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By: Katie Kalmes
EB0C 1S2
Bi. Bougkinson
Fall 2u1S
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Ny classioom is a lot like a safe haven wheie leaining takes place. I want my
stuuents to feel comfoitable anu iespecteu so that we can get along anu leain. I
believe that my stuuents can uo anything they want to with theii lives anu I want to
help them get theie. To uo this, I neeu to pioviue them with an enviionment in
which leaining is valueu, encouiageu anu occuis eveiyuay. In oiuei to fulfill this
uieam of mine I must make suie that behavioially, my classioom is in oiuei.
Bisiuptions fiom stuuents anu outsiue factois will be uetiimental to the piocess of
leaining anu fun in my classioom. Thus, I must have a plan in place foi how I will
ieact to such instances.
0veiall, I am a veiy nuituiing anu caiing peison. I uo not though like people
who take auvantage of my peisonality anu think that I am going to let theii behavioi
sliue. I think that within a stiuctuie of minuful iules anu expectations we can cieate
a iespectful enviionment in which all my stuuents succeeu anu have fun. I woulu say
that I believe in a moie authoiitative style of teaching. Accoiuing to Cail Wenning in
his aiticle entitleu Classioom Nanagement Styles, authoiitative style "encouiages
inuepenuence, is waim anu nuituiing, contiol occuis along with explanation, anu
auolescents aie peimitteu to expiess theii views."
Classioom management in the foim of iules anu consequences aie impoitant
but I uo not think they shoulu be an ominous clouu above stuuents. Ny stuuents will
have been in school foi at least 8 yeais alieauy so the stanuaiu acceptable anu
unacceptable actions in a classioom shoulu be seconu natuie to them. If they aie
not, I think it is impoitant foi me to auuiess the issues soon so we can move on anu
not uwell on the pioblems.
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The fiist step to cieating a piouuctive leaining enviionment is the ielationships that
exist between my stuuents anu me as a teachei. I want to get to know each of my
stuuents, although that might be a uaunting task, I think it is one of my most
impoitant iesponsibilities. I want to be a pillai of suppoit foi my stuuents anu the
only way to uo that is to know them anu connect with them on a peisonal level. I
will stait builuing these connections fiom uay one anu befoie the bell even iings. I
want to gieet my stuuents at the uooi eveiyuay. I want to be able to give them a
high five oi ask them how theii chess club competition went oi how theii gianuma
is uoing aftei suigeiy. If I can iemembei uetails oi inteiests of my stuuents, they will
feel moie comfoitable with me as a teachei anu they will know that I am heie foi
them at any time.
Anothei way I will get to know my stuuents is by having them complete a
stuuent inteiest suivey at the beginning of my class. The example I have incluueu in
this management plan is a stuuent suivey I will use in my English Language Aits
classiooms. Thiough this suivey I will get to know my stuuents inteiests, in an
outsiue of school as well as theii stuuy habits. All of which is impoitant infoimation
foi me to have befoie we move foiwaiu.
0ne last thing I will uo to cieate positive ielationships with my stuuents is
that I will be piesent outsiue of the classioom. A school is a big community anu I
plan to be piesent at any extiacuiiiculai activities I can be - such as the football
games, competitions, meets etc.; anything that my stuuents aie paiticipating in.



!"##$%& #( )%(* +(, -,./"0 Name: ___________________________

Bello! As you know I am youi English teachei foi this yeai. In oiuei foi me to be the
best teachei I can anu to help you succeeu, I neeu to know a little bit about you. I
want to be able to make this class exciting anu inteiesting foi you. Fill out this shoit
suivey as honestly as you can!

