Behavior Plan Maggie Vander Stelt Morningside College Susie Lubbers November 7, 2013
Hypothetical Classroom Classroom Description I am teaching a sophomore, Spanish II class. It is a class of twenty-three students, with a ratio of three girls to every boy. Most students come from a middle class, white family; however, there is a slight influx of Hispanics, although I only have two in this class. I have one special education student who had brain surgery and is trying to relearn to speak in English. Surprisingly, the majority of her Spanish remained intact, but she does need some assistance from an aide on a daily basis. The students’ reading level in the target language is low. The majority of the students can read Spanish children’s books, with the exception of a few who can read beginner level chapter books. My two Hispanic students are native speakers and are able to read at a high school level. I try to introduce reading materials that are appropriate for the different levels, but this can prove to be difficult.
Classroom Arrangement My room is organized in a way that makes it easy to move around and provides the supplies and stimulation needed. I have one whiteboard for teaching and one dedicated area for housekeeping details, like the daily objective and homework assignments. The pencil sharpener and turn-in table are located by the door. Tables will be pushed together to form groups of four students. There will be six pods of tables.
Whiteboard Philosophy of Classroom Management and Discipline Housekeeping Board
Teacher’s Desk
When thinking of a classroom, one almost always thinks about the content. Society seems to think that teaching content is the most important component of a teacher’s job; however, I would say
that classroom management trumps content. Learning is made possible through a positive and enriching environment that is only achieved through a well-managed classroom. By establishing rules, procedures, and consequences, the classroom is more Bookshelf
likely to encourage learning and positive behavior. The first step to creating a well-structured classroom is
explaining the teacher’s expectations to the students. This will include explaining procedures, rules, and consequences that will be part of the classroom on a daily basis. These things should be discussed on the first day of school to avoid any confusion. I
Supply Cabinet
Student Work Areas
Turn-in Table
believe that having that initial conversation allows students to better understand what you expect of them throughout the year. While introducing the expectations, the teacher must be extremely careful about what language he or she uses. In order to promote a positive environment, positive language should be used as well. Do not focus on what the students should not do, but rather, stress what the students should do. Allowing students to concentrate on their positive actions will, hopefully, give them a sense of ownership and responsibility in the classroom. Student ownership and responsibility are two things I find extremely important. Students should be involved in the rule making process, as this allows them to take responsibility for their actions. By involving them in this process, they have dictated what the expectations should be for themselves. I do not want to be a teacher who tells the students exactly how things are going to work. I want to give students the chance to show me they are adult enough to handle some autonomy. I truly believe the majority of students will step up when given the chance. Ownership in the classroom is important; however, it will be more effective when paired with successful teaching strategies. The strategies a teacher employs during a lesson play a major role in how the classroom runs. It is critical for teachers to use a variety of teaching methods that spark student interest. A teacher must differentiate lessons constantly in order to keep students engaged. Students that are engaged and interested in the lesson are less likely to cause disturbances in the classroom. It is the teacher’s job to provide
activities that encourage students to learn. This means the educator will be responsible for incorporating a variety of tactics that assist students of all abilities. Having a plan that leads to successful classroom management is a key to having the most constructive learning environment possible. In order to have a wellmanaged classroom, rules, procedures and consequences must be in place. These things must be followed consistently so students understand their importance. Students should be allowed to have some ownership over these rules in order to give them a sense of responsibility when it comes to their learning. While a teacher wants students to feel responsible for their learning, it is imperative that the teacher uses a variety of strategies when teaching the class. If a teacher is able to incorporate all of these things into his or her class, there will be fewer disturbances, and more learning will occur. Classroom Rules, Rationales and Consequences -No cell phones unless the class is using them for educational purposes. The majority of class time, use of cell phones will be prohibited. I know that cell phones have become a second brain for most of you; however, there is a time and a place to use them. There is some educational value that can be found in this technology, but please respect me, your classmates, and the limited amount of time we have together. -Be on time and in your seat when the bell rings. I know the first few minutes of class do not seem important, but there is a lot of information we will go over. There will be a bellringer at the start of each day. If you are late, please walk in quietly and sign the Sign In sheet. If you have a pass, leave it in the folder found on the turn-in table. Find your seat and attempt to join the activity if you can. -No swearing, teasing or name-calling. Be respectful. Offensive, derogatory or profane words will not be tolerated. In order to maintain a safe environment in which everyone feels welcome, no put-downs or swear words are welcomed in my class. Like mama said, “If you can’t say anything nice, don’t say anything at all!” -Remain seated until the dismissal bell rings. The last minutes of class are still part of class. We will be tying up loose ends and bringing our lesson full circle. Please do not start packing up your bag or lining up until class has finished.
