Gomez Notebook

Running head: Classroom Management Notebook
TED 626: Classroom Management
Classroom Management Notebook
Chris Gomez
Professor England
National University
June 16, 2016

Classroom Management Notebook 2
Table Of Contents
Section 1: Philosophy of Discipline and Management... 3-5
Models of Discipline Graphic Organizer

General Philosophy
Section 2: Preventative Measures.. 6-14
Structuring the Classroom space (map with rationale)

Daily Schedule, Routines, and Procedures
Rules or Norms of Behavior
Section 3: Supportive and Corrective Measures 15-20
First Steps - redirecting and warning

Consequences
Incentives
Student Accountability
Section 4: Working Effectively with Diverse Students and Families.... 21-23
Home-School Communication Philosophy and Plan

Cultural Considerations with Discipline
Legal issues regarding students with special needs
Section 5: Strategies for Dealing with Challenging Students.... 24-29
Hierarchy of Interventions
Strategies for building relationships
Techniques to break the cycle of discouragement
Section 6: Utilizing the Support of Other Educators and Caregivers.... 30-35
Identifying Needs
Documentation
Referral Process
Section 7: Legal Issues Regarding Discipline. 36-47
FERPA
Compelling State Interests/Duty of Care
Student Rights
Teacher Rights
Section 8: Professional Dispositions and Growth Plan...... 48-49
References...... 50-51
Section 1: General Philosophy
Models of Discipline Graphic Organizer
Discipline Overall Goal or Beliefs about Teachers Role

Model Purpose Behavior in the Classroom
Example: To get students to choose Teachers have a right to To take charge and be
Canter and Canters to conduct themselves teach and students have a assertive (not aggressive,
Assertive Discipline properly. right to learn without being hostile or permissive);
interrupted by misbehavior. clearly confidently and
consistently express and
model class expectations.
Example: Classrooms with
Color-Card Flip Chart.

Colorosos Winning at To give students a Students should have Teachers should give
teaching . . . without beating responsibility, consequence, responsibility and decisions students a responsibility
your kids and opportunity. when it comes to their when dealing with
misbehavior. punishment and
consequence by: asking
students what they did
wrong, give them
ownership, give them ways
to resolve it, and keep their
dignity in tack.

Curwin and Mindlers To create a preventative Students today are more To always treat students
Positive Prevention Model classroom climate that oppositional, confrontive, with dignity, make
counters aggression, and angry. These behaviors responsibility more
hostility and violence. can spill into the classroom important than obedience,
and create a negative and model and teach the
stressful environment. behaviors you expect, and
Teachers can overcome, make sure your discipline
prevent, and deescalate strategies are practical.
these behaviors through
effective strategies.

Gossens Restitution Model To enable students to By looking at the questions Speak to students in a
strengthen themselves by students ask about their respectful manner, allow
repairing their mistakes. behaviors can allow you to students an opportunity to
understand the reasoning repair their mistakes,
behind their behaviors. establish a social contract,
and ask questions such as:
Could you have done
worse?

Kagen and Scotts Win-Win To prevent and deal Classroom disruptions can Get on the same side and
Discipline Model effectively with all be prevented if the proper point of view with students,
classroom disruptions. win-win procedures are in collaborate together for
place. solutions, and require
responsibility.
General Philosophy
My own beliefs about classroom management and discipline is that it is extremely
important to implement the two in the classroom in order to create a positive environment that is
conducive to both learning and discipline. Without the presence of classroom management and
discipline, teachers will struggle to teach effectively and students will struggle to learn
effectively (Marzano, 2003). As a new teacher I understand the importance of this as well as an
understanding that it will be a constant learning process for myself. I feel that in order to
effectively implement the two in the classroom teachers must establish rules and expectations
first, prior to tackling academics, and then continue to practice and enforce these expectations
throughout the year. When it comes to discipline, this is both important and challenging for
teachers and schools. According to Marzano (2003), a lack of discipline is the most serious
problem facing schools today. I believe that while discipline is important, it is more important
to implement effective discipline in the classroom. I strongly believe that rather than being quick
to discipline or threaten students with discipline, teachers must first talk with students and allow
for students to correct and learn from their mistakes.
For my own management and discipline system, my goal is to create a positive and safe
learning environment for students. In order for my classroom to get to this point, I will first have
to establish guidelines and expectations for students in my classroom. Here, my goal is to keep
things simple yet efficient. I will have to carefully select these guidelines and expectations and
keep them minimal, only around seven rules altogether. (Marzano, 2003) Another goal I wish to
implement in the classroom is to devote more attention and recognition to students who exhibit
positive behaviors and academic achievements instead of the alternative where more attention is
given to discipline students and those students who usually have exemplary behavior, receive
little to no positive feedback. One way to implement this is by practicing, catching a student
being good. (Marzano, 2003) With this comes a great opportunity to reward students of their
great behavior which can be even be achieved through a simple thank you or good job and in
return, students will see that their good behavior is recognized by the teacher and continue to
maintain that behavior.

Section 2: Preventative Measures
Structuring the Classroom Space
Source: http://nextgenlearning.org/blog/does-your-classroom-design-affect-student-learning
EFFECTIVE ROOM ARRANGEMENT

MATCHING ARRANGEMENT WITH LESSON PURPOSE
WHAT A STAR SHEET IS
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that
can help you solve the case studies in this unit.
WHAT IT IS
Matching the room arrangement with lesson purpose is a strategy for arranging the classroom in a
manner to support the purpose of the lesson. Lessons designed for independent work (seatwork, tests,
etc.) are supported by an arrangement in rows or paired rows. Lessons designed for group work (centers,
teams, etc.) are supported by an arrangement in groups.
WHAT THE RESEARCH SAYS

Seating arrangements should match lesson purpose (Evertson, Emmer, & Worsham, 2003; Lambert,
1995; Wong & Wong, 1998).
Grouped seating arrangements can increase student social interaction; seating in rows can increase the
quantity of independent student work completed (Lambert, 1995; Wong & Wong, 1998).
Flexibility in room arrangement enables a variety of instructional formats to be used (whole group, small
group, student pairs, individual) (Lambert, 1995; Wong & Wong, 1998).
Room arrangements that do not match lesson purposes can be distracting to students (Lambert, 1995).
TIPS FOR IMPLEMENTATION