!" $%%&'()* +,-./ 0%12'()
Yes Sometimes No
1 I like to read

2 I read at home

3 Reading is hard for me

4 Reading is fun

5 I like listening to books

6 Reading is boring

7 I am a good reader

8 I enjoy writing

9 I read for fun

10 I am confident in my ability to
choose a book I will enjoy

11 Having the opportunity to pick
what I read is important to me

12 I consider reading homework

13 My family encourages reading

14 My teachers do a good job of
motivating me to read

15 I need quiet to read



! #$%& '( )&*+, -.$).#& *## '/*' *00#12

Fantasy Mysteries Science Fiction How-To Books

Horror Plays Poetry High School

Manga Comic Books Myths Romance

Biographies Informational Series Adventure

Graphic Novels Humor Action Stories Historical

Magazines Newspaper True Stories

Other:_________


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Ny goal foi my classioom is to cieate an enviionment in which my stuuents feel safe
anu comfoitable. Not only physically but mentally as well - my classioom is a place
wheie we all iespect each othei. That means theie will be no name-calling oi
bashing each othei's iueas. In an English Language Aits classioom, how an
inuiviuual inteipiets a text is baseu off theii piioi knowleuge anu expeiiences - anu
those aie uiffeient foi eveiyone. Theie aie no wiong inteipietations anu my
stuuents must leain that it is okay to uisagiee with each othei but that uoes not
mean one peison's iuea is bettei oi woise than anothei's.
0veiall, I think I will stait with cieating the iules foi my classioom. I think
having stuuent input is fantastic anu can tiuly woik but it takes up a lot of time that
I won't necessaiily have. As a high school teachei, I think it woulu be moie of a
hassle to cieate 9 uiffeient sets of iules anu to implement them. I believe that having
one consistent set will be beneficial foi my stuuents, the occasional substitute
teachei anu me.
As fai as my classioom policies anu pioceuuies, I believe it is veiy impoitant
to stait the yeai off with noims that will continue thioughout oui time togethei anu
will occui eveiyuay. Some of oui noims will be I will gieet them at the uooi
eveiyuay; a Quick Wiite will be up on the boaiu when stuuents walk in the uooi;
within thiee minutes of the bell iinging eveiyone will be wiiting; if you weie absent
check the uaily folueis foi any misseu woik; if you have woik to tuin it, submit in
the class bin etc. uoing off of my noims, I expect my stuuents to be on time anu
ieauy to leain. 0ui classioom is a iespectful enviionment anu them coming in late
oi being uisiuptive is uisiespectful to me as well as theii peeis. As fai as foou anu
uiink goes, I have no pioblem with stuuents eating oi uiinking in class as long as
they clean up aftei themselves. I know that while I was in high school I was always
iunning aiounu anu uiun't have time foi lunch most uays. The teacheis who let me
eat oi uiink weie lifesaveis. Also, as the teachei I am suie I will have coffee, watei
oi some foou in my classioom anu if I can eat anu uiink my stuuents shoulu be
alloweu to as well. I think it is impoitant though to point out that if stuuents aie not
iespectful of oui classioom anu uo not clean up aftei themselves this piivilege will
be taken away fiom them.
0veiall I think it is impoitant that at the beginning of my time with my
stuuents I points my peisonal iules out to them as well as talk to the schools iules
anu policies. Nost schools have iules about acauemic uishonesty, cell phones etc.
anu pait of being a teachei in a school is that you woik with the iest of youi peeis.
That means enfoicing the same community iules anu not unueimining othei
teacheis.
As fai as my policy on late woik, I believe in giving my stuuents a chance. I
know that in my 16 yeais as a stuuent I have been foiceu to tuin assignments in late
on occasion foi an aiiay of ieasons. I think it is impoitant that I give my stuuents the
benefit of the uoubt at times so as a iesult I will use late woik coupons in my
classioom. Each stuuent gets two coupons pei semestei. Coupons aie not
tiansfeiable anu can only be useu in my class anu in the couise they aie passeu out
in. They aie not goou foi in-class woik, they can be useu foi only one majoi papei
ovei the semestei. Stuuents aie expecteu to fill out the late woik coupon completely
in oiuei foi me to honoi it anu the assignment must be stapleu to the coupon. I
believe that in some instances the timeline in which stuuents complete an
assignment is iiielevant to the impoitance of them leaining the mateiial, stiategy oi
skill anu this late coupon gives them that fieeuom while still keeping stiuctuie in
my classioom intact.
