Classroom

Management
Beliefs
To establish good classroom management in my classroom I must have good
student-teacher relationships and procedures and routines. Wong & Wong
have proven that a key to effective classroom management must involve
procedures and routines. Effective teachers manage with procedures. Every
time the teacher wants something done, there must be a procedure or a set
of procedures" (Wong & Wong, 2009, p.171). The plan for my classroom will
consist of an introduction on the board for the students. This introduction
board will consist of a few things. The students will know when they come
into my class, the first thing they need to do is to look at the introduction
board (procedures and routines). On the introduction board there will be a
quote for the day. This quote will be read to my classroom, and I will ask
them how it affects them personally. This quote can come from a variety of
topics. I have learned through athletics, to control what I can control. I want
to instill this mindset into my students. Attitude and effort can always be
control in every situation.

ATTITUDE
o I will use the approach created and researched by Richard Curwin. Richard

developed Discipline with Dignity. He believed that in order for students to

determine long term success extrinsic reward must be eliminated. By doing

this, students will keep themselves motivated when the rewards run out.

Instead of rewarding the students for their achievement, my plan is to

encourage them on their attitude and their effort(Curwin, 2013)

EFFORT
o Richard Curwin believes in encouraging effort over achievement. Every single

day when the students walk into my classroom they will see the agenda for

the day, but they will also see a different inspirational quote. This quote will

get the students thinking about whether or not they are pushing themselves

to be the best every single day. The quote will hopefully get them thinking

about all aspects of their life, and not just school work. By encouraging
 students for their effort, this will translate to the real world according to

Assessment
Richard Curwin (2013).

Simply put, assessment should show student learning and understanding of

the material presented in class. According to a professor at Spring Arbor
Beliefs
University, Tovah Sheldon, the key components to quality assessments
include both the six non-negotiable quality filters and an assessment
blueprint. The six non-negotiable quality filters consist of clear targets,
content match, performance match, use clear language, one correct answer,
and foils/distractors need to be plausible (Sheldon, 2008). "It is important for
the teacher to create assessments for learning, rather than only viewing
assessment for observational purposes" (Stiggins, 2007, p.44). If assessment
is done correctly, all stakeholders (parents, teachers, administration,
students, etc.) will get immediate feedback on the situation. If the situation
is not in the favor of the stakeholder, this will result in immediate motivation
for greater success.

I will use Formative, Interim, and Summative Assessment. A teacher

must incorporate all three wisely and accordingly to become an
effective teacher who has a quality and well balanced assessment
(Perie, Marion, Gong, &Wurtzel, 2007)

I will involve the students in assessment. "Testing activities can

become learning activities when students are informed partners in
assessment processes, a strategy whose effectiveness is documented
in research. If we accept that assessment is for learning and not
merely for selection and decision making, we must seek out and apply
such strategies" (Smith, 2009, p. 30). Involving students in assessment
will give the students and the teacher quick feedback. Students will
know what is going to be on the test, because they thought of it
themselves. By giving them a sense of ownership, it can motivate
them to preform good on the assessment (Brookhart, 2007, p.54).

It is important for the teacher to inform the students what the state
standards are. In my classroom, I will inform my students what the
state standards are by rewording GLECs/HSCEs/or CCSS into classroom
targets or objectives (Stiggins, Arter, Chappuis, & Chappuis, 2006, p.
33). By doing this, my students will know exactly what they are
 supposed to be taught. When students know classroom target or
objectives, it can quickly give feedback to both the student and the
teacher. When the student knows the objective, and does not
understand the material, they can effectively ask the teacher a specific
question in regards to the classroom objective. In turn, this question
gives the teacher quick feedback as to what the student does not
understand (Stiggins, 2007, p.44). Everything that will be presented to
them on the assessment will not be a surprise.

Instructional Strategies
I personally have used some of Deborah Balls High Leverage practices. One of the
reasons why I have used Balls 19 strategies over Marzanos 9 is because of the
wide variety. Even though a lot of these strategies accomplish a lot of the same
things, Balls HLPs have worked better for me. Her attention to detail not only
surpasses Marzano, but implementing the strategies seems to be easier for me.
promote her High Leverage Practices.

Her 19 strategies are as followed: leading group discussion, explaining and

modeling content, practices, and strategies, eliciting and interpreting individual
students thinking, diagnosing particular common patterns of student thinking and
development in a subject matter domain, implementing norms and routines for
classroom discourse and work, coordinating and adjusting instruction during a
lesson, specifying and reinforcing productive student behavior, implementing
organizational routines, setting up and managing small group work, building
respectful relationships with students, talking about a student with parents or other
caregivers, learning about students cultural, religious, family, intellectual, and
personal experiences and resources for use in instruction, setting long and short
term learning goals for students, designing single lessons and sequences of lessons,
checking student understanding during and at the conclusion of lessons, selecting
and designing formal assessments of student learning, interpreting the results of
student work, including routine assignments, quizzes test, projects, and
standardized assessments, providing oral and written feedback to students, and
analyzing instruction for the purpose of improving it. As you can tell, her 19
strategies are much more specific than Marzanos.

The Strategies that have worked best for me:

Routine assignments
o Every day, the students are given a new vocab word. The students are
given the definition of the word. They write this word down on their
word of the day sheet. They are required to come up with a sentence
 that fits this word. They are then required to draw a picture that
corresponds with this word.
Personal Experiences and resources for use in Instruction
o I do my best to humanized every lesson. I want the students to
understand why we are learning this. It has to relate to their life for
them to understand why we are doing it. I either relate the lesson to
something that has happened in my life to have them better
understand it, or I use examples from their life. This keeps the class
engaged
Checking Student Understanding during and conclusion of lesson
o A lot of the time, I will design clicker quizzes for the students. This
gives me a formal checkpoint to see where the students are at. At the
end of the lesson, the often have to fill out TOD or Tickets out the Door.
They write down what they learned, and if their answer does not
correspond with my objective, I make sure to address it the following
day.

References

Curwin, R. L., & Mendler, A. N. (1999). Discipline with dignity. Alexandria, Va., USA:
Association for Supervision and Curriculum Development.

Wong, H., & Wong, R. (2009). The first day of school: How to be an effective teacher. Mountain
View, CA: Harry K. Wong Publications, Inc.

Sheldon, T. (2008). Proceeding from creating quality assessments professional development: 6

Non-negotiable quality and 17 quality filters. Jackson, MI: Jackson County Intermediate
School District.

Stiggins, R. (2007). Assessment through the student eyes. Educational Leadership, 43-46

Perie, M., Marion, S., Gong B., & Wurtzel J. (2007). The role of interim assessment in a
comprehensive assessment system. Aspen, CO: Aspen Institute.

Smith, K. (2009). From test takers to test makers. Educational Leadership, 26-30.

Brookhart, S. (2007). Informative assessment. Educational Leadership. 64(4), 54-59.

Stiggins, R. Arter, J. Chappius, J., & Chappius, S. (2006). Classroom assessment for student
learning- Doing it right, using it well. Portland, OR: Educational Testing Services.