Section 1

Section 1

Philosophy of Discipline

IN THIS SECTION:
• Models of Discipline Graphic Organizer

• My Philosophy of Discipline

Mrs. Hutton’s Management Notebook 1

 Models of Discipline Graphic Organizer
Discipline Overall Goal or
Purpose
Model
Example: To get students to
Canter and Canter’s “choose” to conduct
Assertive Discipline themselves properly.
To put the responsibility
back on the student for his
Coloroso's or her behavior, with
emphasis on intrinsic
“Backbone Classroom” versus external factors to
do so. The teachers need
to strong but flexible with
the classroom
management.
Beliefs about Teacher’s Role
Behavior in the Classroom
Teachers have a right to To take charge and be
teach and students have a assertive (not aggressive,
right to learn without hostile or permissive);
being interrupted by clearly confidently and
misbehavior. consistently express and
model class expectations.
Example: Classrooms
with Color-Card Flip
Chart.
If teachers put the The teachers role in the
responsibilities and the classroom is to avoid a
decisions back on the power struggle or placing
student. The student will blame, rather to ask the
come with solutions on student what the problem
their own. This will is and what is the students
create an environment plan? Provide a
where the students are classroom Teachers
responsible for thrown should exhibit 6 things to
behavior. their students, which are:
“I believe in you, I trust
you, I know you can
handle this, you are
listened to and cared
about and you are
important to me.” This
will help to build the
students self worth and
increase the intrinsic
desire to meet
expectations at school.
When discipline does
occur it shows the student
what they did wrong, have
them take ownership
problem, find solutions,
and keeps their dignity
intact according to Colors
Mrs. Hutton’s Management Notebook 2
 Curwin & Mendler have To treat the students with Students should be treated The teacher needs to build
“discipline with dignity” respect and dignity and to with dignity. Student relationships with their
strategies create a climate of responsibility should be students. These
prevention. more important than relationships will help to
obedience. Teachers create a preventative
should model the behavior environment. Teachers
they want from their need to treat their students
students and they should with warmth. The
use discipline strategies teachers should have
that are practical clearly defined rules and
boundaries that create
safety and predictability
for the students. When
creating these rules they
should have democratic
atmosphere where the
students contribute to the
creation of the rules.
Students are much more
apt to stick or adhere to
rules if they had a part in
making them. The
students take ownership in
their behavior this way.
Recognize what the
students do well since a
sense of accomplishment
can lead to success.
Lastly the teachers need to
be able to resolve conflict
using PEP or privacy eye
contact and proximity.
For conflicts that escalate
the teachers should act
calmly, ignoring the
students hook,
acknowledging the
students grievance but set
limits to the behavior.
Give the student a choice
to change their behavior
or leave and remove them
if necessary.

Mrs. Hutton’s Management Notebook 3

Glosson believes in
discipline being a
form of restitution
Morrish’s “real discipline”
Sticking with best
practices of discipline
techniques always used.
Students will eventually
become self-disciplined
and will want to repair
their mistake and live put
to the ideal person they
want to be.
Behavior is situational and
can vary from situation to
situation, but the focus is
how the students behave
while they are at school.
Behaviors are purposeful
and one can alter it by
understanding the needs
that drive the behavior.
Students behave good for
different reasons. One
may be to avoid pain from
punishment, another
would be for the social
rewards and recognition.
The one that works the
best though is out of
intrinsic reasons and
respect for themselves.
They are behaving
because it what they
expect of themselves
Students will respond to
standards set by the
teacher and school set.
Students can learn the
skills attitudes and values
need to behave
responsibly.
Mrs. Hutton’s Management Notebook
Teachers and the school
can promote this intrinsic
discipline and belief in
restitution through
creating a school belief
statement and living up to
words in the statement.
Teachers should have a
classroom agreement that
would be part of the
schools belief statement.
The teachers can create
the classroom agreement
by having the students’
input and getting a
consensus on the
statement. When trouble
occurs we can remind the
student of what they
agreed to, and then work
towards restitution either
to others or to themselves.
First off the teacher can
have good classroom
management that includes
being inviting, having
good traffic flow, students
are grouped for conducive
learning and lessons are
engaging and promote
active learning. The
teacher keeps the class
flowing. Rather than
discipline towards
infractions discipline
towards expectations.
Morrish says you will get
what you plan for, so
therefore plan for success
not failure. Teachers need
to create a standards of
conduct and be proactive
rather than reactive. Set
up these expectations,
procedures, and routines
during the first few weeks
of school so it becomes
habitual for the students.
When a student does act
out, be productive in the
discipline, by figuring out
with the student what they
will do differently to meet
the expectations in the
future.
4
 My Philosophy of Discipline

As educators or future educators, we can all agree that classroom management plays in an

important role in the students’ learning process and also in creating a safe school environment.

Since classroom management and subsequent discipline systems are such an intricate part of the

academic structure, there has been a lot of research, thought, and discussion that has gone into

what it should look like. While conversing with my teaching mentors, I have found out that I

have the privilege of learning about classroom management and the different theories, whereas

many of them had to learn by trial and error. I have been exposed to a lot of different practices

between the reading, the multimedia videos, and my observations to real teachers and

classrooms. With all of these resources as my fingertips it allows me to analyze what I think

would work best for my future classroom. In the following paper, I will go over my classroom

management and discipline philosophy and how I intend to put it into effect in my classroom.

One attribute to discipline that I noticed in the videos that I watched, was the emphasis on

the student taking responsibility for their behaviors. We as teachers can exhibit certain

behaviors, establish certain guidelines, and/or create a certain classroom climate that would be

conducive in leading the child towards this level of accountability. Doing this effectively is what

we strive for in classroom management.

My philosophy on classroom management takes from the text, and pieces of each

discipline video, and from my experiences in classroom. My classroom management philosophy

is one of structure with purpose and mutual respect. I will respect my students as people, but I

expect the same back from them. Much like Morrish, I believe that effective classroom

management, which leads to more time on task, is one of the most important ways to keep the

Mrs. Hutton’s Management Notebook 5

students engaged, less distracted, and more likely to behave. Also I agree with Dr. Morrish, that

part of discipline is setting expectations for the students to live up to rather than consequences. I

agree with Coloroso that there has to be some give and flexibility as each set of students are

different and they are going to each have dynamic they bring in. Also since we are dealing with

individuals that already have so many personalities that they bring to the table we need to be

flexible. Marzano, Marzano, and Pickering (2003) discuss an effective classroom management,

“In addition to its strong emphasis on rules and procedures, the program addresses techniques for

organizing the classroom, developing student accountability, planning and organizing instruction,

conducting instruction and maintaining momentum, and getting off to a good start” (p 17).