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Being an English Language Aits teachei, one of my main focuses will be piomoting
lifelong leaining anu lifelong ieauing in my classioom. I believe that if I value
ieauing I must expiess that not only in my actions anu peifoimance (as a teachei) in
class but also in the enviionment I builu foi my stuuents. I want to suiiounu my
stuuents with books that aie available foi theii enjoyment. I also believe that giving
them a comfoitable space to ieau oi to woik in will piomote my goals even fuithei.
As fai as the layout foi the iest of my classioom, I aiiangeu my stuuent's
uesk in such a way that will piomote uiscussion among them anu me. In English
Language Aits it is ciucial to not only think about a text anu analyze it inuiviuually
but I believe you leain so much moie thiough uiscussion anu heaiing othei people's
views. In this aiiangement, my stuuents can see each othei anu will thus be moie
inclineu to engage with one anothei. This foimat is also impoitant in a jouinalism
classioom when we uiscuss hot topics oi biainstoim foi an issue of oui newspapei.
Although this set up will be the home placement foi the uesks, I plan on switching
the layout up uepenuing on the activity. Foi example, in many of the units I have
planneu foi my ELA classioom thus fai I have incluueu an activity that involves
small gioup uiscussion such as a jigsaw activity oi iecipiocal teaching.
Anothei impoitant featuie to note about my classioom is the "Impoitant
Infoimation Table." I think it is impoitant that in theii time with me, my stuuents
leain to take on some iesponsibility. As a iesult, on this table will be the absent uay
folueis anu late woik tuin-in. The absent uay folueis will be folueis foi each uay of
the week in which I place the activities, assignments etc that we completeu in class.
That way if a stuuent is absent they can go stiaight to the folueis to see what they
misseu. Also, on this table they can tuin in theii woik in the coiiesponuing class bin.
Ny classioom is theie foi my stuuents, its not mine it's ouis. As a iesult, I
want my stuuents to feel comfoitable anu welcome in oui ioom. This is not only
accomplisheu by the enviionment cieate foi them but by them auuing theii own
touch on it as well. The entiie classioom is theie foi my stuuents woik to be
uisplayeu. I believe that giving them one aiea oi bulletin boaiu iestiicts the
community feeling I aim to cieate. I want stuuents aitwoik hanging on the walls, the
ceiling, the winuows if neeu be.
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In oiuei to monitoi my classioom, I must be engageu in my classioom. If I expect my
stuuents to be on task then I shoulu uo the same. Ny job is not to sit at my uesk anu
watch my stuuents woik. Rathei, I will move aiounu the classioom so I can see how
my stuuents aie uoing. If I notice a stuuent is stiuggling I will stop anu help them. If I
notice a stuuent misbehaving I will follow my hieiaichy of iesponse to uisiuptions
(see attacheu). I cannot expect my stuuents to be successful if I uo not know wheie
they aie at - I must collect uata in oiuei to teach. This uata is not only how they aie
uoing on theii school woik but also speaks to theii behavioi. Foi example, is theie a
gioup of stuuents that }ohnny gets uistiacteu with. If I know that then I know that
maybe those stuuents shoulu not be paiieu togethei foi gioup woik. 0veiall it is my
job to know what is going on in my classioom.
When stuuents aie off task, I think I will use the iaiseu hanu technique to get
theii attention. I uo not think it is necessaiy foi teacheis to scieam at theii stuuents
- that senus out the message that you aie the geneial anu the most impoitant
peison in the classioom. I also think that if I have to scieam to get my stuuents
attention theie is a biggei anu uiffeient pioblem oi uistiaction going on that I
shoulu be awaie of.
As fai as how I am going to iesponu to stuuent misbehavioi, I will make suie
to stait with non-veibal cues fiist such as a look oi changing wheie I am stanuing in
the classioom. Next, I move on to veibal inteiventions then on to consequences.
Theie aie many consequences that I coulu use but it uepenus on the situation. A few
of the possibilities can be seen in my hieiaichy of iesponses.
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! Visual Reminder (sign or picture)
! Gestural Prompt (pointing or using a
hand signal
! Movement
! Proximity
! Physical Prompt (slight touch on
the shoulder, gentle guidance)
! Body Language
! Eye Contact
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! "Excuse me
! Say "[Student Name]
! "As soon as everybody is
ready, 'll begin
! Corrective Feedback
! Restate expectations to the
