Management Notebook-Shawna Felver 1

TED 626 Classroom Management

June 1, 2015

Management Notebook
Shawna Felver
TED 262
National University
Management Notebook-Shawna Felver 2

SECTION 1: Philosophy of Discipline and Management

Classroom management and discipline revolve around the need to create a

comfortable and open environment where students can maintain a sense of

independence as well the ability to provide consistency in the implementation of

structure through the use of routines and established rules and norms used in the

classroom. For this type of environment to be created it is important to maintain

discipline, as Coloroso put it, You need to have Backbone. (Coloroso, 2004).

Students need to understand that they will be given opportunities but with these

opportunities also comes responsibilities. This means that students will be expected

to abide by the rules established in the classroom, as well as the expected norms. If

you are too weak the mighty may trample other students as well as yourself and if

you are too strong you create adversity and unrest. As a teacher I plan to implement

a management style that gives students the feeling that they can speak out and

discuss topics without censure, while also remaining fair and consistent in the

disciplinary measures needed at times during instruction. I would give students

expectations that are clear and achievable so as to push them and their current level

of ability without frustration of an unrealistic goal. A firm but guiding hand is my

goal as a teacher to instill in my classroom.

To achieve this goal as a teacher, in the implementation of an effective

classroom management system, would be to implement the ideals reinforced in the

TED 626 Classroom management course, Rules, Regulations and Routines: in a

Management Notebook-Shawna Felver 3

Fair, Firm and Consistent manner. (TED 626, June 2015). For this to occur I must

ensure that the rules are agreed upon norms established by the students as well as

myself. For me as a teacher it means I need to remember to loosen some of the

control I may feel the need to maintain, in order to achieve the basis for a good

classroom climate. In order for me to achieve my goals of creating this environment

I must also work on some of my own faults the first would be to remain professional

and not take violations of rules or norms personal. The students are not their

actions but rather they just committed an action and should not be defined by it

(Huitt, 2001). As a teacher I will need to step back analyze the event that occurred

and work to have the student take responsibility for their own actions, while

developing a solution to limit this disruptive behavior. Through the effective

modeling by myself of the sought after behavior and the integration of the students

opinions and feelings into the norms of the classroom my goals of creating and firm

but guiding hand in the classroom is attainable and realistic.

References

Coloroso, B. (2004, March 26). Universal Media Player [Video file]. Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroo
mmanagement&clipID=Coloroso_904.flv

Huitt, W. (2001). Humanism and open educations. Educational Psychology Interactive.

Management Notebook-Shawna Felver 4

SECTION 2: Preventative Measures

A) Classroom Layout

White Board

Student
Reference Materials

Calendars
Desks

Arrangement

Objectives
Period Boards with Assignments

B). Details Orientation and Rational

The above layout allows for maximum use of classroom space while providing for
instruction in a comfortable and non-distracting environment.
White Board: Only focus on the front wall. This minimizes the distractions
from the material being presented on the board or projected.
Teachers Desk: In the front of the classroom allows for view of the entire
room. The angle depletes the amount of blind spots where students can be
out of your line of site.
Calendars and Objectives: Posted on the wall will be two separate boards
with calendars to list the objectives covered per day for the entire month and
on the other will list the assignments per day per the whole month. Gives
students the ability to see what is coming up if they are going to be absent or
if they were absent the can look up the material supposed to be covered
those days.
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Period Boards: These boards list the actual information covered where it can
be found to make it up, as well as upcoming tests, quizzes and exams as well
as copies of instructions and worksheets per the week. Here students will be
responsible for their own success. If they were absent or are going to be
absent they can find their material and see what they need to prepare for.
This is a supplement to announcements during the class period.

Reference Materials: This section will have binders for each class type
(ie: World History, Economics) These binders will contain weekly
breakdowns of assignment and instructions as well as power points given per
day so that students can review material they may have missed or not
understood. This makes students again responsible for their own success
while providing a place to minimize distractions from students who were
absent, so that they can find the information and needed assignments in
order to complete the necessary work to succeed. This section will also have
additional references such as books on subjects covered during the courses,
dictionaries and thesauruses as well as other research materials to aid the
students in their assignments or interests as well.

C) Daily Schedule, Routines and Procedures

This schedule as well as the routines and procedures established below will be used
for each period of instruction no matter the subject. The only difference is that
content knowledge will be appropriate for each periods assigned content.

First 5 Minutes: Students will enter the class get their course notebook and begin
working on the hot tickets. This consists of 2-3 questions already on the board for
each courses work that reviews information from previous day or gives the students
the opportunity to explore historical and current events.