Consequences If you choose not to follow the rules in my classroom, there will be consequences. 1st Offense: Warning (I will verbally tell you what behavior was inappropriate and encourage you to work on improving it.) 2nd Offense: Student-Teacher Meeting (We will discuss what has been going on in class. This is your chance to tell me if there are certain situations that are causing this behavior. We will also come up with strategies to help solve the issue.) 3rd Offense: Parent Conference (Often times, our parents want to know what is going on. They may be able to help us come up with new solutions that we hadn’t thought of yet.) 4th Offense: Behavioral Contract (We will analyze the strategies that have worked in class and what have not. The behavior itself will also be discussed in detail. Then, a plan with specific steps to improve this behavior will be written.) 5th Offense: Office Referral (And possible removal from the class.) You start with a clean slate every week. Consequences will be enforced for repeated offenses committed that week only. If you reach the 4th offense continuously, there will be a meeting with administration to discuss further discipline.
Procedures to Become Routines Clean Up When the bell rings, the room should be clean and organized. Students should clean up their work area before leaving the room. This includes throwing away trash, putting supplies in their correct spots, and taking personal belongings with them. If you are in last period, please place your chairs on the tables. Decoration Signs have been placed around the room to enhance student learning. These signs will help with conjugation and formation of irregular verbs. Students should be respectful of these signs, and should not vandalize them in any way. Any work or projects belonging to peers that are displayed throughout the room should be left alone and respected. Enrichment I will be available before and after school if you need extra help. I will also be available 6th period if you need help or need to make up work. Clerical Chores Homework Daily homework assignments will be posted on the whiteboard at the side of the room and also online. If you have any questions about homework assignments, please feel free to contact me. Homework is due at the beginning of each class period. There will
be a tray for each class on the “Turn-in Table.” Place your assignment in the tray corresponding to your class period. Assignments should be turned in first thing as you walk in the door. Bellringers There will be a daily bellringer to start each class. Bellringers should be kept in a separate section in your binder. It should be organized in a sequential order, as this will make it easier to realize if you have missed one. I will collect bellringers every four weeks. It is the student’s responsibility to make up a bellringer if they were not in class one day. Each bellringer is worth five daily points. Tests Test days are important. If you are unable to attend class on a day of a test, you will have a week to take the test after your return. You will be allowed to retake three tests over the course of the semester if you are unhappy with your original grade. When you retake a test, you will have the opportunity to receive full credit. Beginning of Class Be on time and in your seat when the bell rings. There will be a bellringer at the start of each day. If you are late, please walk in quietly and sign the Sign In sheet. If you have a pass, leave it in the blue folder located on the turn-in table. Find your seat and attempt to join the activity if you can. Attendance It is important to be in class each day; however, there will be days you are absent. In this case, you will find a red folder on the turn-in table of the past week’s lessons and assignments. Please find the days you missed and touch base with me so we can discuss any questions. Technology Use of technology in class is prohibited unless otherwise stated by the teacher at the beginning of class. Cellphones should remain in your bag during class time. If I see you using your cellphone, it will be confiscated. It will be returned to you at the end of the class period. If I confiscate your phone twice in one week, it will be brought to the principal so you can further discuss the consequences. Laptops are allowed in class, but please use them respectfully. They are only to be opened when instructed, and should only be used for educational purposes. Leaving the Room Students will be allowed to leave the room with permission. If you are given permission, sign out on the sign out sheet found on the turn-in table. Grading My grading is as follows:
A
90-100%
B+
87-89%
B
80-86%
C+
77-79%
C
70-76%
D
60-69%
F
Below 60%
Grades will consist of 30% daily participation, 20% writing assignments, 20% homework assignments, 20% tests and quizzes, and 10% bellringers.