Select the lesson purpose and format.
Select a room arrangement that supports the lesson purpose. Consider the different arrangements below.
Adapt your present arrangement to support the lesson purpose, or
Arrange the room accordingly, or
Teach students to arrange the classroom for specific lesson formats and assign the task of arranging the
room to the class based on your direction. Successful student rearrangement requires practice.
KEEP IN MIND
1. Effective lesson planning and teaching procedures for a given lesson format work in combination with
matching arrangement to lesson purpose to achieve successful lesson implementation.
2. Continuous rearrangement of the classroom can be as disruptive as a mismatch of arrangement to
lesson purpose. Plan your room arrangement to fit the majority of your days instruction and find ways to
adjust this arrangement to meet other lesson purposes.
HTTP://IRIS.PEABODY.VANDERBILT.EDU 13
Classroom Seating Chart
Source: http://blog.ampli.com/2014/03/classroom-layouts-seating-arrangements-for-effective-
learning.html
Rationale
A classrooms setup is a key and vital aspect to establishing both an area that promotes
learning as well as preventing behavior problems and distractions in the classroom. With the U-
Shaped representation shown above of a classroom, this setup can promote learning and prevent
possible behavior problems. This setup not only allows for both the teacher and students to have
space to move about the class but it allows students clear views of the teacher at the front of the
class and ensures that students do not have their backs turned toward the teacher. The teacher in
return has ample space to move about the class and easily reach and work with students in need
of assistance. This setup is also conducive to group work and collaboration activities for
students.
Daily Schedule, Routines, and Procedures
Classroom schedules and routines will vary depending on Unit or activities. Shown
below is a schedule for a typical day involving lecture and activity.
Sample Class Schedule-Secondary Social Science
8:00-8:05 Warm-Up/Silent Reading

8:05-8:30 Lecture
8:30-8:50 Activity (Group/Individual)
8:50-8:55 Discussion/Questions
Routines, and Procedures
Classroom routines and procedures
Establishing clear classroom routines and procedures is necessary for ensuring that
your classroom runs smoothly.
BY DENISE YOUNG
Students need to know what is expected of them in your classroom. To ensure that you
have smooth transitions throughout the day, think carefully about the routines for which
you must plan. Clarify them in your mind. It may be helpful to make a list of transitional
times throughout the day (see the list below to help you get started!). Other teachers or
your mentor can serve as resources by sharing their own classroom procedures and
routines.
Before establishing specific procedures or routines, it is necessary to have a discussion
with students about their importance. During this discussion, you should be able to talk
about the rationale behind various routines. When possible, invite students to create
procedures with you. This process can nurture a sense of ownership and community in
your classroom.
In establishing procedures or routines, it is important to:
1 Ensure that students understand the reason for the routine.
2 Clarify the procedure through modeling.
3 Allow students opportunities to practice the routine through rehearsal.
4 Try not to overwhelm students by teaching too many routines at once. The process of
establishing routines and procedures may take several days.
5 Remember that it will probably be necessary to revisit this process as you see the
need.
The following list may help you get started in thinking about times during the day for
which you may want to establish procedures and routines:

Beginning the day
Entering and exiting the classroom
Labeling papers
Collection and distribution of papers
Signaling for quiet and attention
Appropriate times for moving around the room
Emergency drills and procedures
Going to the restroom
Moving throughout the school
Late arrival
Grading and homework policies (including make-up work)
Asking questions
Finishing an assignment early
Dismissal
Source: http://www.learnnc.org/lp/pages/735
Rules or Norms of Behavior
Classroom rules and behavior expectations will be covered within the first days of the
school year. It is important for student input and discussion about the appropriate rules and
behaviors in the class to be utilized as it will allow for the students to become engaged with and
have an integral voice within the classroom. It is also important that these rules and expectations
to not simply be a list of Nos or Do Nots but rather be stated in non-negative ways.
Classroom Rule & Expectations
Come to class prepared

Follow directions
Respect yourself and others
Listen quietly and attentively
Participate & Engage in discussion
Strive to do your absolute best
Classroom Management for Beginning Teachers
Jim Larson
Play by the Rules. Probably the best investment in time a teacher can make at the outset of the
school year is the establishment of communally-developed classroom rules. Done well and at the
appropriate developmental level, this investment can pay returns in all of the days to follow.
Rules are prevention-focused, designed to stop the misbehavior before it happens. For the
student, rules act as a kind of surrogate frontal lobe by providing guidance on what to do and
what not to do.
Rules should be:

o Few in number; 4 or 5 is best
o Positively stated, telling the student what to do. For example, Use indoor
voices is preferred to No yelling
o Communally developed with the students to encourage ownership
o Posted prominently for all to see
o Taught through modeling, role-play and daily examples over the first few
weeks or so
o Firmly and fairly enforced
Teachers should be certain the rules cover the major disruptive behaviors of concern.
Examples of positively-stated classroom rules include:
o Bring all required materials to class each day (secondary level)
o Raise your hand to speak
o Use school voices and school language only
o Have permission to leave your desk
o Keep hands and feet to yourself
o Do as the teacher asks the first time
Have students take ownership of their classroom rules by participating in their development.
Teachers should guide the process to ensure that all of the important bases are covered. For
example, an elementary teacher might say, We need a rule to help us decide how loud to talk in
the room. Whats a good rule for that? A middle or high school teacher might start the
discussion with, If say I want school voices and school language only in our class, what does
that mean to you? How shall we define that? Once done, engage the students in a discussion
about why each rule is important and what might happen if the rule was not in place.
Use a workplace analogy to help the students understand the reason for the rules and the
positively-stated format. For example, a rule in a mechanics shop might say, Return tools to
their proper place when finishe, rather than say Dont leave tools lying around. This rule
reminds the workers exactly what to do to keep a safe and orderly workplace.
Once in place, the teacher must enforce the rules with a calmly-stated reminder and a mild
aversive classroom consequence. This should be done privately if possible and in a soft,
composed voice. For instance: Jose, what does the rule say about leaving your seat? That
means two minutes off recess. Please sit back down. Rules should not cover everything,
however. See the section entitled, Its Just Routine below.
HELPFUL HINT: Consistency is essential, especially in the first weeks as the rules are being
learned. Every time a teacher ignores a broken rule, the message to the student is: This rule is
not very important.
Consequences Count! Implementing classroom rules means implementing classroom

consequences so that the rules can have real influence on student behavior. If a rule is broken,
there must be some form of unpleasant consequence that follows. Remember: Rules without
consequences are only suggestions. If it is not important, dont make it a rule. If it is, enforce it.
Classroom consequences should link to the seriousness of the rule violation. Forgetting to raise
ones hand might be a rule violation, but it hardly demands a detention or loss of recess. Most
classroom consequences should be mildly unpleasant, but not so unpleasant that they stimulate
another problem, like an angry student. Teachers can divide consequences into three levels:
o Level One for minor, first time violations

Example: Reminder; brief time off recess
o Level Two for multiple violations of the same rule

Example: Loss of recess or other reinforcing activity for the day
o Level Three, for more serious violations