Next 3-5 Minutes: Will review in large group the hot tickets and allow the students
to discuss the information for accuracy of questions answers or the differing of
opinions.

20 Minutes: The art of the period will be for direct instruction or working on
assigned activities. This amount of time is optimum for students attention levels as
well as maintaining manageable levels of content that can be put into this time.

Remaining Time (5-10 minutes): This will be time to address additional questions
about materials assign homework and review the calendars for the upcoming major
events. This includes tests and school events such as homecoming. This allows
student time to get organized and refocused before having to move to their next
period.
Management Notebook-Shawna Felver 6

The above routines and schedule will be review and practiced day one, such as a
review of the syllabus. Break down in the percentages, grading and major
assignments. The practice of the entry tickets when students initially enter the
classroom will be started day one, upon receiving instructions at the door. Then the
rest of the routine will be explained to students during the first class. The rules and
expectations will also be discussed as part of the curriculum for the first day.
Through the discussion and notification to the students of the rules and
expectations of the classroom students shall be made aware of what is to be
completed daily, how it is to be completed and where to find the information if they
miss a day or need additional time.

SECTION 3: Supportive and Corrective Measures

The corrective routine for the class will be that each student may receive 1-2 verbal
or hand warnings to include signaling to a student to redirect their attention in a
certain direction. These are to redirect attention or focus back towards instruction
or the activity at hand. This verbal warning is the precursors for a second pull aside,
if unwanted behavior continues. I will pull the student aside at an appropriate
moment to discuss the behavior and solution to address the unwanted behavior. For
the continuation of further disruptive behavior the student will be responsible for
creating with myself a behavior contract plan in which they must meet certain
expectations in order to limit the amount of in school suspensions. If the behavior
continues then in-school suspensions will be implemented and further disciplinary
actions such as contacting school counseling, administrators. As an additional
classroom management tool is positive and instant praise to students who are
acting in a responsible manner, as well as actively participating in class. The
incentives for students would include the random use of raffles or trivia questions in
which they can earn homework passes, extra credit passes and other additional
support methods for their classes. The students will be accountable for their own
homework assignments and make up work. The periods will be able to check their
schedules that are available in the back of the classroom. It will be the students
responsibility to find absent work and review the missed slides from in-class work.
This holds the student responsible for their own actions in order to achieve their
desired goals from the course. Students will get out of the class what they put into it.

* Framing sentences to give students the opportunity to achieve more and think
further. They will be able to engage in the conversation that is going on in class even
when they may not feel comfortable on the subject matter *

SECTION 4:Working Effectively with Diverse Students and Families

Utilize the zone of proximal development as a time to isolate student who

may need special assistance or attention. This allows the students that work
efficiently together to continue their work, while simultaneously helping the teacher
to focus on those students who need additional help (Hutchison, 2011, Pg. 300). This
would be very helpful for those students who are silent or distant from other
Management Notebook-Shawna Felver 7

members of the class or who are socially or intellectually awkward. (Hutchison,

2011, Pg. 300).
A teacher we must balance this grouping carefully to ensure a students confidence
and self-esteem. As a teacher it is extremely easy to forget the effect of possible
dominant personalities on struggling students. (Hutchison, 2011, Pg. 298).

These are all topics about the diverse students in class but in order to achieve
greater strides towards their goal is to have reinforcement of these learned skills at
home. As a means of creating greater communication it is important to provide
parents with information about what is being completed each week during class. As
well as maintaining open communication for all students with a focus on providing
additional information to parents on what can be completed at home to reinforce
the skills learned during the course. Through the assistance of email and the school
translators, communication can maintain open airways and students will have a
greater opportunity to succeed in their coursework.

To implement this goal I would begin each year by taking the time to email all
the parents and introduce myself. Providing the parents with the course outline
required work and expectations to achieve each grade. I will also in this email
provide my contact information the Department Heads information as well as the
number to the schools counseling office for additional questions or concerns that I
may not be able to address. This will be followed by monthly newsletter, that will
explain what was covered during the month to all parents. In addition students who
are at risk or failing will be notified of their status and parents will be contacted to
develop a plan to assist the student in improving their grade.

With regards to the cultural considerations of discipline of students it is

important to note as teachers that all students will not respond the same to different
disciplinary methods. For example, it is believed that African American students to
do not respond well to aggressive and loud tactics. Therefore, in the disciplinary
model it is important to note that when talking to each individual student the best
method to discuss the problems. Will it be more affective to open up with
questioning or to bring the situation up and discuss the chronology of the events.
Through this I will be better able to connect with students and resolve issues more
effectively.