Part of having a structured classroom is having clear guidelines and procedures. Dr.

Curwin and Dr. Mendler talk about creating a climate of prevention and part of that is by

connecting with the students and allowing them to be part of the rule process. This helps them to

feel respected and also lets them take ownership in it. Dr. Glosson has similar beliefs about

involving the students in a class agreement. This again emphasize ownership and accountability.

I would like to use that in my classroom. I would like for my students to participate in the

creation of the rules, procedures, and expectations. I feel that this would lead the expectations to

be much more intrinsically valued, which is something that both Dr. Glosson and Coloroso

promote. I will have to agree that we as teachers have responsibility to get prepare our students

for the future, and part of that is preparing them to be responsible individuals and eventually

adults. One of the most important things for a person to learn is how to be self-reliant. Part of

the self-reliance, is the ability to have self control, self motivation, and problem solving skills.

These are factors that are guided intrinsically by the individual. If we can instill these values

Mrs. Hutton’s Management Notebook 6

earlier, the more successful these individuals will be. Part of the way we can instill intrinsic

values is by having the students contribute to those values.

As far as my discipline, I feel that consistency works best. The case studies this week

and the text both discuss using a variety of techniques to make sure we are effectively reaching

the variety of kids we teach every day. I agree with this, but I also feel that if there is firm

guidelines and known consequences, and the teacher follows through with these consistently, the

child will soon learn what is acceptable and what is not. This is something I have seen in a

classroom I have volunteered in. The teacher, K. Rovane, worked on an expectation basis with

the students but if the students varied from these expected behaviors she would remind them of

the expectations. If a student continued she had a color chart that she used calmly and

consistently. If the student consistently ended up in a bad color, they would miss out on fun

activities later in class. This teacher structured her day in such a way that the students were very

busy, but she gave them breaks almost every hour. This helped the students to maintain

increased focus during the shorter amounts of time. Since the students maintained such intense

focus, they usually got through their work faster, and then she would provide them with many

fun activities. A few such fun activities were cooking class, golf lessons, and art studio. Since

the students enjoyed these fun activities, they worked really hard to stay on task. I saw how

effectively this worked and would at least like to try it in my future classroom. The other thing

that I would like to utilize in my classroom is approaching situations like Coloroso does.

Coloroso believes that when students have a problem, it should be the student that identifies the

problem and finds a solution. I don’t want to just discipline without trying to find a solution, but

Mrs. Hutton’s Management Notebook 7

going back to developing intrinsic values, students that find their own solutions will be much

more apt to follow through with those plans.

In conclusion, I want to try to take what I see as the best of all the different discipline

strategies and apply it my classroom. I saw how well K. Rovane’s classroom worked, so I would

want to borrow/steal a lot of her ideas, especially the structured intense lesson couple with lots of

breaks. I also appreciate her behavior color chart, her clear expectations for her students on both

academics and procedures, and lastly her inclusion of fun activities as an incentive. I think that I

would incorporate additional classroom management ideas from our resource videos too. For

instance, I would want the students involved in the creation of the class rules (Curwin & Mendler)

and when dealing with an issue with the child, I would want them to come up with their own

solutions (Coloroso and Glosson). Lastly, like Dr. Curwin and Dr. Mendler I would like to create

a classroom that feels safe and inviting to the students, where they feel appreciated, but they also

know what is expected of them and what behavior will not be tolerated.

Mrs. Hutton’s Management Notebook 8

 Section 2

Preventative Measures

Section 2
IN THIS SECTION:

• Classroom Arrangement

• Sample Class Schedule

• Routines and Procedures

• Rules

• Expectations

Mrs. Hutton’s Management Notebook 9

 Classroom Arangement (Map and Rationale)

I created the classroom map above to represent how I would like to set up my second

grade classroom, or any 1st-3rd grade classroom. It is important for students, especially in

primary grades to work together collaboratively. This set up is conducive to collaborative

learning. Their desks are set up in such a way that they can work together in many different

group projects. If there is a lesson, where I want to do workshops, each group of desk can

become a workshop station. To facilitate flexible grouping I will rotate the students in each

group every 6 weeks. I will remain cognizant of any students that may have special needs and

place them accordingly with in this plan.

Mrs. Hutton’s Management Notebook 10

 Taking information from the STAR sheet about effective room arrangement, I tried to

consider the traffic flow and how to place the students to minimize distractions. This classroom

has been arranged with traffic flow and congestion in mind, by leaving spaces near the doors and

water fountains open to minimize student bunching. I also placed the groups of students in such

a way that they can easily focus on the smart board and white boards or on the teacher table in

the back of the room. I put the computers, reading nook, and other activity tables off to the side

to try to create less distraction. I also placed the students away from the doors and windows

which are additional things that can distract them.

I wanted to make sure I included the additional workstation and the reading nook. At this

age, it is very important for kids to have plenty of reading material to help develop the reading

capabilities. The additional workstations are beneficial for any differentiated lessons or

workshops that I want to do. Lastly, I included a large clear central area for students to come and

sit down out if we are doing any class activities or I am reading aloud to them.

Class Schedule

Since I am interested in teaching students from kindergarten through 3rd grade, I want to

have a schedule that includes short but intense lessons, followed by little breaks. Students at this

age have a much harder time focusing for too long. As Marzano, Marzano and Pickering (2003)

specify that part of being an effective teacher is making sure to provide curriculum that fits the

needs of the students and also that we as teachers can keep the students learning and on task for

most if not all of the lesson time. The best way to do this is to create interest in the lesson but

allow the students breaks in between. This of course only works as long as I as the teacher have

firm routines and procedures for transitions in place, that allows the students to know what they

Mrs. Hutton’s Management Notebook 11

need to do. Every day I will write the schedule for the day on the board, and as we finish each

task, we can cross it off. Below is a sample schedule for a second grade class:

8:00-8:15 Independent Silent Reading, Homework turn-in, Attendance and Teacher Admininstration

8:15-8:45 Homework Review with peers

8:45-8:50 Classroom wiggle break

8:50-9:25 Math

9:25-9:35 Structured Nature Walk around School

9:35-10:05 Science

10:05-10:20 Recess

10:20-11:10 ELA - Daily Oral Language (Grammar) and Reading Comprehension

11:10-11:40 P.E. with Me

11:40-12:25 Lunch

12:25-12:55 Social Studies

12:55-1:05 Dance Break

1:05-1:40 Computers (mon, wed), Library (thurs), and workshops (which will go more in-depth on
Science, Math, ELA and Social Studies) (and these will be done on Tues and Friday)

1:40-1:47 Pick up room and desk, prepare for dismissal, indpendent silent reading until

Routine and Procedures:

Routine and Procedures are an important part of classroom management. They ensure an

efficient and effective classroom if the students understand them and follow them. It is our job

as the teachers to teach and install these routine and procedures during the first few weeks of

school. We need to do more than just tell the students what is expected of them but also, model

if for them, have the students observe, discuss, and practice the procedures and routines. These

need to be taught just like any other lesson would, and we as teachers need to reinforce the

routines until the students master them. The following will be a break down of items that need

procedures and those that need routines and what those would look like in my classroom:

Mrs. Hutton’s Management Notebook 12

Procedures:

• Using appropriate volume control

• When in the classroom or hallways, students should use what I call an inside voice.

