Artifact #3: Classroom Management Fun Box.

It was very important for me to include my Classroom Management Fun Box, or tool box,

because classroom management is one of the most important areas for teachers to develop and

foster strategies for. This tool box of classroom management strategies demonstrates my ability to

think about and plan for classroom management. I have spent a lot of time reflecting on strategies

and classroom management theories in order to create a warm and caring classroom culture, while

inspiring lifelong learning. Effective teachers establish proactive procedures and routines, set rules

and regulations, and nurture the positive learning environment within the classroom with the

participation and involvement of the learners. Using several theorists and classroom management

strategies, I complied a small box of classroom management tools. I hope that through examine

the content of this profile you will agree that I am prepared to enter the field as an effective teacher.

The InTASC Standards that I connected to this artifact are the understanding of individual

differences and that the teacher creates positive learning environments. I feel in is also connected

to the NYS Code of Ethics principle that educators create, support, and maintain challenging

learning environments for all, the OCT Ethical Standards of Respect, and then CAEP standards

that ensure that candidates use research and evidence to develop an understanding of the teaching

profession. The aligning standards and Classroom Management Fun Box can be found below.

InTASC Standards

Standard #2: Learning Differences The teacher uses understanding of individual differences and

diverse cultures and communities to ensure inclusive learning environments that enable each

learner to meet high standards.

 2(b) The teacher makes appropriate and timely provisions (e.g., pacing for individual

rates of growth, task demands, communication, assessment, and response modes) for

individual students with particular learning differences or needs.

2(n) The teacher makes learners feel valued and helps them learn to value each other.

Standard #3: Learning Environments The teacher works with others to create environments that

support individual and collaborative learning, and that encourage positive social interaction,

active engagement in learning, and self-motivation.

3(a) The teacher collaborates with learners, families, and colleagues to build a safe,

positive learning climate of openness, mutual respect, support, and inquiry.

3(c) The teacher collaborates with learners and colleagues to develop shared values and

expectations for respectful interactions, rigorous academic discussions, and individual

and group responsibility for quality work.

3(d) The teacher manages the learning environment to actively and equitably engage

learners by organizing, allocating, and coordinating the resources of time, space, and

learners’ attention.

3(i) The teacher understands the relationship between motivation and engagement and

knows how to design learning experiences using strategies that build learner self-

direction and ownership of learning.

3(k) The teacher knows how to collaborate with learners to establish and monitor

elements of a safe and productive learning environment including norms, expectations,

routines, and organizational structures.

3(o) The teacher values the role of learners in promoting each other’s learning and

recognizes the importance of peer relationships in establishing a climate of learning.

NYS Code of Ethics

Principle 2 Educators create, support, and maintain challenging learning environments for all.

Educators apply their professional knowledge to promote student learning. They know the

curriculum and utilize a range of strategies and assessments to address differences. Educators

develop and implement programs based upon a strong understanding of human development and

learning theory. They support a challenging learning environment. They advocate for necessary

resources to teach to higher levels of learning. They establish and maintain clear standards of

behavior and civility. Educators are role models, displaying the habits of mind and work

necessary to develop and apply knowledge while simultaneously displaying a curiosity and

enthusiasm for learning. They invite students to become active, inquisitive, and discerning

individuals who reflect upon and monitor their own learning.

OCT Ethical Standards

Respect

Intrinsic to the ethical standard of Respect are trust and fair-mindedness. Members honour

human dignity, emotional wellness and cognitive development. In their professional practice,

they model respect for spiritual and cultural values, social justice, confidentiality, freedom,

democracy and the environment.

CAEP/TEAC Standards

Standard 1. Content and Pedagogical Knowledge The provider ensures that candidates develop a

deep understanding of the critical concepts and principles of their discipline and, by completion,
are able to use discipline-specific practices flexibly to advance the learning of all students toward

attainment of college- and career-readiness standards.

1.2 Providers ensure that candidates use research and evidence to develop an

understanding of the teaching profession and use both to measure their P-12 students’

progress and their own professional practice.

 Classroom Management Fun Box

Mary Shaheen

Medaille College

EDU 504 : Early Field Experience/Seminar

Dr. Batchelor

Feb. 2, 2018
 My Classroom Management Fun Box is filled with different things that I believe will

assist in my overall classroom management. Included in my fun box are, a timer, a word search

book, a stuffed animal, colored rubber bands, and behavior reflection sheets. I will continue to

add items to my fun box as we progress through this course.

Timer

I have included a timer in my classroom management fun box because I believe that

keeping a close eye on how much time is spent (or not spent) in different areas will greatly affect

the class work. Classroom routine is always important, and a timer will help both the teacher and

student recognize the value of their time within each routine. Dr. Doug Lemov advises to work

the clock, to “Mix in frequent countdowns to pace the class in completing tasks and emphasize

the importance of each second, continually setting goals for your class’s speed in meeting

expectations” (Lemov, 2010). This also helps the students to feel accomplished as they complete

each task within the time allotted. I feel as though including a timer in my classroom

management toolbox will prove effective.

Word Search Book

I have included a word search book in my classroom management box to use as a tool for

students who finish their work early. This will keep them occupied while the rest of the students

work through the activity and minimize classroom disruptions. Completing a word search is a

quiet, individual activity that will not distract the other students. With students learning at

different levels and paces, I feel as though preparing in advance for students who will complete

their work before others will be beneficial for classroom management.

Stuffed Animal
 I included a stuffed animal in my classroom management fun box to use as a reward or

incentive for students with outstanding behavior. Having a classroom stuffed animal is a fun and

cute incentive to encourage students to behave; getting the privilege to have the stuffed animal

sit with you. It could be awarded to a different student every subject or half-day in recognition of

their behavior, performance, acts of kindness, etc. Dr. Doug Lemov encourages using “positive

reinforcement as a powerful classroom tool” (Lemov, 2010) as students will understand that

excellence will be rewarded.

Colored Rubber Bands

In my classroom management fun box, colored rubber bands will be used to help in

grouping students for group work or activities. Different colored rubber bands will be placed in a

paper bag, and each student will pick one out of the bag and wear it on their wrist, then the

students will find the other students with the same colored band and begin their group work. This

provides the students opportunities to work with different students each time there is a group

activity and it solves the issue of somebody not getting picked to be in a group or the teacher

having to count off numbers. This resource available for choosing groups provides a randomized

experience as well as involves the students in the process of creating groups. Colored rubber

bands will help with classroom management in a fun way.

Behavior Reflection Sheet

I have included behavior reflection sheets (O'Brien, 2015) in my classroom management

fun box that will help the students reflect on their behavior when they do not meet the classroom

expectations or follow classroom rules. This sheet will force the student to think about their

actions and how they could have done something differently. The sheet will then be sent home

for a parent signature which informs the parents of any trouble we have had in class. Marzano
concluded after summarizing a study done in England, that “parents rank being informed about

student misbehavior in school as the most effective negative consequence, and students rank this

action second” (Marzano, 2003), thus concluding that communication with home is a powerful

negative consequence.
Pictures of my Fun Box Items
References

Lemov, D. D. (2010). Proven Practices from Teach Like a Champion. Teach Like a Champion:

49 Techniques that put students on the path to college. .

Marzano, R. J. (2003). Classroom Management that Works: Reseach-Based Strategies for Every

Teacher. Alexandria: ASCD.

O'Brien, N. (2015, July 27). How I Create and Maintain a Positive Classroom Culture for K-2!

Retrieved from Elementary Chalkboard:

http://primarychalkboard.blogspot.ca/2015/07/how-i-create-and-maintain-positive.html