Dear Parent or Guardian, My name is Miss Vander Stelt, and I am so excited to get started this year! I hope you and your child are looking forward to the start of the school year and what it has in store. I am excited to get to know you and your student as the year progresses, but first, I would like to outline my expectations and procedures in my classroom. This year, we will be learning many new things about the Spanish culture and language. I will strive to provide as educational environment as possible; however, I will need the help of my students to help accomplish. Following the rules that have been set out will help to achieve this environment. My rules are as follows: no cell phones, be on time, be respectful, and remain seated until the bell rings. Although these rules are few, I believe they will ensure productive class periods. Failure to follow the rules will result in a 5-Step warning system, which will start with a warning and gradually lead to an office referral. Students will start with a clean slate each week; however, if problems continue, further action will be taken. When I observe students following these rules, the class will be rewarded with Fiesta Friday on the last Friday of each month. Homework will be assigned on a regular basis. I expect students to give their best effort on assignments. I recognize that homework is for practice and that it will not always be executed perfectly. Encourage your student to remember that learning
includes making mistakes. Homework will not be the only thing included in grades. Tests and participation play a large role as well. My grading is as follows: A 90-100% B+
87-89%
B
80-86%
C+
77-79%
C
70-76%
D
60-69%
F
Below 60%
Grades will consist of 30% daily participation, 20% writing assignments, 20% homework assignments, 20% tests and quizzes, and 10% bellringers. I am glad to help students with any problems they are having. I expect them to come to me with problems. Please know that my door is always open. I will be available a half-hour before and after school or whenever my schedule allows me to assist students. My regular schedule is: 1st Period: Spanish II 4th Period: Spanish II 7th Period: Prep nd th th 2 Period: Spanish II 5 Period: Lunch 8 Period: Spanish I rd th 3 Period: Spanish I 6 Period: Spanish I If you have any questions about my class or your student’s progress, please do not hesitate to contact me. You can reach me via email or telephone at: Email: mmv002@morningside.edu Phone: (712) 578 9195 Again, I am looking forward to working with you and your student this year. I am excited to see what’s in store! Sincerely, Miss Vander Stelt -----------------------------------------------------------------------------------------------------------I have read the above information and will work with my student to achieve these goals throughout the year.
(Parent’s Home Address)
(Parent’s Email Address)
(Parent’s Phone Number) ___________________________________________________________ (Parent/Guardian Signature)
________________________ (Date)
___________________________________________________________ (Child’s Name)
Supplemental Resources ELL Students I believe having ELL students in a foreign language classroom is a huge benefit to the class. Since we are all learning a new language, we will be able to gradually understand concepts together. This will also be a challenge for me because I will be held more accountable for teaching in the target language. Many of the strategies that I will use to teach the target language will be the same or similar to those that I will use to assist ELL students. Strategies 1) Labels- The majority of the objects in the room will be labeled in the target language. This will help English-speaking students and ELL students to learn classroom objects in the target language. 2) Group Work- There will be a decent amount of group work in my class. Students will be expected to discuss things in the target language. This will allow students to work at the same level. If the group needs to discuss something in English, students will also need to have the discussion in the target language. Also, if the ELL student is a native speaker of the target language, they may help other students in the class. I believe ELL students will take ownership in this and find some confidence in being able to share knowledge instead of being taught.