This is where someone who is about 4 feet away from you can hear you but not much

further than that. No screaming or yelling.

• Entering Class

• Students are to line up agains the all outside the classroom

• Once the teacher opens the door the students enter single file and go to their desks,

unless otherwise specified by the teacher

• Students will move safely and will respect each others space as they make their way

into the room

• Students will use inside voices as they line up for class and enter, and then they will

become quite once at their desk or teacher designated spot.

• Exiting Class

• Students will line up single file at the door.

• Students will respect each others space and not bump into each other

• Students can use inside voices

• Silent Reading

• Student will locate book in their desk, and will read it silently at their desk, unless

given permission to go somewhere else in the classroom (as year goes on the students

can find more comfortable places to go, as long as they are not talking to each other

and they are actively reading)

Mrs. Hutton’s Management Notebook 13

 • No talking

• If they finish book and would like to look in the classroom library, they can raise their

hand and ask the teacher, and then quietly pick out another book and return to their

seat

• Student teacher interactions

• Students will raise a quiet hand and wait to be called on

• Student and teacher will be respectful of each other while asking and answering

questions. Should not talk over or interrupt.

• Peer interactions

• Can happen anytime there is a group or collaborative activity.

• Students should be respectful and do not interrupt

• Speak in inside voices

• Paper collection/disbursement

• Designated students will be responsible for doing this for the entire classroom. They

will collect the stack of papers form each table and they will hand out papers to each

individual. They will need to do so quickly safely and quietly.

• Each group should collect the papers and place it all the papers for their table on the

side closes to the white board.

• Transitions

• There should be minimal talking when going from one activity to the next

Mrs. Hutton’s Management Notebook 14

 • The quicker the students are able to make it to the new activity, the quicker we can

start the lesson or move through the activity, and therefore the more time they have

for funner activities throughout the day.

• Student Needs (bathroom/ water/ pencil sharpening)

• If students need to something they should raise their hand. They will be taught to

hold up a different hand sign for the different needs they have.

• If they need to use the bathroom then the would hold up 4 fingers with the thumb

across the palm like the sign language letter B. They will hold up three fingers for

water, and hold up their pencil for pencil sharpening.

• No more than one student can go to the bathroom at one time or use the drinking

fountain at one time. Students can have water bottles at their desks as long as they

are not being used to fidget with.

• The student should only be at the drinking fountain for less than a minute

• Students should try to use the bathroom and drinking fountain during breaks and

recess.

• Pencil sharpening can only be done during teacher approved time. If the student

pencil break they may exchange it for a sharpened pencil on the teacher’s desk

• Hallway

• When walking through the hallways the students should be quiet, walk in a single file

line giving enough space to the students around them. They should not run.

• Recess

• Should follow the rules of the black top monitors

Mrs. Hutton’s Management Notebook 15

 • Behave safely with the the toys and sporting equipment

• Should be respectful of each other

• Lunch

• When lining up. The students who brought should line up in the front and the

students buying in the back

• Once in the cafeteria the students who brought can immediately be seated

• The students buying should stand in single file line, respectful of each other, and

should carefully hold the tray once they get their food.

• Students should eat and clean up their area at the table and head out to the recess area

• Once their bell rings, the students should line up agains the wall on the outside of the

classroom

• Use of Classroom Materials

• If the whole class is using a material for the project that the designated students who

hand stuff out will be responsible for getting it to each table

• The students need to follow the directions of the teachers and be respectful of the

items

• The items should ne placed at the end of the tableland collected by the collectors

• If the student has permission to use a classroom material on their own, they need to

use it respectfully and return it where they got it from

• Organization

• The students will need to have their desks organized by the end of each day

Mrs. Hutton’s Management Notebook 16

 • The students should have a folder for any extra paperwork and make sure their stuff is

in there

• When organizing the desk they should have their text books on one side and their paper

folder and silent reading books on the other side along with a pencil box.

• No food should be put in the desks

• Computer

• The student can only get on the classroom computers if given permission by the

teacher.

• They will need to sign in when they get on and sign out when they leave, making sure

to put back headphones an, keyboard, and mouse in an orderly fashion

• They will need to be respectful of the computer

• Students should be focused on the computer and not each other while no the computers

• Library

• The students will need to line up at the classroom door

• walk single file to the library quietly

• Once in the library they will need to be quiet and follow the instructions of the librarian

• Emergency Drills

• Will need to stop what they are doing immediately

• Follow the teachers instructions

• Be quiet and respectful as they are completing the drill

• Teacher led instruction

Mrs. Hutton’s Management Notebook 17

 • The students need to remain quiet during the instruction. They need to have their eyes

on the teacher and paying attention. If they have any questions they need to raise a

quiet hand. If the teacher is having a class discussion, then the students can participate

but should be respectful when others are talking

• Group/collaborative actives

• When working together in groups they need to be respectful of each other. The students

should all be contributing. At this time students can talk but the talking should stay at

an inside voice level

Routines:

• Class Beginning

• When they students enter the class in the morning they should first sit down, and then

pull out their homework from the night before. They should pass it to the side of their

group that faces the white board for the collector to pick up. Then they need to pull out

they silent reading books and read silently until given directions otherwise

• Attendance

• The students need to listen carefully for their names and respond to the teacher when

they are called.

• Peer homework Review

• The students need to pair up with the student the teacher has called. They then need

to look through the homework and if there are any items that is different than there

answers, then discuss it, if they aren’t able to agree on the correct answer let the

teacher now and find the solution with the teacher.

Mrs. Hutton’s Management Notebook 18

• Transitions between lessons or between lessons and breaks

• This can vary but the students need to move quickly and quietly to the next item.