Example: Loss of recess or other reinforcing activity for the day and a
phone call or signature-required note to parents
Students should learn from classroom consequences, not just suffer from them. A negative
consequence for a rule violation should reduce the likelihood that the student will break the rule
again. Teachers can ensure that the rules are working effectively by approaching them like an
educator and not a disciplinarian. For example, students who misunderstand general curricular
content are provided additional instruction to ensure understanding. The same should apply to
learning the rules.
Does the student truly understand what a rule means? Some young children come from
households in which there are few if any consistent, verbal rules and so have no prior
learning to draw from. Learning to adjust behavior based upon a written guideline
requires a level of cognitive maturity, understanding, and practice. Be patient and teach.
Old habits die hard, and students who come from previous classrooms that did not
contain effective rule structures have some un-learning to do. Acknowledge that to them,
and encourage their new learning. Most will soon make the adjustment.
Does the student have the necessary skill to adhere to the rule? The biggest culprit here is
impulsivity, including ADHD. Adding verbal reminders, visual cues, and foreshadowing
the onset of a challenging time period will all help.
HELPFUL HINT: Consistently administered mild consequences for misbehavior will be

effective for most of the students most of the time. Chronic rule violators may need more in the
way of classroom behavioral support, and a consultation with the school psychologist or
behavior specialist should be sought as soon as possible.
The Bob Dylan Rule. Building enjoyable activities into the school routine serves a dual
purpose. They give the students something to look forward to, and they contribute to the overall
positive climate of the classroom. Anticipating an enjoyable activity such as computer time,
class game, or a special Friday video can serve as a motivator for work completion and rule
adherence. Plus, it simply makes the school week more fun!
In addition, remember that an effective and easily administered consequence for rule
violation is the loss or partial loss of a rewarding activity. But first, the activities have to
be in place. Like Bob Dylan said, When you aint got nothin, you got nothin to lose.
The behavioral term for this is response cost. A cost is exacted for rule violation. For
example, a speeding ticket is a response cost: You have money. You broke the rule. They
take away some of your money. In the classroom, the student has access to 15 minutes of
free computer time at the end of the morning. The student breaks a rule. The teacher takes
away five of those minutes.
HELPFUL HINT: Enjoyable activities are not enjoyable if they always get taken away because
of rule infractions! A rule of thumb: Once a particular student has lost the privilege for the third
time, it is time for additional behavioral support. Change the plan or seek consultation from a
master teacher, the school psychologist, or behavioral specialist. Do not stick to a non-working
classroom management plan. As the saying goes, When the mule is dead, its time to stop trying
to ride it.
Its Just Routine. Think about what you did in the morning before you arrived at school. It was
probably pretty much what you do every workday morning Bathing routines, dressing routines,
eating and transportation routines We like regularity; it is comforting and lowers stress
because it reduces the many decisions we have to make over the day. We dont start the day
agonizing over whether to brush our teeth before or after the shower we have our routine
already established.
The same thing works for students in the classroom.
Classroom routines are teacher-designed behavioral guidelines that inform the student, This is
how it is done in my classroom. For instance:
When I say, Get ready for recess, we dismiss by rows starting when every desktop is
cleared and every eye is on me.
We hand papers in by folding them lengthwise, writing your name on the top of the
folded edge, and passing them forward from the rear.
When you are tardy, sign your name on the tardy sheet on the door, put your pass in the
box, and quietly take your seat.
Teachers will find it helpful to develop clearly stated routines for all the repeated activities that
are open for possible problem behavior, such as:
Entry and departure from the classroom (morning, recess, lunch, end of day)
Entry when tardy
Re-entry into the building from recess
Removing material from cubbies or curriculum displays
Getting help from the teacher
Behavior when a visitor needs the teachers attention
Behavior when a classroom assignment has been completed early
HELPFUL HINT: As it is with classroom rules, it is important to teach the routines to the class
just as you would any other curricular subject. Use role-plays and other practice techniques until
all of the students understand, and then stick to the routine!
Catch Em Being Good. Its an old bit of advice, but still one of the best. Positive teacher
regard is given when the student is demonstrating desirable behavior. Its really just that simple.
Studies of general education classrooms have shown that the ratio of negative teacher comments
to positive teacher comments over the course of a school day can be as much as 20 to 1.
Effective teachers, even those in difficult circumstances with high risk students, have learned to
substantially reduce and even reverse this ratio. Once a teacher has had to warn or reprimand a
student, an effort should be made to reverse the ratio by the subsequent addition of more
positive interactions.
Positive comments should not be hollow, phony praise. Positive social praise should come only
when it is earned, but then it should come. Other forms of positive comments are equally
important, however, and will make up the majority of the total. For example:
Greet each student by name every day

Remark to individual students about attractive clothing, new hairstyle, etc.
Ask friendly questions about popular culture, sports, etc.
Use nonverbals such as smiles and thumbs-up to reinforce on-task or otherwise
desirable behaviors
HELPFUL HINT: The goal is more positives than negatives, especially with the most
challenging students. Once a student has been reprimanded, make a mental note to increase the
number of positive interactions.
Source: http://www.teachsafeschools.org/classroom-management.doc
Section 3: Supportive and Corrective Measures
One might make the case that teacher-student relationships are the keystone . . . [and] if
a teacher has a good relationship with students, then students more readily accept the
rules and procedures and the disciplinary actions that follow their violations.
(Marzano, Marzano, & Pickering 41)
First Steps - redirecting and warning
When a student first demonstrates inappropriate behavior in the classroom it is important
to not immediately jump to reprimanding and disciplining a student. If misbehavior is observed,
redirection or a warning should first be issued to a student in order to allow a student the chance
to correct their behavior on their own, self-correction, and provide feedback to the student.
According Marzano (2003), human beings do best in an environment of feedback-in this case
feedback to distinguish between appropriate and inappropriate behaviors. The warning itself
should be presented to the student in a non-abrasive or threating way but rather it should be
given respectfully, kindly, and politely. A standoff between the student and teacher should be
avoided.
Self-Correction Questions
Source: http://thecornerstoneforteachers.com/2015/05/8-ways-to-redirect-off-task-behavior-
without-stopping-your-lesson.html
Consequences
After a student has been given redirection and warning for their inappropriate behavior in
the classroom and the behavior continues to persist, consequences must be given for the actions
of the students. There are a wide variety of consequences that can be given for a variety of
behaviors and at times, consequences will have to be dispersed case by case. Regardless of the
behavior, students must be held accountable for their actions and consequences often come with
a cost. According to Marzano (2003) direct cost, involves interventions that involve a direct and
concrete consequence for misbehavior. With these consequences, students must be given the
opportunity to responsibility for their actions and develop a plan or resolution to both learn from
their mistakes and make improved decisions in the future. The teacher also has the responsibility
to provide consistent and fair consequences to all students, provide students with feedback, and
maintain a positive and supportive attitude with students. (Marzano, 2003)
How Parents and Students Rank Negative Consequences