3) Daily Routine- Class will start out the same way almost every day. Routine allows ELL students to feel safer because they know what to expect. 4) Partner Work- Partner work will take place in each class. While my expectations are that students are working in the target language, English will most likely be being spoken as well. This is a good opportunity for ELL students to practice their English in a low-pressure environment. 5) Conferences- Student-Teacher conferences will be help weekly with ELL learners. I want to make students feel as welcomed as possible. I also want to be aware of their progress and if they are feeling behind. Individual conferences will allow me to get to know my students while practicing English and checking student progress. Character Counts The main goal of education is to create students who are not only capable of learning, but are also valuable members of society. We, as educators, want our students to be active citizens in and out of school. In order to accomplish this, I will dedicate two Fridays a month to Character Counts. Each month, we will be focusing on one of the six pillars of Character Counts, which are: Trustworthiness- Be honest • Don’t deceive, cheat, or steal • Be reliable — do what you say you’ll do • Have the courage to do the right thing • Build a good reputation • Be loyal — stand by your family, friends, and country Respect- Treat others with respect; follow the Golden Rule • Be tolerant and accepting of differences • Use good manners, not bad language • Be considerate of the feelings of others • Don’t threaten, hit or hurt anyone • Deal peacefully with anger, insults, and disagreements Responsibility- Do what you are supposed to do • Plan ahead • Persevere: keep on trying! • Always do your best • Use self-control • Be self-disciplined • Think before you act — consider the consequences • Be accountable for your words, actions, and attitudes • Set a good example for others Fairness- Play by the rules • Take turns and share • Be open-minded; listen to others • Don’t take advantage of others • Don’t blame others carelessly • Treat all people fairly Caring- Be kind • Be compassionate and show you care • Express gratitude • Forgive others • Help people in need Citizenship- Do your share to make your school and community better • Cooperate • Get involved in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and rules • Respect authority • Protect the environment • Volunteer Students will learn vocabulary in the target language regarding the pillar. Students will be writing short compositions in the target language about how they have seen the pillar in action. The first Friday, they will write stories about how they have seen others carrying out the pillar. On the second Friday, they will write a story of when they have carried out the pillar. I want to encourage students to not only better themselves, but also recognize when others are doing good things. We learn by
example, so explaining those two situations will force students to think about how the six pillars should be employed in the real world.
Parent / Teacher Conference Form School Name: _______________________________________ ________________
Date:
Student: ____________________________________________ ________________
Grade:
Parent/Caregiver: ____________________________________ _____________
Language:
Parent Contact Information (telephone #): _____________________________________________ Teacher(s) participating in conference (name and subject taught): 1) _____________________________________________________________________ ___________ 2) _____________________________________________________________________ __________
Strengths? Asks for help Attends class every day Comes prepared with
materials Comes to class on time Completes homework Does well on tests Gets along with other students Has positive attitude Is respectful towards adults Listens well Participates in class Solves problems Thinks creatively Follows classroom rules Other: _____________________
Concerns? Student needs to: Attend school every day Be on time to class Bring all materials Remain seated during class Complete class work Participate appropriately Communicate respectfully Help others as needed Be positive towards learning Pay attention, focus Complete homework Other: ________________________ ________________________ ________________________
Ideas for parent/ student?
8-10 hrs of sleep; alarm clock Attend After-School tutorials Check homework log daily Clean up backpack/locker Daily Progress Report Enroll in an after-school program Get health check-up & follow up Get phone #s of study buddies Healthy breakfast & lunch daily Obtain counseling: academic/ social/emotional Obtain/meet with adult mentor Reward small improvements Student Success Team Weekly Progress Report Other: _______________________________
I am proud of myself for: ______________________________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________. I think I need to work on: _____________________________________________________________________
_____________________________________________________________________________________________________ ____________________________________________________________________________________________________. My teacher would like for me to work on: _________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________. My teacher will work on these things at school: __________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________. Comments/Notes
___________________________________________________________________________ _________________________________________________________________________ ___________________________________________________________________________ _________________________________________________________________________ Goals
Our goal: _________________________________________________________________________________________ _____________________________________________________________________________________________________ ____________________________________________________________________________________________________. Signatures Parent/Caregiver: _______________________________ ___________________________________
Teacher(s):
Student: _______________________________________ _______________________________________
Date:
SFUSD Student Support Services Department – SAP Manual August 2009
Works Cited "Grading Scale." Grading Scale. N.p., n.d. Web. 22 Oct. 2013. "Parent/Teacher Conference Form." Student, Family, and Community Support Department. San Francisco Unified School District, 2009. Web. Samway, Katharine D., and Dorothy Taylor. "Teaching English Language Learners: Strategies That Work." Scholastic Teachers. Scholastic Incorporated, n.d. Web. 11 Oct. 2013. Shutler, Melissa. "Parent Teacher Conferences Self-Evaluation." Teachers Pay Teachers. N.p., n.d. Web. 25 Oct. 2013. "The Six Pillars of Character." CHARACTER COUNTS! Josephson Institute, 2013. Web. 15 Oct. 2013.