• Class Dismissal:

• During the final 5-10 minutes of the day, the students should get prepared for going

home. They should get their stuff together, organize their desks and desk tops and pick

up any trash or items on the floor and around the classroom. Once ready to go with

their area clean. The students should pull out their books and silent read until the bell

rings. Once the bell rings the teacher will dismiss each group, and the group should be

safe and respectful of each others space as they leave the classroom

Rules:

Rules are very important part of an effective classroom, because it clearly defines what

behavior is expected and what is not tolerated. Coupled with consequences both good and bad

rules are able to provide the much needed boundaries and structure so that the students can be

safe and learn. I would work with the students during the first week to create a belief statement

for the class along with a set of rules. By including the students I am allowing them to feel a

sense of control, which in turn will lead to more accountability and ownership on their part. I

would tend to keep the rules simple, as it will be easier for the students to remember and follow

them that way. Although the students will be a part of creating the rules, I will guide my students

to always include the following rules in some form or another:

• Be Respectful

• To your teachers by listening and following directions

• To your classmates by treating them kindly, and not physically or verbally hurting them

Mrs. Hutton’s Management Notebook 19

 • To yourself, by knowing you can do anything you put your mind to

• To your school and classroom environment by taking care of school property and making

sure it stays in good condition

• Be Ready

• Come to school on time

• to pay attention

• to participate

• to learn

• Always try and give it your all

Expectations:

Expectations can and do go hand-and-hand with rules, especially if rules are set on what

we want the child to do rather than what we don’t want them to do. I think that as we set up

rules, routines, and procedures, we also need to let our students know what we expect of them. If

we are clear in our expectations, then the students will work towards achieving them. This is a

much more effective way of managing a classroom and keeping the students on the right path,

rather than trying to change a bad behavior after it has started. Just with anything else these

expectations need to be taught and clarified for the students so they can understand. The

students can add expectations, but I as a teacher have the following expectations for my students

(some mimic the rule):

• Try your hardest and give your best effort

• There is no such thing as failure, only learning opportunities

Mrs. Hutton’s Management Notebook 20

• Know you can do anything you set your mind to

• Be engaged and present and ready to learn

• Be respectful

• Have empathy

Mrs. Hutton’s Management Notebook 21

 
 Section 3

Supportive and Corrective Measures

IN THIS SECTION:
• First Steps: Redirection and Warnings

• Discipline: Negative consequences and positives

incentives

Section 3
• Student Accountability

Mrs. Hutton’s Management Notebook 22

 Supportive and Corrective Measures

As much as we would like to have our students always follow the rules and live up to our
expectations, it is human nature to push back against the limits set and attempt to change the
boundaries. Children feel safer when these boundaries are clearly set and they cannot
manipulate them. We as teachers can be proactive in making sure we clearly uphold the rules
and behavior expectations that we set by using the appropriate corrective measures.

Classroom Behavior Management System

Teachers often have different charts or systems that keep the child cognizant of
appropriate classroom behavior. Some teachers will have the students pull a card, just like in the
game of soccer and if they get to a red card then the suffer a consequence. Another one I have
seen and want to implement in my classroom is the color coded clipping system. I saw the
system used in K. Rovane’s class very effectively. The color coded clipping system consists
usually of five placards hanging on a ribbon or string. On the top is purple and in the center it
says excellent, next is blue that says good, next is green that say ok, next is yellow that says
“work on it”, and then red that says not good. The children each have a clothes pin on the chart
with their name. Each day they start on green. As the teacher recognizes good behavior the
child can clip up, and vice versa if the teacher has warned a child and they have not listened the
child will clip down. Within the day the child has the ability to move up and down the clip chart.
This is a good thing, as the student has the ability to adjust their negative behavior and remedy
the potential consequences. At the end of each day the students color in their calendar with the
color they ended the day as. If the students have so many blues or purples within a week they
receive a reward either by extra recess time or something else the students enjoy. For the
students that have so many purple in a month, they get recognized a with their name and picture
on the outstanding students of the month board, and they get additional privileges like more
computer time. Likewise if a student has too many yellows or reds in a week or month they
loose out on things like class parties. Also if a student is on red more than two days the teacher
will call the parent and talk about what is going on. The calendar that reflects the students color
comes home with the student. If the student was on a yellow or red then the teacher indicates
why the student is there. This is a great way to communicate with the parents on how their
student is doing and receive additional reinforcement from home.

First Steps: Redirection and Warnings

• Asking the off-task student a question about the lesson, to bring them back to the task at hand

• Use non-verbal cues, such as making eye contact with the child, giving a look that let’s them
know the behavior needs to change, standing close to the child while teaching, lightly touch the

Mrs. Hutton’s Management Notebook 23

 child on the hand or shoulder so that they know you
have noticed their off-task behavior

• Could also create certain hand signals that can be used

to indicate to the child or children what they need to be
doing. For example many times teachers use the peace
sign or two fingers up as a signal for the class to quiet
down. See example:

• If those do not work, then during a pause in the the

lesson, ask the child what they could be doing differently. Appeal to the child, let them know
A needs to be done before B can happen (make B something positive)

• Remind the student of the expected behavior and of consequences of not following it.

Discipline (negative consequences and positive incentives):

Discipline can be both positive and negative. Often we we think about discipline we
associate consequences with negative but they can also be something positive for the correct
behavior exhibit. Since that can get confusing I will refer to negative consequences for what will
happen to the child as a result of bad behavior and I will call consequences for good behaviors
positive incentives. Just like at home, discipline in school needs to be consistent, with clear
explanations, the ability for restitution, and focused on both the desired (positive behaviors) and
undesirable ( negative) behavior.

Negative Consequences:

• Clipping down

• Time out

• Loss of recess that can start at 5 minutes and go up to the whole recess or even get to where the
rest of the recesses for the day or next day are taken away.

• Missing out on fun activities in class, such as cooking lesson, or computer time, or art

• Sent to the office

• A call home - Letting the parent know about the misbehavior

Positive Incentives:

Mrs. Hutton’s Management Notebook 24

• Clipping up

• Reward Chart, where the students can get talley for positive behavior and then rewarded if they
have the most

• Group challenges, where groups of students will work together to have good behaviors. Marks
can be made on the board for each team, the team with the most at the end of the week wins
something

• Having a pizza party or some sort of party to recognize good behavior

• Be able to earn fun activities for you class like more PE time.