(Marzano, Marzano, & Pickering, 31)
Incentives
The use of incentives can either award students to who exhibit appropriate behaviors or
provide and incentive for students to not display inappropriate behavior. Also known as tangible
recognition, students are provided or awarded with a symbol or token for appropriate behavior.
(Marzano, 2003) Instead of placing considerable focus and attention to those students who
misbehave, it is important to catch a student being good and award or give recognition to those
students who exhibit exemplary behavior. Students can be given tokens that can later be
exchanged for snacks, activities, or privileges that can also be taken away for misbehavior.
(Marzano, 2003) Again, it is important to maintain consistency and fairness in regards to
incentives.
How Parents and Students Rank Positive Consequences

(Marzano, Marzano, & Pickering, 32)
Student Accountability
Students should always be held accountable for their actions and have a clear
understanding of the appropriate behaviors that are expected of them at all times in and out of the
classroom. In order to better create student accountability in the classroom group contingency
can be employed. According to Marzano (2003), group contingency is strategies in which a
specific set of students must reach a certain criterion level of appropriate behavior.
Keeping Students Accountable
Tired of excuses? Try these strategies for helping kids take responsibility for their
success.
By Edward Graham
Do you have students who constantly make excuses? Do they try to blame away poor
grades and behavioral infractions on their teachers or fellow students without assuming
any responsibility for their actions? Do they mischaracterize their mistakes while
recounting the day's activities to a parent? Is there anything you can do to change their
ways?
Making students accountable for their own success isn't easy, but fortunately your
colleagues have some tried and true approaches to help students step up to the plate and
become responsible learners.
Creating a Positive and Respectful Group Atmosphere for Students
One place to start is creating a classroom atmosphere that is conducive to accountability

and responsible learning.
Establish, practice, and enforce expectations and consequences, says Kate Ortiz, a
retired teacher and classroom management expert. The goal is for students to take
ownership of their own behavior. Creating a positive group identity and helping each
student know that they are part of the group helps.
Ortiz also strives to create a culture of mutual respect that allows students to feel like
adults.
I have found that greeting students at the door is a big help as it establishes me as a
confident, businesslike person who is pleased to have the students there, says Ortiz. I
never sit down when students are in the room and am mobile while speaking to them
and while they are working, using proximity and facial expression before words to
address any inappropriate behavior whenever possible. If I do have to talk to a student
about behavior, I do so as briefly, matter-of-factly, and quietly as possible.
By treating their students as adults, but also reminding them that they are part of the
larger class, Ortiz believes that teachers who work to create a respectful group mentality
will have a greater chance of promoting personal accountability in their students.
I think it is important to send the message through your demeanor and tone that you
care about the kids. Much the same way you are happier and more willing to work for a
principal who values you, kids respond better to a teacher who doesn't buy into the
these are the worst kids stigma and instead tries to get to know them and models
respectful behavior, even when responding to disrespect.
Making Students and Parents Partners in their Success
Beckee Morrison, a sixth-grade social studies teacher at the Kalama Intermediate School
in Makawao, Hawaii, is in her ninth teaching year. She believes students should have the
opportunity to take charge of their academic success by formulating and following
through on their own plan to improve. By assuming responsibility for their mistakes,
Morrison believes her students learn the true value of personal accountability.
Nobody likes getting bad grades, she says, but I think its better for kids who can go
home and say, Look, Ive got a D right now, but heres my plan to bring my grade up.
Its like the kids saying, I got this!
When students have a low grade at the midterm in her class, Morrison gives them a
blank plan with a list of approaches that will lead to improvement. The goals are
realisticno more missing or incomplete assignments, a target grade for the rest of the
semester, and at least partial proficiency in the coursework, for example. Next they
identify specific steps they will take to meet the goals for the remainder of the term. By
allowing students to take the lead, Morrison puts them in charge of their own academic
success.
I sign it, the student signs their own plan, and the parents sign it, says Morrison, who
has noticed her students taking more of a proactive approach to their classwork. After
two weeks, I print up a new grade report for that student, and we conference. We review
the plan, talk about whether it was realistic, whether they took the steps, and whether
they met their goal.
To ensure that students are held accountable at home and school, and to boost the
likelihood that they will follow through on efforts to reach their goals, Morrison includes
parents in the conversation. This way, students can work from an unwavering
foundation of positive reinforcement, which encourages them to reach their goals and
also teaches them the value of personal responsibility.
Teachers should work in tandem with parents to help students grow into self-conscious
and constructive adults. Meeting that goal is not always easy, but once parents see you
as an advocate in their childs development, youll be on the way to making sure the
lessons from school are being enforced at home, and vice versa.
Using a Rubric to Get Students Invested in Their Work
Terri Messing, who teaches at Cedar Heights Jr. High School in Port Orchard,
Washington, also puts her eighth-grade students in charge of their own success. Like
Morrison, she has noticed encouraging changes. A certified teacher for the last 10 years,
and a paraeducator for 18 years before that, Messing has experience with students who
would rather slack off then be held accountable for their studies. The trick, she says, is
getting students invested in their work.
I came up with the effort and achievement rubric as a way to get my eighth-graders
who say that eighth grade doesnt matter because their grades start over in high school
to buy into what is going on in class and to take responsibility for their learning.
Using Robert Marzanos book The Reflective Teacher as a model, Messing tweaked his
ideas to create an effort and achievement scale that students complete daily to show how
they are meeting their school responsibilities. Students grade their daily commitment to
schoolwork on a 1-4 scale. At the end of the month, they tally their scores on a graph and
explain what the graph says about their approach to learning. Students also create a list
of up to 10 learning targets. Each month, they give themselves a grade indicating how
well they have met their objectives.
Initially, Messings students were skeptical. Over time, she has seen a significant change
in their approach to work.
At first, the students responses at the end of the month were very generic, says
Messing, now, the majority of students are really getting that their effort does have a
significant effect on their learning.
Students seem to respond productively when teachers give them the opportunity to take
charge of their academic success. By holding students accountable for their work and
responsible for maintaining a personal level of excellence, teachers can provide their
classes with the necessary tools they need to better themselves. Accountability breeds
responsibility, and students who develop the tools to target and improve their academic
shortcomings will, in turn, develop the skills they need to go far in life.
Source: http://www.nea.org/tools/54212.htm
Section 4: Working Effectively with Diverse Students and Families
Home-School Communication Philosophy and Plan
It is integral to maintain an ongoing and positive dialogue with the parents and/or
caretakers of our students. By maintaining open lines of communication, not only can our
behavioral and academic expectations for our students be reinforces within the home, but we can
be made aware of possible at-home problems which our students may be enduring. In order to
maintain positive continual communication the following plan will be enacted (and adjusted as
needed):
Home Visits (summer): Instructor will compile a list of all incoming students and meet with
the prior years instructor to gauge which students would be best served by an at-home visit.
Instructor will schedule at home visits with as many families as possible, opening the positive
lines of communications. Option is based upon district regulations.
First Day of School: Students will be provided with a Parent Communication Contract
(example below) which will contain a letter from the instructor, as well as a contract for the
parents to sign that they will be willing to participate in open communication with the
instructor. Parents will be able to opt into participating in the Remind app which acts as a
communication device between the instructor/parents/students.
Back to School Night: Parents will be asked to complete a survey about their household
containing key information questions such as do you have reliable internet available and are
there adults available in the evening to assist with homework? This will provide insight into
the specific circumstance of each child.