In order to assist this students in being comfortable in their classroom, a

teacher could place the student next to one of the academically savvy students to
assist in comprehending the subject when they need further explanation, as well as
ensuring that the student they are placed with demonstrates a more calm and
relaxed demeanor. With this type of adaption the student should be able to work
affectively in the classroom with other students and still be given the opportunity to
work on their skills in interacting with their fellow classmates.

The legal ramifications of working with students of different minorities states

that there needs to be equal treatment of all students. This means that the standard
Management Notebook-Shawna Felver 8

set of rules and legalities must be applied without thought to race, culture, ethnic or
socioeconomic status. The fact that all students will have fair treatment, and the
rules and consequences are clearly stated previously will maintain the fairness and
equality for all students. Through the understanding of the Code of Education and
the state laws students shall receive the equal and fair treatment during disciplinary
matters. As a reflection for a teacher it is important to note that we must always
maintain a calm and professional demeanor especially when dealing with disruptive
and possible chaotic situations.

References

Coloroso, B. (2004, March 26). Universal Media Player [Video file]. Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroo
mmanagement&clipID=Coloroso_904.flv

Huitt, W. (2001). Humanism and open educations. Educational Psychology Interactive.

Hutchison, C. B. (2011). Understanding Diverse Learners (2nd ed.). Acton, MA: Copley
Custom Textbooks.
Marzano, Robert J.; Marzano, Jana S.; Pickering, Debra (2003-09-23). Classroom
Management That Works: Research-Based Strategies for Every Teacher (Page 16).
Association for Supervision & Curriculum Development. Kindle Edition.

SECTION 5: Strategies for Dealing with Challenging Students and Situations

1. Hierarchy of Interventions

Primary Teacher Interventions

The first intervention for student behavior in the classroom begins with a hand
signaled or eye contact to demonstrate to the student that their behavior is being
noticed and should be changed. Limiting the interruption to the class but
maintaining discipline simultaneously.

Second Intervention will result in the removal of 50% participation points for the
day students shall receive a zero on their participation cards.

The third intervention will result in a verbal warning and loss of all participation
points. This will also result in a meeting with myself after class. This discussion will
be between student and teacher about the negative behavior, and the necessity of
changing the behavior to meet the expectations of appropriate classroom behavior.

Secondary Interventions
Management Notebook-Shawna Felver 9

Following all of the above interventions, and no growth on the students behavior
additional procedures will be implemented:
Discussions with students other teachers about behavior problems they may exhibit
as well as the school counselor. The student will be referred to the STC to work with
teacher and parent to notify of behavior and how to address and alter behavior in
the classroom. This is the students opportunity to demonstrate their desire to work
with the staff to function appropriately within the classroom.

If this behavior continues further steps will be taken to contact the administrators
and unfortunately face possible disciplinary actions such as in school suspensions as
well as SARB (Student Action Review Boards) contracts to create a further
motivation for behavior modification and engagement.

These are the basic rules for minor disciplinary measures however, any actions that
can cause harm to another student or staff; or to property; or when in violation of
specific rules, regulations or standards that are already implemented with specific
consequences. Procedures as stated by the regulations will be followed for these
types of disciplinary measures.

All of these will be in accordance will all school, board, state and federal laws.

Strategies for Building Relationships

Introduce yourself to the parents or guardians to demonstrate that you do

care and wish to be involved with that student.
Students who have had previous issues should be given the chance to start
fresh the next day. This gives the student the feeling that they are not set up
for failure already. Demonstrating that they can achieve more than what they
believe they are pigeon-holed to be by others.
Enforce Rules, Regulations and Routines in a Fair, Firm and Consistent
Manner. This gives students the feeling that they are not singled out and that
they are accountable for their actions creating an internal locus of control so
students learn to believe in themselves.
Ask about students interests and make yourself present as part of the school
community. Attend sporting events and other activities that your students
are involved in.
Demonstrate to students that you are not perfect, you are no infallible and
will make mistakes. Students are allowed to correct as long as done in a
professional and polite manner.
Management Notebook-Shawna Felver 10

Techniques to Break the Cycle of Discouragement

A FRESH START TO A FRESH DAY!

The most important piece for me is to give ALL students a fresh start for the next
day. We all have bad days even our best of students and the most difficult of
students. In order to demonstrate that students are not being discouraged it is
beneficial to maintain that you are not setting them up for failure by holding against
them past actions.