• Positive call home

• Recognition nomination sent to office (for schools that participate)

Student Accountability

All too often students will not take responsibility for their behavior. We as parents and
educators have let them off the hook for far too long. One way that we can change this is by
holding the students accountable. If they take responsibility, this means they own the issue and
are more apt to fix it. They realize the caused the issue and have control of changing or fixing it,
whereas if we let them off the hook they begin to act like victims and don’t reflect on how they
can effect the outcome. There are four main strategies we can use to hold our students
accountable:

1. Treat students with respect

2. The students will need to come up with their own problem solving solutions

3. Get the student invested in creating quality work. Create a rubric with clear guidelines,
celebrate mastery.

4. Have students create their own goals so that they establish their own expectations of
themselves. Also utilize a think worksheet (like the one below by Rainah Pray) for students
to analyze bad behavior

Mrs. Hutton’s Management Notebook 25

Mrs. Hutton’s Management Notebook 26
 
 Section 4

Working Effectively with Diverse

Students and Families

IN THIS SECTION:

• Home/School Communication Philosophy and Plan

• Cultural Considerations with Discipline

• Legal Issues in regards to students with Special

needs

Section 4

Mrs. Hutton’s Management Notebook 27

 Home/School Communication Philosophy and Plan

My philosophy surrounding communication is that I want to be open and consistent. The

parents are one of the best resources for providing the students with an equitable and quality
education. They can advocate better than anyone else for their child. As part of being open I
want to make myself available beyond just being at school during school hours. This is
important not only to make myself available to the parents that are working, but also perhaps the
parents who have not had the best experiences in school. The following is my communication
plan:

• Meet and connect with the parents through pre-school ice cream social (the districts in my area
do this to allow parents to meet teachers before the first day) and informal conversations at
drop-offs.

• Send home class belief statement and expectations within the first week with students

• Care call to parents within the first 2 weeks of school, sharing a success of their child’s and
asking if there is anything they need

• Notify parents that I am available through the REMIND app (parents will not have direct
access to my personal number). They can text me with concerns any time day or night, and I
will read and respond promptly to them if they are between the hours of 7 a.m. and 6 p.m.

• Parents can also reach out and talk to me at school, although it may have to wait until a recess,
lunch or after school for a return call.

• I will be sending home a monthly newsletter that will let the parents know what we have been
working on, what we will be working on and any upcoming events

• Every week I will send home a parent folder, that will include any important notifications
about the class or the school

• If parents are willing to leave their emails, I will send out an email blast with upcoming events.

• I will meet with the parents if requested and would be willing to meet the parents at another
place, like a coffee shop if needed.

• I will send home a letter of recognition to the parents every 6-8 weeks about the positive
progress made by their child

• I will send progress reports as needed

• I will communicate via phone when necessary for student’s behavior issues

Mrs. Hutton’s Management Notebook 28

• I will hold formal parent teacher conferences at least 2 times a year

Cultural Considerations with Discipline

In the quest to create an equitable learning environment, we need to be cognizant of the

differences in cultural expectations and discipline. This doesn’t mean we will allow the students
to get away with certain behaviors, but rather we can be aware of the differences so we can act
appropriately and effectively. According to the IRIS center (n.d.) there are a multitude of things
that we as teachers need to understand about the culture of the child before we interact with them
on a disciplinary level. For instance touching to get the child’s attention may be appropriate in
one culture but not in another. As directly stated by the IRIS center (n.d.) the following are areas
that differences can occur and we need to be aware of how to act appropriately for each student:

• Degree of Directness

• Level of Emotionality

• Degree of Movement

• Verbal Turn Taking

• Expression of Consideration

• Attitudes toward Personal Space

• Attitudes toward Sharing

• Perception of Authority Figures

• Manner in which Respect is shown to Authority

• Response to Varying Management styles (perspectives tab, p. 2, bottom of the page)

For more information refer back to https://iris.peabody.vanderbilt.edu/module/beh2/

cresource/q1/p02/. As Bettye Caldwell (1983) indicated,

Each child is unique in terms of genetic potential, sensory capacity, history of reinforcement,
ability to relate to other people, energy level, temperament, interests, motivation, and many other
characteristics. Those who would be advocates for children should adopt a global perspective,
respect and preserve the unique cultural heritage of all children, and respect and foster
individuality (excerpt from Child Development and Diversity, bottom of paragraph).

Legal Issues in regards to Special Needs

Mrs. Hutton’s Management Notebook 29

 Students with special needs have a right to an equitable public education, the same as
other students. Some major laws and programs have been put in place to ensure this happens.
The main law passed is the Individuals with Disabilities Act (IDEA). With that came IEPs
(Individualized Education Program) and 504s. Below is additional information on each
including a link to more information

IDEA (https://www.understood.org/en/school-learning/your-childs-rights/basics-about-
childs-rights/individuals-with-disabilities-education-act-idea-what-you-need-to-know) &
(https://www.cde.ca.gov/sp/se/lr/ideareathztn.asp):

• Established 1975 updated in 2004

• Requires schools to meet the educational needs of qualified special needs students

• Schools must evaluate students with disabilities with charging the parent

• Not every special need will fall under IDEA but then the student can do the 504

• There are 13 disabilities categories under IDEA ranging from physical impairments (deafness,
blindness, orthopedic) to intellectual and specific learning disabilities, to emotional
disturbances, and to autism just to name a few.

• Once the student qualifies the parent can work with the school to create an IEP

• Parents have a say in the IEP and in the education their child receives

• Students should be a part of the general population program as much as it is beneficial to them.

IEP (https://www.cde.ca.gov/sp/se/sr/iepresources.asp):

• Part of the IDEA law

• Creates and individual education program for students who have special needs, listing
particular modifications that need to be made to meet those needs.

• A team of professionals come together to create a plan for the students education and
eventually completion of eduction.