Throughout the Year: Instructor will make contact with the parents of two students each week
to provide positive feedback about their students and ask if they have any questions or
concerns about their students academics or school behavior.
Parental Contract
To the Parent of_______________:
It is an honor to have your child in my class this year. As
your childs teacher, i promise to provide them with a safe
and comfortable environment, engaging learning
activities and encourage them to perform to the best of
their abilities. I do however need your help if we are to
ensure the success of your child. Please sign and return
the below parental contract so that we can work together
in providing ______________ with the best year yet.
As a parent/guardian I will
Show respect and support my child
Be supportive of the teachers and schools behavior
policy (attached)
Engage with my students in their learning
Make sure my students are prepared to learn.
Cultural Considerations with Discipline
Every students come into the classroom with a unique set of values and beliefs. As an
instructor I must be cognizant of those differences, while also fostering an environment which is
equitable to all students in regard to discipline. This can be done by establishing clear rules and
behavior expectations at the beginning of the year, and requiring all students to abide by them
equally; eliminating any possible instructional bias. By providing students with clear behavioral
guidelines they are required to become self-monitoring as part of a classroom community.

Legal Issues Regarding Students with Special Needs
Instructor will adhere to all requirements and accommodations which are outlined in a
students IEP or 504 Plan. When educating students with special needs such as physical,
emotional, or learning disabilities, the instructor must be well versed in the legal policies which
protect the rights of these students to receive a free and appropriate public education. Two of the
most pertinent federal acts which decent the rights of students with disabilities are IDEA
(Individuals with Disabilities Act) and Title II of the Americans with Disabilities Act (FERPA
will be discussed in Section 7). When evaluating the disciplinary behavior of a student with an
IEP in place, it is key to first eliminate the possibility of their violation of rules or code of
conduct as being a direct result of their disability. By enforcing behavioral modifications or
disciplinary actions on a child if their actions were caused by their disability, the instructor
and/or administrators can be found in violation of discrimination and subject to legal action (U.S.
Department of Education).
Section 5: Strategies for Dealing With Challenging Students
Hierarchy of Interventions
Hierarchy of Non-Verbal Interventions
1. Planned Ignoring: Based on rules of extinction. Minor infractions

not likely to escalate.
2. Signal Interference: Examples are eye-contact, head shaking to
indicate no.
3. Proximity Interference: Moving into the students space.
4. Touch Interference: Light and non-aggressive; hand on shoulder
(w/cautionbe aware of cultural issues)
While the employment of effective classroom management policies and procedures in the
classroom is a vital preventative measure for disruptive behavior in the classroom, it is only
normal for incidents to arise in the classroom throughout the year. The way a teacher approaches
and resolves these issues is key. The use of non-verbal interactions in the classroom is both a
positive and effective method for behavior interventions. This use allows a teacher to quietly
intervene with a student without having to either stop classroom instruction or single any one
student out. Through these subtle yet effective approaches, a teacher can effectively intervene
with a students disruptive behavior in a way that is respectful but illustrates to a student the need
to correct their behavior. Once the use of non-verbal interactions has proven to be ineffective
with a student, the teacher then must employ verbal approaches. When verbally intervening with
a student a teacher must maintain a positive and respectful demeanor and tone, and state or ask
the student what they should or should not be doing. Here a teacher can then employ various
strategies such as: tangible recognition, where students are provided with a type of token for
appropriate behavior, direct cost, where direct consequences are given for misbehavior, group
contingency, where reward or reprimand is applied to the entire group of students, and home
contingency, where parents are informed of a students behavior and continues to be monitored
at home. (Marzano, 2003)
Strategies for Building Relationships
Perhaps one of the most important things a teacher can do in the classroom is to build
positive relationships with the students. According to Marzano (2203), without the foundation
of a good relationship, students commonly resist rules and procedures along with the consequent
disciplinary actions. By building positive relationships with students, the classroom will see
fewer behavior problems and disruptive behaviors that will create a positive learning
environment as well as build rapport within the classroom. Relationships should not only be built
with a teacher and their students, but also with the students and each other is to get to know one
another. Activities such as filling out an about me worksheet, or creating a poem about
themselves, and cultural sharing activities as well helps build both strong relationships and trust
within the classroom. It is important for the teacher as well to share information about
themselves as well with the students.

Building positive relationships with students
Lanett W. Brailey, M.A.
As you enter a school building and walk along the hallways, what sounds do you hear? What
words, spoken by the teacher, draw you into the classroom? Does the language build positive
relationships? Do you hear students taking chances, and working cooperatively? Does the
conversation and word choice create a positive learning environment?
This article addresses three questions: Why is building relationships with students important?
Why does word choice make a difference? And lastly, what are some strategies you can use at
both the elementary and secondary level to reflect on your practice and strengthen your
relationships with students?
Why is building relationships with students important?
Positive relationships between students and teachers can determine student success or failure.
As a person, you have a need to make connections (Brown, 2010). You might connect with other
people who share the same values, talents, skills and interests; you might reach out and
connect with others by phone and social media; you might participate in learning communities or
professional associations. In the educational setting, teachers and students often connect to each
other through sports and extracurricular activities. The relationships that develop in these
situations can be powerful, but what about the classroom? Although some teachers may not think
there is time in the classroom to spend on building positive relationships, Brown has suggested
that you need to have both, relationships and instruction. Relationships between students and
teachers can determine student success or failure.
Research indicates there is a connection between student achievement and positive relationships.
Marzano (2011) notes that Positive relationships between teachers and students are among the
most commonly cited variables associated with effective instruction (p.82). Often, good
instructors use creative strategies to reach students. For example, when you use cooperative
groups for discussion, provide assistance, and give genuine feedback, you increase students
engagement with the instruction. A strong relationship develops as you interact with students
through a sense of mutual respect and cooperation. Students are willing to take risks; instruction
takes off and reaches a higher level. One specific skill that you can work on to improve your
relationships with your students is your choice of words.
Why does word choice make a difference?
The language that you use in the classroom can have an impact on your students sense of
identity, connectedness, and belonging, as well as on academic achievement (Johnston, 2004;
Slade, 2011). Your choice of words can make a difference in how students see themselves. When
you use statements that refer to students as rising authors or mathematicians or problem
solvers, for example, you have an impact on the students self-perception.
Consider the following statements: Can you lower your voices to discussion mode; when you
are loud like that, it interferes with the other discussion groups, as opposed to, Those in that
group get back to work or youll be staying in during recess. With the latter phrasing, how
might students identify themselves? Can you see how the use of language provides information
about the teacher and how she/he views the student and their relationship? In the first example,
the teacher and the students are working in cooperation; the teacher sees the students as having
control and expects that students can and will change their noise level. In the second example,
the teacher sees herself as the task master, and students must labor to complete the task.
Your choice of words helps students understand how they work and play, influences your
relationships with them, and affects the quality of classroom instruction. Your choice of words
should encourage the student to extend, dig deeper and make connections. Consider asking
questions such as How did you figure that out? and What problems did you come across
today? Within your classroom, your choice of words will help students become problem solvers
and risk-takers.
What are some strategies that you can use to develop positive relationships?
In addition to word choice, research has provided many ways that you can develop positive
relationships within your classroom. Denton (2007) offers the following principles to guide you
in using positive language: (a) be direct; (b) convey faith in students abilities and intentions; (c)
focus on actions, not abstractions; (d) keep it brief; and (e) know when to be silent. Moreover, it
is critical that you let students know that you promote a sense of community and a safe learning
environment. Brown (2010) provides seven strategies for you to establish and maintain positive
relationships:
6 Be the CEO of your classroom.

