1.

Management Style and Philosophical Beliefs:

Strong classroom management is, in my opinion, one of the most important skills that a
teacher can possess. Classroom management is the key to positive student relationships, building
a safe environment, and having mutual respect between students and teachers. Making sure
students know what is expected of them in the classroom as well as implementing strategies to
prevent, or at least mitigate, student misbehavior will help the classroom run more smoothly and
are my focuses when it comes to classroom management.
My overall classroom management plan is to make sure students know what I expect from
them in terms of effort, but more importantly that I expect them to act with respect. It is my hope
that I will teach upper secondary mathematics and I will be sure to communicate to these
students how important it is that they respect the opinions of those around them so that in turn
their peers will respect them. Students tend to lack confidence when it comes to the subject of
math and I want to make sure they know that my classroom is a safe environment that
encourages question asking. All students deserve to have a safe, secure, and welcoming
environment where they are able to share ideas and truly learn. This is the type of environment
that I want to create for my future students through my classroom management and position as a
teacher.
In my opinion, another way to help create an environment of mutual respect between teacher
and class is to involve students frequently and meaningfully. I cannot expect my students to act
like young adults unless I treat them like young adults. What I mean by this is that I plan to
involve them in the decisions I make that affect them. For instance, when I am deciding on test
days I will ask for their input, when doing projects I will let them decide between options so that
they don't feel stuck with something they don't want to do. I will also be open to suggestions.

This will help foster a relationship of respect and help facilitate a safe environment. Much of
what I believe when it comes to classroom management stems from my teacher belief statement
which is below.

Teacher Belief Statement

My personal beliefs on learning mathematics, and how educators can support student learners,
have been shaped through my own experiences as a student as well as what I have encountered in the
Teacher Education Program at Drake University. Through my study of learning theories, educational
strategies, and motivation, I have learned much about how physical, emotional, psychological, and
environmental changes can effect students and their learning. This has caused me to believe that even
though students learn in several different ways, overall; they learn best in welcoming, inclusive
environments where they are able to explore, engage, and share ideas.
The environment that a student learns in is something that, as a future teacher, I will have control
over. It is one of my personal goals to make sure that my classroom is one where students feel safe to
share ideas, collaborate, and truly learn. I plan to accomplish this goal by utilizing strong classroom
management policies that will show students the importance of having an open mind and encouraging
each other to learn. The main goal of learning is to promote student achievement, and if learners do not
feel like they are in an environment where that can take place, then it will not happen. I also plan to
accomplish this goal my implementing differentiation techniques for students who may need them. By
proactively responding to what my students need, I will show them that it is my intention to set them up
for successful learning.
When it comes to actually learning mathematical practices, I am a strong advocate for relevant
and real curriculum. I believe that students should see connections in what they are being asked to learn
and problems in the world outside of schooling. When students understand how content and practices are
useful and beneficial, their motivation to learn increases. Another goal that I have for myself as an
educator is to motivate my students to become intrinsic learners. I plan to provide my students with
challenging tasks that question their existing understanding of mathematical concepts thus creating
curiosity because I want them to see the value in learning and not only show concern for what they can
get out of what they know. I understand that not all of my students will be intrinsic learners and I realize
that there is room for extrinsic motivation in the classroom. My future students will have different
reasons and preferences for learning which is why it is my belief that they need to be provided with a
wide range of learning opportunities in order to be successful.
Overall, I would say that my views and beliefs on education follow those of the constructivist learning
theory. I believe that students should be pushed to reflect on what they are learning and understand why
they are learning it. As a teacher, I will engage and expand on what my students already know so that
they make sense of new information and the world around them. Not only that, but I will act as a
facilitator that provides a support network to promote learning.

2. Establishing a Positive Classroom Culture:

Taking notice in what my students are interested in and truly getting to know them is one of
the most important ways that I will build a positive classroom culture. Showing students that I
care about their interests and personal lives will help me build a relationship of trust with my
students that will hopefully help lead to a relationship of mutual respect. Through trust and
respect, I believe that students will be more motivated to learn in my classroom or at least do
what is asked of them. When a student thoroughly respects their teacher they are much less likely
to act out or cause disturbances in the classroom which makes learning for all students much
more feasible.
In order to gather the interest information from my students I will pass out a student interest
card on the first day of school. This card will ask the students to state their name, any nickname
they prefer to go by, any hobbies and interests, any clubs or organizations theyre in (both inside
and outside of school), and any important information that they think I should know to get to
know them better. I will also provide them with an example of my own answers so they can see
an example but also get to know me better.
Name: Theresa Miller
Nickname: TJ
Hobbies and Interests: Music, crafting, watching Netflix
Clubs and Organizations (inside and outside of school): Tennis, Band, National Honor Society
Other information: I love dogs (I have a Chihuahua named Queso), I love to laugh and watch funny
shows, I talk a lot.