• The plan is usually reviewed every couple years if not sooner for any updates

504 (https://www.cde.ca.gov/ta/tg/ai/documents/caasppmatrix1.pdf:

• Students who don’t qualify under IDEA can still have accommodations made under 504

Mrs. Hutton’s Management Notebook 30

• Students that have ADHD may qualify

• Much like an IEP for the IDEA student, a team will get together and create a plan for
modification and accommodations with the 504

When disciplining a student with special needs there are additional considerations and
legal implications that need to be reviewed (see section 7 for those)

Mrs. Hutton’s Management Notebook 31

 Section 5

Strategies for Dealing with

Challenging Students and Situations

IN THIS SECTION:
• Hierarchy of Interventions

• Strategies for Building Relationships

• Techniques to Break the Cycle of

Discouragement

Section 5

Mrs. Hutton’s Management Notebook 32

 Hierarchy of Interventions

There are many hierarchy

of interventions. If we are
looking at a trouble child that
may need additional help then
we are looking at an RTI or
response to intervention. The
graphic to left summarizes the
RTI’s function appropriately.
There is also a hierarchy to
intervention when it comes to
classroom management. It can
be broken down in the verbal and
non verbal reactions of the
teacher or we can look at the
disciplinary intervention process as a whole. According to Marzano, Marzano and Pickering
(2003) there are five disciplinary interventions that take place usually within this order:

1. Teacher Reaction

• This is where the teacher makes it known to the student that the behavior is in appropriate

https://image.slidesharecdn.com/hutchisonpcmpfinal-140611125617-phpapp02/95/paul-
hutchison-classroom-management-plan-final-8-638.jpg?cb=1402491424

Mrs. Hutton’s Management Notebook 33

2. Tangible Recognition

• Incentives or Recognition and possible rewards for good behavior

3. Direct Cost

• The student ends up losing privileges or receives a negative consequence for unacceptable
behavior

4. Group Contingency

• The group must work towards a certain behavioral goal to be able to receive reward or avoid
negative consequences

5. Home Contingency

• Support for appropriate behavior is followed through with at home, where parents expect the
behavior and will reward or discipline accordingly.

Strategies for Building Relationships

The relationship between the teacher and the student is one of the most critical for the
success of the student. Students are much more apt to be influenced by a teacher they are
connected to, helping them to stay engaged and ultimately to learn more. Marzano, Marzano and
Pickering (2003) stated,

One might make the case that teacher-student relationships are the keystone for the other
factors. If a teacher has a good relationship with students, then students more readily
accept the rules and procedures and the disciplinary actions that follow their violations.
Without the foundation of a good relationship, students commonly resist rules and
procedures along with the consequent disciplinary actions. (p 51)

Marzano, Marzano, and Pickering state that the most effective student teacher relationship would
be one that high dominance and high cooperation on the part of the teacher. They looked at these
two attributes as a scale. A teacher could be high dominance or high submission on one scale
and high cooperation high opposition on the other scale. Teachers that are high in dominance
have clear expectations and if they are also high in cooperation then they want to meet the needs
of others. This type of teacher is caring but also still maintains appropriate boundaries with the
student. Keeping this in mind we embark and building a relationship with each of our students

The teaching tolerance website has an article by Emma Coombs that goes over the four
strategies for building a healthy student teacher relationship. These four strategies are:

Mrs. Hutton’s Management Notebook 34

• “Create Student-Defined Rules of Respect” (Coombs, 2016, paragraph 3)

• Have these students determine what is respect and what they expect it to be.

• This works as a good reminder for them if they stray away from the respectful behavior

• Also teachers are able to know what is the child views as respectful and important to them
and can honor that

• “Correct behaviors using I-messages.” (Coombs, 2016, paragraph 5)

• Rather than calling out the child on inappropriate behaviors start by indicating with an I
message what we are feeling about said behaviors and what we would like to see

• This takes the child off the defensive and allows them to see what we need

• “Share mistakes and weaknesses often” (Coombs, 2016, paragraph 9)

• Let your students know you are not perfect and share a “weakness” or something you were
not as successful at but you continued to try

• This allows the students to feel safe to make mistakes, but continue to try

• “Survey your students to learn about interests and experiences” (Coombs, 2016, Paragraph 10)

• Each student has a unique life experience that is just their own, that if we get to know
whats important to them, then we can work towards that,

• This will help the student feel like we care about them and have their best interest in mind

• We can learn this information through conversations with the students or we can have them
fill out a interest survey ( I would suggest both). Teachers pay teachers.com is a great
place to find these. Here is one created by Lisa Lilienthal:

Mrs. Hutton’s Management Notebook 35

Mrs. Hutton’s Management Notebook 36
Mrs. Hutton’s Management Notebook 37
 Techniques to Break the Cycle of Discouragement

The cycle of discouragement is a bad trap that some of our students fall into. We as
teachers need to be aware of this and work to break the cycle. To be able to break the cycle we
need to understand why it happens. First, according to Maslow, any behavior stems from either a
met or unmet need. If a persons needs are met, it drives the person towards self-actualization.
Otherwise if someone is acting out then Maslow would contend that a need was not being met.
If we look at Maslow’s hierarchy of needs, a child exhibiting
negative behavior could be acting out because either their
psychological or basic needs are not being met. This is step
number one to breaking the cycle of discouragement as a
teacher is to identify the need that is causing the behavior.
Since we see a discouraged child it could be determined that
they have low esteem and therefore have not had their esteem
need met. The next step we need to do is determine what is
causing the low self esteem. There are many factors that can
cause it but if the student is exhibiting this behavior towards
academics, then it is safe to say that they have experienced
negative teacher interactions. Rather than having teacher support, these students are stuck in
vicious cycle, where their negative behavior causes teachers to react badly which in turn causes
their esteem and self efficacy to plummet even further. This brings us to third and most
important step to breaking the cycle of discouragement. We as teachers, and the adults, need to
make a conscious effort to be aware of the negative behavior and to not react negatively to it. We
need We need to begin to start building their esteem back up. The United Way NCFL. org
(n.d.) website that published and article entitled “Working with Discouraged or Defeated
Learners” which has nine items that we must help our students achieve. They need to:

“1. Be with adults who like them and demonstrate it.

2. Feel valued and cared about.

3. Be taught to take themselves seriously as learners.

4. Know the expectations they have seen apply to others apply to them too (effort,
attendance, and behavior).

5. Learn the pleasure of mental involvement.

6. Learn the satisfaction of hard work done well.

7. Experience classrooms free of negative competition and peer pressure.

Mrs. Hutton’s Management Notebook 38

 8. Never feel anonymous.

9. Have clear evidence of accomplishment attributable to skill and effort (not to luck or
easy work).” (United Way NCFL.org, n.d., p 3)

We can help our students to achieve these by sincerely caring about them, find a positive
attribute to promote, work with the child on something they can master and celebrate this
mastery. As the child is working through things make sure it is clear that success relies on their
effort and time put into and not because of luck. The more the student realizes they have control
over the results, the more they will intrinsically feel good about themselves, which will improve
the self esteem and that will get rid of the negative behavior. These can be summed up in the
following three techniques:

• Self-monitoring

• Have a check list that they are able to track their own behavior

• Anecdotal record keeping

• Awareness and acknowledgment helps to change behavior

• Teacher records good and bad behavior

• Shared with the student, and the student comes up with solution, verbally indicates it, it is
recorded on the anecdotal record keeping and the student signs it