7 Embrace your students individuality.
8 Create a community within your class.
9 Let your students get to know a part of you.
10 Learn all of your students names within 48 hours.
11 Examine and improve nonverbal communication.
12 Treat all students with dignity and respect at all times.
My most important point is this: it is imperative that you take the time to develop and build
positive relationships with your students. The words you use can determine how students see
themselves: as problem-solvers, risk takers, and lifelong learners!
Source: http://www.ttacnews.vcu.edu/2012/08/building-positive-relationships-with-students/
Techniques to Break the Cycle of Discouragement
Maslows Hierarchy of Needs
Abraham Maslows Hierarchy of Needs identifies that an individuals behavior is driven
by their needs and basic needs must be met before self-actualization, the top of the pyramid, can
be achieved. An individual first must have their physiological needs met such as food and sleep
before moving to their safety and security needs including financial, family, and housing needs.
An individual then must experience love and belonging through means such as family and
friends that in return allows for their self-esteem to be met. Once these needs have been met, an
individual then experiences self-actualization where morality, creativity, and problem solving
derive from. These needs are the same for students as well. Before a student can display
appropriate behaviors in the classroom and achieve academic excellence their needs must first be
met. When a teacher meets a student is discouraged either behaviorally or academically, it is
important for a teacher to look, to the best of their abilities, to see if the basic needs of the
student are being met and determine how they can help the student to reach their own self-
actualization as displayed by Maslow.

Section 6: Utilizing the Support of Other Educators and Caregivers
Identifying Needs
When identifying the educational, behavioral and emotional needs of our students, it is
imperative to utilize the input of both parents and other educational professionals. Within the
first week of school it is recommended that an instructor meet with a students previous
instructor, counselor or behavioral specialist to develop a background of the information
previously learned, behavioral issues or specific information which may prevent the learning of
the student such as at home problems. Additionally, a wide span of student information can be
obtained by conducting a parental/guardian inventory of a students skills and needs. Below is an
article which highlights a few key questions which instructors can ask parents to develop a
greater sense of the needs, abilities and interests of their students. These questions can be
adopted and adjusted based on the age of your students, the perceptiveness of parents and the
aims of your classroom management.
7 Questions to Ask Parents at the Beginning of the Year
Elena Aguilar, Edutopia
As a beginning teacher I knew that it was important to connect with parents and to build a
positive relationship with them, but at times I wasn't sure how to do this. Within the first week of
school I'd call all my student's parents or guardians, introduce myself, and share a little about
what they could expect for their kids in my class that year.
break
In retrospect, I wish I'd asked more questions about their child and then listened more to what
they had to say. After twenty years of experience and after sending my own child off to school,
here are some questions I'd ask parents with the intention of building a partnership to support
their child's learning.
1. What do you see as your child's greatest strengths or skills? Tell me about a time when you
saw your child demonstrating these skills.
2. Next June, what do you hope your child says about his/her experience in school this year?
What's the story you hope he/she would tell?
3. What was your experience like in this grade? How do you remember that year of school?
4. What are your fears or concerns about your child in this year of school?
5. How and when would you like me to be in touch with you this year? What do you hope I'd
communicate with you about?
6. Is there anything else you can tell me about your child that you think would help me support
his/her learning?
7. Is there a question you hope I'll ask you about your child?
While ideally teachers would be able to meet with every parent and have this kind of a
conversation in person, I recognize that our schools are not aligned to this priority and we just
don't have the time. I believe it's possible for teachers of self-contained classrooms to make
phone calls to some 20-35 families -- and I know it's worth the effort. For middle and high
school teachers, I wonder if these questions could be asked by phone over a period of time, or
through email or paper surveys, or in some kind of innovative Back to School Night where
parents shared their thoughts and feelings rather than teachers talking to parents.
I write this blog less from the stance of a teacher and more from my perspective as a mother.
Although I have a great deal of experience in education, I still believe that my son's teacher will
know him in ways that I may not, that his teacher will have expertise that I may not, and that I
will need her and rely on her to help me son get the most out of his fifth-grade experience. I hope
that she'll see me as a partner and I'm excited to meet her next month.
What ways do you partner with parents in the start of the year? What questions have you asked
that you have found effective and beneficial? Please share in the comments section below.
Documentation
Behavioral Contracts: Dependent upon which behavioral management process an
instructor is utilizing, the development of a behavioral contract can be highly effective in order
for students to independently manage their own actions and rewards. With the use of behavioral
contracts a student is encouraged to self-monitor their own behavior, which is a control
technique in which students are taught to observe their own behavior, record it in some way,
compare it with some predetermined criterion, and then acknowledge and reward their own
success (Marzano, 2003, p.78). It is encouraged to engage parents and/or guardians in the
development of a behavioral contract, so that a student becomes aware that their actions within
school have ongoing affects when off campus. Below is a sample behavioral contract.
Note: As will be discussed in Section 7, students and parents have specific legal rights to view
and protect documentation which is held in a students educational record. However, these rights
do not pertain to the independent educational and discipline record which instructors maintain in
their classrooms for their own instructional and management use.