Disciplinary actions rarely carry over to the next day (Only in school
suspensions or greater measures for more increased
Maintaining a positive attitude even if the answer is incorrect praise the
effort the student put in. Verbalize Praise to demonstrate that you are proud
in front of others giving the students confidence to interact and learn.
Give students reasonable expectations and goals to achieve, gives confidence
and motivates students to continue to learn.

SECTION 6: Support of Other Educators and Caregivers

Other Educators
Team teaching groups and the utilization of the Department chairs gives first
time teachers the ability to pull from others expertise and experience. In
support of the students learning process it is important to engage all
members of the faculty that will have involvement with the student.
Conferencing with counselors and administrators gives the student the best
opportunity to succeed. As a means of helping a teacher it is also important
to remain actively engaged with the school counselors or graduation
requirements, college and sports requirements as well. This gives the teacher
more information and can allow us to connect to students based on the
students wants and goals.
Needs
Students need to have their basic needs meet. Food, shelter and care. This
means that in order for a student to be able to think critically enough to learn
the information they are being instructed in. This means that as a teacher it is
important to note that there are additional programs that are available to
assist students to meet these basic needs. Many schools offer free and
reduced lunches to assist students who may not be receiving adequate meals
at home for whatever reason. As a teacher we can aid our students in getting
enrolled in these programs by referring them to the proper paperwork or
person who can assist more in depth. With this it is important to also
demonstrate that you do take an interest in the students lives. Through the
interaction at school events such as sports programs, concerts and
Management Notebook-Shawna Felver 11

fundraising through these students realize that you are interested in what
they are doing. These needs can also be part of their educational and
emotional needs. The placement or development of Individualized
educational plans or Student Study Teams can also aid students in working
towards their educational goals. The ability of a teacher to monitor their
students actions during class, as well as their assignments is important to aid
in the needs of the student as a means of assisting in placement for additional
programs.

Documentation
As a teacher it is important to take notes on student behavior and assignment
patterns. This includes taking notes of when these inappropriate behaviors
happen. (IE: Beginning of the period? During individual work time? While
working in groups?) All of the notes on times when the behavior occurs will
aid the placement team and counselors in how to properly place the student.
Notes about How the student acts, are they withdrawn and quiet; do they act
out and talk more during individual work time? It is also important to note
the students disposition. They can become very stoic and quiet or even be
aggressive, loud and confrontational. This all compiled together can create a
portrait of the students actions and assist in where they may need additional
help.

Referral Process

Through this process all of the notes and records of work will assist the staff
of the Special education or Student emotional team in analyzing the problems
that are arising and move them towards the testing process for each process.
To see if the student needs additional emotional support or if they need
special education and an Individualized education plan to better assist them
in accomplishing their goals. Following the steps as outlined per each
schools process maintaining through and accurate notes as well as a record
of the students work will lead to the students success through the proper
placement and development of a program to assist the student.

SECTION 7: Legal Issues Regarding Discipline

A) Family Educational Rights and Privacy Act

Providing students with the access to educational records for themselves and
their parents. This limits the amount of information that a school can give
out and also gives the parents the right to check their students grades and
information.
B) Compelling State Interest/Duty of Care
The compelling interest is that the child is being cared and provided for. The
state can intervene in the instance that a child is lacking in basic necessities.
The state can remove custody of a child from their parent or guardian when
they are not given adequate care to include access to basic needs such as food
Management Notebook-Shawna Felver 12

and shelter as well as access to education and medical care. The duty of care
is reliant upon the adults responsible for the student they are responsible to
provide food, shelter and adequate care for the child to include having
medical care. This can also include the neglect of a child where they are left
unsupervised for long periods of time to include overnight without an adult
present to respond to childs needs.

C) Student Rights
Student has the right to the least restrictive environment to learn. Equal
access to the opportunity for education as given by the state. Education is to
be free and public is provided and the option to send student to private
school or homeschool based on parents decision. There is a reasonable
expectation of privacy, in that there must be at least probable cause to search
students items. However, the ability to maintain the safety of others is the
priority to the school and can therefore be used to have drug dogs and
Student Resource Officers to maintain the safety of the students at school.

D) Teachers Rights
Teachers have the right to work in a comfortable workplace free from
harassment. The teachers also have the right to work in an environment
where there is support from staff to maintain safety of themselves and their
students. This includes the support of the administrators and school support
staff, to include the special education program specialists to aide in the
educational goals of their students.