• continue to observe and give positive reinforcement

• Behavior contracting

• operant conditioning

• Like anecdotal record keeping

Cycle of Discouragement Diagram

Negative
Behavior

Unfulfilled Negative
Esteem
Needs/ Low Teacher
Success-
Failure Ratio Responses,

Mrs. Hutton’s Management Notebook 39

 Section 6
Section 6

Utilizing the Support of Other

Educators and Caregivers

IN THIS SECTION:
• Identifying Needs

• Documentation

• Referral Process

Mrs. Hutton’s Management Notebook 40

 Some students need further intervention. These students may have additional problems
that are beyond our scope to help them with. This is when we need to reach out to other
educators and the family. Children that often need help are ones that we have exhausted the
hierarchy of interventions. At this point the teacher has worked through level 1 and 2 on the RTI
pyramid. Meaning that we first changed the class dynamics then created individualized
interventions. This is the point when we should get our colleagues and support staff involved

Identifying Needs

The first step to getting the student the help they need is by identifying the need. This
can be done though an assessment of the students. Often times it is good to enlist one or two
trusted teachers to come and observe and give their feedback. Sometimes these more seasoned
teachers will see something we haven’t, or they are aware of a technique that we haven’t tried
yet. This additional observer is beneficial in multiple ways, since they can possibly pinpoint a
solution to the issue, or they can solidify your findings with additional notes and documentation.
There could be multiple reasons students have become chronic offenders. There truly could be a
special need that can be addressed through an IEP, or there may be social or emotional needs
that could require the help of a school psychologist. The involvement of additional staff, like
counselors, resource specialist, eduction teachers, and aides along with parents can create an
effective team to figure out the issue or need and then identify the steps to take as a solution for
the need.

Documentation

Documentation is paramount. This is how we will indicate the need and ensure that the
student will be heading down the right path towards getting that need met. First off as teachers
we need to keep our curriculum based assessments to show the discrepancies that first stood out
to us. We should also keep all notes of any conferences we had with the student and the parents.
IF interventions were tried, we keep the notes and assessment scores too. As we prepare for
eventually reaching out to additional personal we need to keep accurate and as objective as
possible records., with as much information as possible (dates, names, etc). The important part
about documenting is to should show the student at his or her baseline and record if anything is
helping him /her or not. This is an additional tool used by the teacher and other administrative
professionals when they gather to discuss and help the child. As with anything about the
students, these notes, assessment scores, and other documentation must remain confidential.

Referral Process:

Dependent on the need the child is presenting with the referral process may look slightly
different, but for the most part there is approximately 8 phases

Mrs. Hutton’s Management Notebook 41

1. Recognition

• Realizing there is an issue that is being rectified

2. Pre-referral

• Modifications and adaptions along with documentation to see if there was anything that
could be changed with the teaching to help the child

• Initiate RTI

3. Referral to for special education evaluation

• dependent on need may be referred to a different kind of specialist

• Submit documentation to be reviewed by group

4. Actual special education evaluation

• Either performing the evaluation for special education or by other specialist

5. Eligibility

• If the student is identified as special need then together with the team and the parents a plan
individualized education program can be developed.

• If they are not eligible there still may be other things that can done to help the student and
modify the classroom

6. IEP meeting

• This is where the professionals, educators and parents get together and figure out a plan for
their child’s education

• This could also be applied for when the school psychologist comes back with a finding (if it
is not for a disability.

7. IEP Implementation

• This is when the school and the teacher implant the plan put in place

8. Re-evaluation.

• At this point, every couple of years, the team of parents and professionals will reevaluate

where the student is and what additional step might need to be taken.

Mrs. Hutton’s Management Notebook 42

 Section 7

Legal Issues Regarding

Discipline
IN THIS SECTION:

Section 7
• Mandatory Reporter

• FERPA

• Compelling State Interests/Duty of Care

• Student Rights

• Teacher Rights

• School Handbook

o Dress Code

o Objectionable material

o Locker Searches

o Tardies/Absences

o Cell Phone Use

o Hazing, Harassment, and/or Bullying Policy

o Cheating, Plagiarism, and/or Forgery Policy

Mrs. Hutton’s Management Notebook 43

 Mandatory Reporter

FERPA

Compelling State Interests/Duty of Care

Student Rights

Teacher Rights

Student Handbook

Dress code

Objectionable Materials

Locker Searches

Tardies/absences

Cell Phone Use

Hazing Harassment, and/or Bullying Policies

Cheating, Plagiarism, and/or forgery policies

Mrs. Hutton’s Management Notebook 44

 
 Section 8

Professional Disposition and

Growth Plan

IN THIS SECTION:
• My Professional Disposition and Growth Plan

Section 8

Mrs. Hutton’s Management Notebook 45

 Professional Disposition and Growth Plan

When I first took the Professional Disposition survey at National University I had only

completed 2 classes and was working on my third. From what I can remember and what I

indicated in my first Professional Disposition reflection paper, I rated myself as emerging for all

of the categories. I made a very astute point, which I still believe, is that while we are alive we

are always learning and always bettering ourselves. I believe we can be an expert as we strive

for mastery but complete perfection is unattainable. I don’t purport to be perfect so therefore I

will always be striving to better myself in all the categories. For the intent and purpose of

whether it fit the rubric as developed, I felt that I did accomplish that in Teamwork, Active

reflection, Responsible Citizenship, and Standards of Exemplary Practice. The one category that

I still feel like I need to work on is the Scholarship category and I rated that one emerging.

When I first reflected I wasn’t sure if I could create and engaging learning environment

for my students on the Active reflection category. I felt unsure about this because I did not have

any experience yet in creating lesson plans or teaching my students. I created an action plan to

reach out and learn from my mentoring teachers, and also to practice and teach lessons. I can say

that I feel that I have developed in this area because I have had multiple opportunities through

my methods classes to create many different kind of lesson plans, and teach a few. I have

created lesson plans for ELA, math, history, and physical education. I have enjoyed

differentiating them to make them accessible to all my students and I have fun thinking of unique

ways to engage my students. The lessons I have taught in front of live students have gone

successfully in both my book and that of the overseeing teacher. I have been given feedback that

Mrs. Hutton’s Management Notebook 46

I am far more advanced than a first year teacher in the way that I interact with the kids. I did

also received constructive criticism on how to handle hiccups that occur as the lesson is

progressing, and i learn from those and changed for future lessons. I felt like it was a success

because the students were focused on me and were actively engaged in the content of the lesson.

On some of the lessons I taught I still have students coming up to me and reminding me of

something they learned the day I taught them. This makes me feel good and just solidifies my

calling to do this as a career.