Referral Process
Referral processes vary upon school site rules and procedures. The referral process is
most comply used in disciplinary situations where behavioral management steps within the class
have been ineffective to adjust the unwanted behaviors of a student and administrators must
intervene with school-site punishments such as detention, Saturday school, suspension or
expulsion. When initiating a student referral it is imperative that an instructor maintains clear
documentation or proof of the students behavior and the steps which have been taken to
correct that behavior. Additionally, many schools require that an instructor complete an official
referral form (sample below) which will be included in a students educational record.
A Teachers Guide to Making a Referral: What is a Referral?
By: Derrick Meador
A referral is a process or steps a teacher takes to get extra assistance for a student that they work
directly with on a regular basis. In most schools, there are three distinct types of referrals. Those
include referrals for disciplinary issues, referrals for special education evaluations, and referrals
to receive counseling services. Each type of referral has distinct steps that a teacher must follow
according to school policy.
With the exception of a counseling referral, a teacher must establish that they have attempted to
improve the issue before making a referral. This process can take a lot of time and extra effort
on the teacher's part. Ultimately, the teacher must prove that they have exhausted all of their
individual resources in most cases before making a referral.
1 Referral for Discipline Purposes - A discipline referral is a form a teacher or other
school personnel writes up when they want the principal or school disciplinarian to deal
with a student issue. A referral typically means that the issue is a serious issue, or it is an
issue in which the teacher has tried to handle on without any success.
Key Questions to Ask Before Making a Disciplinary Referral
1 Is this a serious issue (i.e. fight, drugs, alcohol) or potential threat to other
students that requires immediate attention by an administrator?
2 If this is a minor issue, what steps have I taken to handle the issue myself?
3 Have I contacted the student's parents and involved them in this process?
4 Have I documented the steps that I have taken in an attempt to remedy this
issue?
1 Referral for Special Education Evaluation - A special education referral is a request

for a student to be evaluated to determine whether the student is eligible to receive
special education services. The referral is typically a written request by either the
student's parent or their teacher. If the teacher is completing the referral, he or she will
also attach evidence and samples of work to show why they believe the student needs to
be evaluated.
Key Questions to Ask Before Making a Special Education Referral
1 What are the exact issues that the student has that lead me to believe that
special education services are appropriate?
2 What evidence or artifacts can I produce that supports my belief?
3 What documented steps of intervention have I taken to try to help the
student improve before making a referral?
4 Have I discussed my concerns with the child's parents also gaining insight
into the child's history?
1 Referral for Counseling Services - A counseling referral can be made for a student for
any number of legitimate concerns. Some common reasons include:
A student is going through a traumatic family issue (i.e. divorce, death in the
family).
A student exhibits signs of depression and/or withdrawal.
A student's grades suddenly drop or there is a drastic change in behavior.

A student cries often, gets sick daily, or expresses anger/frustration regularly.
A student who has difficulty functioning in the classroom (i.e. behavior issues,
will not do work, skips school often, extreme aggressiveness).
Section 7: Legal Issues Regarding Discipline
FERPA
Background: The Family Education Rights and Privacy Act (FERPA), which was passed into
Federal law in 19974, provides for the protection of a students educational records by giving
parental authority over the release of the information held within. The law allows for the
protection of the students information such as: grades, transcripts, course schedule, health
records, financial aid information and the students disciplinary files. FERPA does not protect
against the disclosing of non-discriminatory information such as the students name, address and
dates of attendance; however parents must be notified if information is provided to a third party.
The law does allow for explicit exceptions to this rule in the case(s) that:
the release of information is for the students educational interest;
the information is being released to a school in which the students is transferring;
in the need of financial aid or assistance;
under judicial law or subpoena;
to officials regarding health and safety emergencies;
to state or local authorities acting on the interest of the juvenile justice system;
use of disciplinary records for military recruitment.
Additionally, FERPA allows for the review of a students education records upon the request of a
childs custodial parent or guardian within 45 days of the request being received. (Family Policy
Compliance Office. Department of Education. Retrieved
at:http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html?src=rn).
Instructional Use: If information from a students educational record is released without the
direct consent of the parent/guardian or student (over 18 years of age), both the instructor and
school may be subject to legal penalties, including the loss of federal funding. In order to
maintain compliance the following tips should be followed:
never disclose or post a students grade in front of the class;
only observe student records within the classroom with no students present. If one enters
into the classroom do not leave computer screen on with information visible;
printed student records must be shredded after use;
do not leave graded work in stack for peers to hand out.
Exceptions: Individual records maintained by the instructor, such as student interests and
relationships, or notes of behavioral cues and triggers do not need to be included within a
students official educational record and are not subject to review by the parent/guardian.
http://education.cu-portland.edu/blog/reference-material/ferpa-advice-for-teachers/)
While the release of information regarding graded work which has been entered into a students
record, either manually or electronically, is prohibited by FERPA, peer review and grading is
permissible as it is not a violation of the students privacy. This policy was tested before the
United States Supreme Court in the case of Owasso Independent School District v. Falvo, in
which the mother of a student claimed that her sons privacy was in violation due to the
instructors use of peer grading. The court decided that the use of peer grading can be as much a
part of the assignment as taking the test itself. It is a way to teach material again in a new
context (Educational World)

Compelling State Interests/Duty of Care
In concerns to the protection of students rights, it is the duty of local educational
agencies to provide access to quality free education for all students; these rights are considered to
be fully guaranteed and protected by the California Constitution (California Department of
Education). Additionally, it is the duty of all local educational agencies (LEA) to put forth
safeguards and protect students against the threat of discrimination, harassment, intimidation and
bullying. In order to achieve these requirements pursuant to the California Educational Code
Section 2340234.5, LEAs must put forth the following steps or protective measures which are
delineated as part of the Safe Place to Learn Act:
Develop a school policy which prohibits the discrimination, harassment and intimidation of
students based upon classified characteristics such as disability, gender, gender identity,
nationality, race or ethnicity, religion or sexual orientation. Policy must also include steps
which personnel must take in order to intervene when students are witnessed to be
violating the policy;
adopt a through and efficient complaint process;
identify a staff member as the designated point of contact and investigator for all
allegations of discrimination and harassment;
notify parents, students and all LEA personnel of their rights and responsibilities under the
policy on an annual basis (not limited to school postings);
develop a curriculum which promotes school as a safe place, and educates students
against discrimination and harassment.