student
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! Revocation of Privileges
! Environmental Arrangements
! Change seating arrangements
! Moving student closer to
teacher
! Move student away from
instigating peers
! Eliminate distractions
! Conference with student
! Offering the student choices
! Parent contact
! Parent conference
! Detention
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I think it is veiy impoitant to involve paients in my classioom anu in theii chiluien's
lives as stuuents. In elementaiy school, paients aie consistently biought into the
classioom anu kept up to uate on theii chilu's piogiess anu leaining. What changes
in the tiansition fiom elementaiy school to high school that somehow eliminates the
paient. I know that of couise I will have the paients who make it theii job to be
engageu in theii chilu's leaining but otheis will iemain outsiue of the school uoois
anu I uo not think that is beneficial. I want my stuuents paients to know what theii
stuuents aie leaining. To uo this I plan on senuing a newslettei home piobably
about once a month oi at the stait of eveiy unit. A unit newslettei will fill the
paients in on what texts we will be ieauing ovei the unit, what the enuuiing
unueistanuings anu questions aie, what oui final pioject will be anu moie. I believe
that if the teacheis know what I am tiying to uo they will be moie apt to suppoit me
anu get involveu in theii chiluien's schoolwoik at home.
I also think it is impoitant to note that I will be senuing this unit newslettei
uiiectly to the stuuents. At the beginning of the school yeai I will iequest to ieceive
each paient's e-mail foi classioom coiiesponuence. I know fiom my own expeiience
in high school anu my peeis, any lettei that we weie supposeu to biing home anu
give to oui paients nevei maue it that fai; hence, the uiiect coiiesponuence. Also, by
pioviuing the paients with an oveiview of what we aie uoing I am hoping that will
uiminish any hoveiing paients anu backseat teacheis.
As fai as fuithei contact with paients, I guess that is on a neeu-to basis. I
welcome paients to contact me with any questions oi conceins they have but I uo
not want that piivilege to be abuseu. I am a teachei but I am also a noimal peison
who has a life outsiue of my job. I cannot be expecteu to iesponu anu uiop
eveiything to ueal with theii conceins - I will have tens of stuuents that neeu my
attention anu also have paients I neeu to conveise with.
!"# %&'()"* +),"')--). / 012'3"4
What's Next On Our Agenda? The 1920's!!
Te 1920s was a unique decade. World War I had
just ended and the young soldiers were coming home
to a country that had changed
drastically since their departure
much like they themselves
changed. Many of these young
men felt lost, hopeless and
wanted a change of scenery.
Hence the fappers, mobsters,
music, drinking, partying and
doing what you want attitude
that characterized this era. Tis
new attitude and lifestyle crept
its way into the literature of this
era as Gertrude Stein called it,
the authors of this time are a lost
generation.
Trough this unit, my hope
is that students will not only
practice their skills as strategic
readers but that they will also
expand their understanding
and knowledge of the 1920s.
Te characteristics of the Lost
Generation and the 1920s overall have resonated
throughout the years with every coming generation.
Trough this unit, students will examine how
these characteristics or themes have permeated
into their own generation and our current society.
Understanding what happened in the 1920s will help
students conceptualize their understanding of their
own world.
As a culmination to the unit
students will create a project that
demonstrates their understanding
of the 20s and the lost generation
by comparing or contrasting the
characteristics and themes of the
20s to modern life. I think that
by giving students the option
for the format of this project
will promote deeper thinking
and more creativity. Tey are
expressing their opinion in this
project and they only know
the best way to present that
information.
I believe this unit will keep my
students interest piqued. I, myself,
have always been fascinated
with the 1920s because of the
uniqueness of the time period. I
know that not all people share my
opinion so I think it will help my
students to think about and compare it to their own
lives. Also, understanding the importance, signifcance
and impact of history is key to understanding our
present and our future what better way to do that
then through some classic literature, some poetry, a
movie and a creative fnal project?
What WiII We Be Reading?
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