E) Policies
Teachers are dress in a professional manner. No overly sexualized
clothing or derogator messages.
Students must maintain a clean appearance, altered t-shirts, hats are
to meet school logos and must be worn facing front as sun protection.
NO sagging pants, nothing sexual suggestive, Shorts no short than
mid-thigh, no gang related clothing colors or articles.
Students are required to not miss more than 3 days as excused
absences and travelling or vacation does not constitute an excused
absence.
Multiple tardies will result in a SARB contract and continued
violations can result in the removal to a day school to address the
issue.
Locker searches are only done with probable cause and can be
completed in conjunction with searches from sniffing dogs.
Cell phones are not to be used during class times and only during free
times. (Maybe used during class if it is through the teachers approval)
Hazing Harassment and bullying has a zero tolerance policy
Cheating, plagiarism and forgery policies state that 1st no credit
parent contact and vice principal referral and placement in record 2nd
Management Notebook-Shawna Felver 13

offense no credit, parent contact and possible 1-5 day suspension; 3rd
offense same as above in addition will have mandatory 5 day
suspension and placement on expectations contract. 4th offense is
EXPULSION.

References
Kauble, P. (1996). California Laws Related to Minors. CA.
Manteca Unified School District. (2014). Weston Ranch High School Student Parent
Handbook. Retrieved 2014, from
http://www.mantecausd.net/home/showdocument?id=1418

National Education Association of the United States. Committee on Professional Ethics.

(1975). Code of ethics of the education profession. Washington.

Nolan, & Levin. (n.d.). Managing Student Behavior Part 3 [Power Point Slides].
Retrieved from
https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_8930
_1&content_id=_594461_1&mode=reset

SECTION 8: Professional Dispositions and Growth Plan

Teachers Dispositions

As a means of analyzing a prospective teachers continuous growth throughout their

credentialing program dispositions are completed at intervals during their classes.

Through the use of reflection on the prospective teachers part progress can be

noted as well as issues and situations that may have arisen that were beyond their

ability to handle comfortably. In summation a teachers disposition is was of judging

a prospective teaching credentials students skills and development throughout their

coursework and preparation.

Improvements

As previously noted in my dispositions from TED 606 I have a positive and out going

personality, and utilize that to the best of my ability to connect with students, as

well as motivate them to remain on task. Through this course I have also learned the
Management Notebook-Shawna Felver 14

importance of establishing Rules, Regulations and Routines in a Firm, Fair and

Consistent Manner. (Marrone, 2015, TED 626). Through this standard I have been

able to analyze my ability to apply the rules in a more consistent manner. To ensure

that when I give one student an additional opportunity, then I must give all an

additional chance. Also. I have been able to change how I interact with the students.

According to Coloroso it is important to ask questions in which the student must

think of their own actions. (Coloroso, 2004). I have begun to stop being overly rigid

and instead give the students opportunities to succeed or fail at their own desire to

accomplish their goal.

Some Improvements, Goals and Assessments

We all have goals as prospective teachers that we wish to accomplish. As part of this

process a previous goal was to allow for more freedom during instruction and

student interactions. Finally, releasing the reins was accomplished and my students

feel that they can communicate openly and want to participate in the activities

assigned. Through this achievement, I know would like to incorporate more

differentiation into my lessons. I find that I rely heavily on the standard Power

Points and lectures. To do this I need to branch out and attempt to learn new

technology such as media players and supplemental assignments that would

incorporate more interactive programs such as reenactments of events and

sometimes even videos.

Ability to Include and Exclude

Management Notebook-Shawna Felver 15

Working with a new group of students who are predominantly White and Hispanic

from a rural district, I have needed to adjust my instruction to incorporate more

levels into the lesson plan. With the populace having moved from different areas

and the fact that it is a small district I have found that it is vital to incorporate as

much ability to differentiate for the different skills level. As such I also need to adapt

more of the local culture into the lessons. This would give the students a more

realistic understanding of the information from the classroom and the application

into their society. I need to work on the implementation of multicultural aspects into

the lesson plans.

For classroom management this would mean that the classroom would need to be

broken into small groups with students working in ability levels. This also means

that the group interaction must be monitored carefully to ensure that the students

are remaining on task and respectful of their fellow students learning abilities. I will

need to ensure that all the rules with be implemented fairly, as well as consistently

amongst all the students especially with verily levels of skills.

References

Coloroso, B. (2004, March 26). Universal Media Player [Video file]. Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroo
mmanagement&clipID=Coloroso_904.flv

Huitt, W. (2001). Humanism and open educations. Educational Psychology Interactive.

Marzano, Robert J.; Marzano, Jana S.; Pickering, Debra (2003-09-23). Classroom
Management That Works: Research-Based Strategies for Every Teacher (Page 16).
Association for Supervision & Curriculum Development. Kindle Edition.
Management Notebook-Shawna Felver 16