanderbilt.edu/assets/files/tipsheets/tokeneconomy
tips.pdf

Charney, R. (2011). The Three R's of Logical Consequences.

Education World. Retrieved from:
https://www.educationworld.com/a_curr/columnists/charney/charn
ey006.shtml

Slavin, R. (2018). Educational Psychology (12th ed.). New York,

NY: Pearson
This Photo by Unknown Author is licensed under CC BY-SA-NC
The Collaborative for Academic, Social, and Emotional Learning.
(2019). What is SEL? Chicago, IL. Retrieved from:
https://casel.org/what-is-sel/

Back Cover Front Cover

 Introduction
I would like to welcome you and your student to my
classroom. In order to provide a safe, positive, engaging, and
constructive learning environment for my students, I have
established a specific approach to teaching and classroom
management, along with rules and procedures that you can
read more about in this brochure.
5 Approaches to Teaching
The Behavioral Approach utilizes the use of reinforcers to
produce observable responses, thereby conditioning the
student to learn new skills and behaviors (Slavin, 2018). One
approach is the token economy, where a student
accomplishes a skill or behavior in order to earn tokens
(stickers, coins, check marks, etc.). When a specified number
of tokens is earned, the student receives a back-up reinforcer
(a prize that has a perceived value to the student), which
rewards the student for their new skill or modified behavior
(Blumberg, Juarez, & Stainbrook, 2015).
The Cognitive Approach focuses on what students think,
believe, desire, etc. (Biehler & Snowman, 1997). In this
approach to teaching, teachers may use logical consequences
to modify behavior by stopping the misbehavior then
“provide an action that recalls children to the rules, reinstates
the limits, and teaches alternative behaviors” (Charney, 2011).
The Humanist Approach focuses on helping students fulfill
human growth need of self-actualization. This can be
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Classroom Rules & Procedures
11) Students are expected to attend class every day and be on
time. Students are permitted 2 tardies and 2 absences per
semester. Subsequent tardies or absences will incur
consequences. This will reinforce the importance of
attendance punctuality.
12) Students are able to turn in missing, late, or incomplete
assignments for half credit. If advance permission was granted,
an assignment may be turned in late with no mark-down. This
rule allows student an opportunity for redemption, and
teaches the importance of pre-planning.
13) Students will treat each other fairly and equitably in the
classroom. Bias and favoritism do not lead to a trusting/safe
learning environment.
14) Students will treat all persons in the classroom with dignity
and respect. Bullying, intolerance, and prejudice have no
place in the classroom, or in civil society.
15) Students are not to consume, or even possess, medications
while in the classroom. All medications should be delivered to
the school by a parents and left in the care of the school nurse.
Substance abuse/misuse can become a major problem for
students if the proper safeguards are not in place.
This Photo by Unknown Author is licensed under CC BY-NC-ND This Photo by Unknown Author is licensed under CC BY-NC-ND
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 Classroom Rules & Procedures
6) During teacher instruction, independent work time, or
tests, students are not to talk to each other, unless
instructed to do so. During small group work or class
discussion, students are to talk to each other in a
conversational voice without projecting or shouting. This
will allow students to concentrate on their classwork
without being distracted
7) Students may only drink water at anytime during class,
provided that it is in a container with a lid/cap that seals.
Student may only eat during class with express
permission by the teacher. This will help students with
time managements skills, so that they utilize nutrition
and lunch breaks for their intended purposes.
8) Students are to refrain from approaching the teacher’s
desk and items in/on it if the teacher is not seated or
standing at the desk. Students may not remove items
form the teacher’s desk without express permission from
the teacher. This helps to reinforce boundaries and
teaches students to respect the personal items of others.
9) Students are expected to follow directions and ask for
clarification if they do not understand the directions.
This will assist students to develop accountability for their
actions and behaviors.
10) Unless otherwise instructed by the teacher, students are
to remain in their assigned seats or groups and may not
wander the classroom or linger at or near other student’s
desks. This helps students develop self-control and
independence.
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5 Approaches to Teaching (cont.)
Accomplished by using classroom meetings, where the
students are empowered to make decisions about the class,
are responsible for their own learning, and self-regulate their
own behavior (Bafile, 2016).
The Social Psychological Approach focuses on the
development of social skills to motivate learning. Group or
team activities increase student motivation because students
feel an obligation to perform for the benefit of the other
group members. In the classroom, this approach can take the
form of cooperative learning where students work together in
groups toward achieving a common goal (Biehler &
Snowman, 1997).
Social-Emotional Learning assists students in developing the
social, emotional, and educational competencies necessary
for success academically and in life (The Collaborative for
Academic, Social, and Emotional Learning, 2019).
My Approach to teaching
In my Integrated Math I & II classes I utilize the
cognitive approach to teaching. Instead of merely providing
my students with information (formulas, theorems,
mathematical concepts) to memorize and practice, I prefer to
build off the information they have already mastered and
have the students learn new information through discovery,
research, trial & error, debate, and discussion. As students
identify solutions, their results are verified before they begin
applying them to real-world problems.
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 Modifications
For some students, the cognitive teaching
approach may not the best or most ideal approach
for learning. For those students, I am able to
modify my classroom instruction to accommodate
their individual needs, without the modifications
standing out.
For students with IEPs due to a disability, I
will make adjustments in strict accordance with the
requirements of the plan. For students with
intellectual disabilities, I will provide more direct
instruction with specified assignments, goals and
expectations.
For students that are designated English
Learners (EL), I will provide a more social
psychological approach by having students work in
groups with bilingual students (that speak their
native language) in order to translate words or
concepts, so that the language barrier is not
preventing them from mastering mathematical
concepts and principles.
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Classroom Rules & Procedures
1) Students are expected to participate in classroom
discussions, but shall raise their hands and wait to be
called upon by the designated discussion leader (either
the teacher or a student) before talking, including during
instructional time. This is meant to provide an organized
learning environment where students learn to respect
what others have to say by listening without interrupting.
2) When entering the classroom, students shall proceed
directly to their assigned seats and begin preparing for
the classroom discussion that commences when the bell
rings to start class. At the end of the period, students
shall remain in their assigned seats until the bell rings to
dismiss class. This will help to maximize the amount of
class time that is devoted to learning.
3) Students should arrive to class with their textbook,
pencils and pens, paper, calculator, and other materials as
required.
4) If students are missing any items, they may use/borrow
materials (except for the textbook) that I provide for
students. These materials are to be gathered before the
tardy bell rings. Rules 3 and 4 are important because
student's need the required materials to efficiently and
effectively contribute to class discussions and classwork.
5) Students may use the restroom without asking
permission anytime during class except for the first and
last ten minutes of class. Only one student at a time is
permitted to leave the class to use the restroom.
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