3. Developing Classroom Rules and Procedures:

Outlining rules and procedures to students is something that I think should be covered on the
first day of class. That way, students do not have the excuse of I didnt know! when it comes
to following the rules. The rules and procedures that I use in my classroom will be partially
dependent on what age and ability level I am teaching. For example, I would expect a 12th grade
student to maturely handle the freedom of being able to leave to use the bathroom when they
needed to, but I would expect a 6th grade student to ask permission before leaving to use the
bathroom.
As previously mentioned, I plan on my classroom being a place of mutual respect. The few
rules I plan to implement are ones that will eventually lead back to this concept. For example, an
important expectation to me is that students come prepared to class. That means having
homework completed and ready to be turned in, materials with them, and an open mind. If
students do not come prepared to my class I will see that as a sign of disrespect and will talk to
them about it at the first available opportunityduring individual work time, after class, etc. The
second rule will pretty much cover everything else: be respectful. This includes, but is not
limited to people, property, ideas, concepts, and feelings. Basically, I will tell my students that if
they are not contributing in a positive way, then they need to think about what they are
saying/doing and who it could be hurting. This will hopefully put a stop to this behavior and help
students build their overall respectfulness.
No matter what age group, one of the biggest classroom procedures that I have noticed
teachers struggle with is the use of in-class calculators. Once students get into higher math
education nicer and more expensive calculators are necessary. In order to make sure that students
return any calculators that they borrow, I will teach them the procedure for checking one out on

the first day of class and also hang a poster next to the calculators that outlines how they may
check one out (see below). That way I can keep track of who does and does not have a calculator
and can hold them accountable for returning it. I will also inform students of the times when it is
not appropriate to get up and get a calculator: during instructions or in the middle of quizzes and
tests.

Calculator Checkout Procedure:

1. Pick up a calculator at an appropriate time.

ex: Work time/before the bell rings
2. Place approved collateral in the slot from which you removed your calculator.
A. Approved collateral items are:
I. Cell phone
II. Student id
III. Drivers license
3. Once finished, return calculator to the correct spot and pick up item.

4. Classroom Layout:
One thing that I want my physical classroom to communicate to my students is that it is a
trusting environment and that they are more than welcome to ask me for help whenever they
need it. I plan on doing this through the signs and things that I have hanging in my classroom. I
will make sure that each semester I post something that shows the times outside of class that I am
available for help. Not only that, but signs such as "Safe zone" and "I went to college; ask me
how!" will be hung up to show students that I care and can assist them if they need it. I think that
the room set-up that will best fit my teaching style is to have students in rows of desks facing the
main whiteboard that will be used (hopefully my classroom will contain more than one). I will

choose this set up because it is flexible for mathematics instruction. By having students in rows
they already have their own space for individual work time, quizzes, and tests. Not only that, but
they can easily partner up by having the odd rows scoot over to the even rows, which is
something that we will practice on the first day of school. I will most likely keep my desk at the
front of the room with my back to the wall so that I am able to face my students and so that they
cannot see what is on my computer screen. Hopefully I will have an ELMO and this will also be
at the front of the room. Along the side or back of the room will be crates with materials for
students to use (colored pencils, graph paper, etc.). Hanging on the wall will be a plastic shoe
holder with a calculator in each spot and each one will be numbered.

5. Monitoring the Classroom and Responding to Student Misbehavior:

In my opinion, how teachers respond to misbehavior says a lot about the classroom
environment that they are creating. It is my hope that, no matter what level I teach, my students
will be able to understand that my main focus is to teach them and that is what I truly care about.
I do not need to spend my time with warnings and dancing around discipline and I will be sure to
communicate this to them. That being said, I cannot expect my students to know something that I
expect from them unless I tell them. It is completely reasonable for me to give students a
warning for a bad behavior if it is something I have never talked about.
As a deterrent from misbehaving and cooperation encouragement I will start out each
semester by talking to my students about the fact that I expect them to behave like mature young
adults. If they want to be treated like they are old enough to have my respect, then misbehavior is
not an option. Students who act out in my classroom or disrespect the learning environment of
others are not mature enough to handle being in a secondary room. They will be sent to the main
office or the counselor if they cannot behave. I also plan on talking to each of my classes about
how important it is that we support and help one another. Everyone is allowed to make mistakes,
and in math they are frequent. No one likes being tormented or made fun of for the mistakes they
make. This is another instance of immature behavior that I will take seriously. As a way to
6. Parents as Partners:
Interacting with parents/guardians is key because they are often the ones who motivate
their children at home. If I am able to communicate to parents my enthusiasm for the subject that
their children are learning, they can hopefully extend some of that enthusiasm onto their children
as well. To keep parents/guardians in the loop I will make sure to send home the syllabus from

my class to be signed by the student as well as the parent. This will outline course topics,
expectations, the grading scale, and my contact information. There will also be a spot for the
parents to write their e-mail address so that I can e-mail important information to parents.
I will be sure to be in contact with parents consistently whether their child is doing well
in my class or not. If a student is not doing well in the class then e-mails (or other
communication) will be sent home immediately outlining why the student is not doing well and
steps that we can all (myself, student, and parent) take to help the student be successful. In
addition to that, twice a quarter an e-mail will be sent home containing a newsletter outlining
what we have been learning in the class so far, quizzes and test dates, as well as a homework
assignment sheet (noting that it might be subject to change).