As I am finishing up my core classes and am preparing for student teaching, it is

important that I continue evaluate where I am professionally and continue to try to grow. Since

I feel like I met my goals from my first reflection I want to work on bettering myself in a

different area. I want to work on the Scholarship Disposition. To become developed in this

disposition I need to “demonstrate superior knowledge of subject and curriculum” (National

University, 2014, p 9). I use to think I knew a lot, but as I am reading through the required

standards and practices, I realize there was a lot that I missed when I was in school or there is a

lot I need to brush up on. When I realize that I need to learn, I immediately soak up what

information I can. Unfortunately it is never enough, as I come across another concept that I need

to relearn. Although I enjoy the learning process, it is important for teachers to be the experts

and the resource for knowledge for the students. My action plan for this, is to continue to review

the standards, and take one section at a time for each subject, for each grade level (k-3) and

research and beaf up my knowledge. I want to accomplish this before summer next year, when I

hope to be applying for my credential. I will know I accomplish this because I will be able to

talk about any of the subject matter that was covered in the standard off the stop of my head. I

Mrs. Hutton’s Management Notebook 47

feel like the measure is important because it is a way for me to increase my knowledge in a way

that will directly be beneficial for my students.

I have an additional goal to become more organized with my work and my scheduling. I

am not quite sure where that would fit into the dispositions, but I feel that it is important. With

the many different facets of the teaching program I often felt like I was playing catch-up. If I am

not proactively planning and organized, I will not be able to focus on the important task at hand

which is teaching. I want to achieve this by getting my last two TPA’s done in the first two

months of student teaching, I want to have the RICA also scheduled for no later than February,

so that I can have time to retake it if need be, Lastly I want to be clear by March what additional

items if any that I have to do to be able to get my credentials by June. This measure is important

for my teaching because it will not only directly effect whether I can get my teaching credential

in a timely manner or not, but if I can learn to organize better, this tool will be invaluable to me

in the classroom.

Like I did last time, I will reach out to my mentor teachers for guidance and support and

find out from them how they were able to be so knowledgable, and what tools do they use to

continue to educate themselves. I will also find out what they do to stay organized and if there

are tricks of the trade that can help me when I get into my one classroom. I am strong in my

teamwork disposition, so this should help make connections and collaborate. I strive to work

with my peers, learn from them and also contribute when I can.

The two goals I have are both areas of improvement. As I work towards my goals in

these areas, it will help me to be successful in my classroom management. One facet of a

Mrs. Hutton’s Management Notebook 48

effective classroom, is that the teacher is teaching engaging, purposeful lessons, that teach the

students and keeps them on task. If I become more knowledgeable in all the topics that I can

potential teach, then I can use this knowledge in creating the lesson and making purposeful. Also

if students see me as someone that knows what they are talking about, they are much more apt to

trust me and that will help to build the student-teacher relationship. When there are strong

student-teacher relationships there tends to be a lot less behavior problems. My time

management goal is also important for classroom management. Students thrive on predictability

and schedule. If I learn to become better organized then I can be prepared and ready and

maintain the schedule and the flow of the classroom. My strength of Teamwork will help me to

work with the students and their parents towards success. I also feel that I am strong in

responsible citizenship, and appreciate the differences that each culture brings to the table. I try

to look at the whole picture as I learn about each student and try to find out what drives them,

being open and understanding to their culture is just one facet of this. Plus, it is very interesting

to learn about other cultures, and it helps to create empathy for those that are different from you,

both these items that I want to teach my class.

Mrs. Hutton’s Management Notebook 49

 Section 9

References

IN THIS SECTION:

• APA References

• Webliography- Important links

Section 4

Mrs. Hutton’s Management Notebook 50



 APA References:

Coloroso, B. (2004, March 26). Winning at Teaching . . .Without Beating Your Kids [video].

National University. Retrieved November 3, 2017 from http://

abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Coloroso_904.flv

Curwin, R., & Mendler, A. (n.d.) National University [video]. Retrieved November 8, 2017 from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Curwin_Mendler_745.flv

Gossen, D. C. (n.d.) Restitution: Restructuring School Discipline [video]. National University.

Retrieved on November 8, 2017 from http://abavtooldev.pearsoncmg.com/

myeducationlab/singleplay.phpprojectID=classroommanagement&

clipID=Gossen_779.flv

The IRIS Center (n.d.-a). Star Sheer: Effective Room Arrangement /Matching Arrangement with

Lesson Purpose. Retrieved November 24, 2017 from https://nu.blackboard.com/

bbcswebdav/pid-4798255-dt-content-rid-376970_1/institution/National%20University/

Sanford%20College%20of%20Education%20%28SCOE%29/TED%20-

%20Teacher%20Education/TED%20626/docsharing/

Effective%20Room%20Arrangement%202.pdf

The IRIS Center (n.d.-b). Star Sheer: Effective Room Arrangement /Minimizing Distractions.

Retrieved November 24, 2017 from

Mrs. Hutton’s Management Notebook 51

 https://nu.blackboard.com/bbcswebdav/pid-4798255-dt-content-rid-1414539_1/users/

002385334/management%20Notebook/Effective%20Room%20Arrangement%201.pdf

The IRIS Center (n.d.-c). Star Sheer:Encouraging Appropriate Behavior/Effective Rules.

Retrieved November 24, 2017 from https://nu.blackboard.com/bbcswebdav/pid-4798255-

dt-content-rid-376971_1/institution/National%20University/

Sanford%20College%20of%20Education%20%28SCOE%29/TED%20-

%20Teacher%20Education/TED%20626/docsharing/Effective%20Rules%201.pdf

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management that Works:

Research Based Strategies for Every Teacher. Alexandria, VA: Association for

Supervision and Curriculum Development.

Morrish, R. (n.d.). National University[video] Retrieved on November 7, 2017 from http://

abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Morrish_915.flv.

NEA. (1975). Code of Ethics of the Education Profession. Retreived November 26, 2017 from

https:??nu.blackboard.com/bbcswebdav/pid-4798255-dt-content-rid-

Northeast Foundation for Children (2010). What Every 2nd Grade Teacher Needs to Know About

Setting Up and Running a Classroom. Retrieved on November 24, 2017 from https://

www.responsiveclassroom.org/sites/default/files/et2ch2.pdf

Mrs. Hutton’s Management Notebook 52

 Section 10

Resources

IN THIS SECTION:
• Blank Templates

• Lesson Plans

Section 5

Mrs. Hutton’s Management Notebook 53