Student Rights
The rights and privileges which are set up under both federal and state law to protect the
rights of students are extensive. In summary, all students are to be provided with a free and
appropriate education, in which they are provided with equal opportunity and protection under
the law regardless of disability, ability to pay, citizenship and all other protected categories of
discrimination, and these rights must be considered when evaluating student disciplinary
procedures.
Suspension: Suspension may occur both off or on campus and may extend to the entire school
day, or simply one class period. A suspension may not take place until corrective actions have
been attempted, not limited to student-parent conferences, referrals, and restorative justice. A
student may not be suspended for more than five (5) instructional days in a row, and no more
than 20 days within a school year. A reason for suspension must be listed, and must be pursuant
to behavior explicitly listed in the California Educational Code (Sec. 48900-48927). Students
have the right to appeal a final decision of suspension. A student below grade level 3 may not
be subject to off-campus suspension.
Expulsion: Student expulsion is mandatory based upon certain offenses which take place on
school grounds or during school sanctioned activities, such as: possession or selling of firearms,
sexual assault or the selling of controlled substances. Students have a right to an expulsion
hearing within 30-days of the proposed expulsion date, in which a written notice must be
provided.
Students with Disabilities: When disciplining a student with either an IEP or 504 Plan in place, it
must first be determined that the actions are in violation of the school code of conduct, and are
not a direct manifestation of that students disability. The parents of a disabled student have the
right to appeal any action of suspension with the LEA and IEP team to determine if the behavior
was a manifestation of that students disability. Disabled students are unable to be suspended
from instruction for more than 10 school days within a year.
Teacher Rights
Instructors have the right to feel safe and protected while providing instruction, the
following rights are provided to instructors pursuant to California Educational Code regarding
student discipline.
Instructors have the right to suspend a student from their classroom instruction for up to two
days (academic work must be provided);
provided information regarding a students violent, criminal or harassing behavior;
be provided with prior notification of a parental visit;
be represented in a meeting in which their rules and procedures are being questioned.
(California Teachers Association).

School Handbook Policies
Dress Code: Below is a sample of a traditional school dress code policy, as well as an editorial
critique of why these dress codes should no longer be informed in public schools.
At ____________ Middle School, we believe in the rights of our students to express themselves
through dress and personal decoration when such matters of grooming are determined to be safe,
appropriate and do not interfere with the learning of students.
Students MUST adhere to the following standards:
-Pants must be secure at the waist with no undergarments showing or exposed.
-Clothes may not contain any inappropriate, inflammatory or gang related design.
-All shirts must have shoulder straps two finger wide and not expose the mid drift.
-Skirts and shorts must be fingertip length, including all slits.
-Shoes must be warn at all times.
-Shoes with heels in excess of 2 may not be warn.
-Gang paraphernalia, tattoos, insignias, flags or other identifying marks may not be showing at
any time.
-Hoods, hats and sunglasses may not be worn within school buildings (exception for medical
purposes).
Enforcing School Dress Codes Teaches Girls to be Ashamed, not Modest
Jessica Valenti
Now that the warm weather is here, everyone is happily boxing away sweaters and breaking out
their summer clothes. But as students across the country are bringing out their t-shirts and
dresses, school administrators are ramping up their efforts to quash cleavage and "risqu" outfits.
According to educators and even some parents, young women's outfits their bodies, really are
too distracting for men to be expected to comport themselves with dignity and respect. It's the
season of the dress code - so instead of teaching girls math or literature, schools are enforcing
arbitrary and sexist rules that teach them to be ashamed of their bodies.
Take the example of a young woman in Virginia who was kicked out of her prom this month
because fathers attending the event though her dress was giving rise to "impure thoughts". Clare,
17, says her dress was well within guidelines for the event's dress code - it was "fingertip
length". She wrote on her sister's blog, "I even tried it on with my shoes, just to be sure."
Still, she was asked to leave thanks to a group of ogling dads perched on a balcony above the
dance floor. "I am so tired of people who abuse their power to make women feel violated and
ashamed because she has an ass, or has breasts, or has long legs," she wrote
It's not just proms that make for problematic interactions for young women. Everyday school
dress codes disproportionately target, shame, and punish girls especially girls who are more
developed than their peers. In 2012, students at Stuyvesant High School in New York (my old
school) protested the biased implementation of the school's dress code. One student noted that
the curvier girls were singled out a v-neck t-shirt considered acceptable on one student was
seen as absolutely scandalous on another.
Like the fathers at Clare's prom, Stuyvesant administrators defended the sexist dress code by
saying girls shorts and spaghetti strap tank tops are "distracting" to male students and teachers.
This is a common theme when policing the way women dress - just last month a junior high
school in Illinois banned girls wearing leggings because they're "distracting to boys".
To assuage the supposed distraction, girls caught wearing leggings are forced to put on blue
school shorts over them. At Stuyvesant, dress code violators are pulled out of class and made to
change into a large baggy shirt. (There are dress codes for boys, but they're not as frequently
enforced and all a male student generally has to do is keep his pants up and t-shirts referencing
drugs inside-out.)
As I've previously written, this sends a clear message about who the schools really care about.
Because truly, what's more distracting: boys and teachers having to deal with the occasional
glimpse of a girl's leg, or girls being pulled from class, humiliated and made to change before
returning?
Dress codes assume that it's male students whose learning needs to be protected and adult
males who need protection from themselves. What girls need doesn't rate consideration.
Instead of mandating that girls cover their bodies or adhere to rules meant to humiliate them,
perhaps men and boys who truly can't control their gaze should be forced to wear blindfolds
when they're around women they otherwise would be "distracted" by.
Sound ridiculous? So is throwing large swaths of fabric over girls with the hope that boys won't
notice their bodies.
We could, instead, try having some more faith in young men they are, in fact, fully-formed
humans with the capacity to exercise self control. And despite all the leggings, skirts, tight tops
and various awesome female bodies throughout history on which they could rest their gazes,
most boys are able to learn and grow up just fine.
The onus cannot be on women and girls to try to control male lust. As any woman who has
walked down any street can tell you, we could all wear full sweatsuits and still get catcalled.
Besides, sending the message to students that girls' outfits provoke male behavior is a dangerous
slippery slope. Clare, the young woman from Virginia, said it better than I ever could: "I'm not
responsible for some perverted 45-year-old dad lusting after me." Nor should she be.
Objectionable Materials/Prohibited Items:
At _________________ school we strive to make our school environment a place which
is a safe and positively encouraging environment for students to engage in academically.
In order to maintain order and avoid unnecessary disruptions, the following items are
prohibited from campus and will be confiscated. In the event of the
Weapons of any kind as outlined by the school district including but not limited to
guns, knives, stun guns, pepper spray or look-a-like weapons.
tobacco products including cigarettes, chewing tobacco and e-cigarettes;

alcohol;
stolen items;
pornographic or graphic material;
fireworks;
print items or graphics which include hate speech or promote bullying or negative
disruptions
prescription medications (must be give to office by parent).

Electronic Devices: Electronic devices including cell phones, pagers, digital reading
divides and video games are permitted on campus but must remain off and in a students
backpack or locker during school hours. If student are found in violation of the electronic
use policy the item will be confiscated and be available for pickup by the parent at the
end of the grading period. Student and parents will be required to read and acknowledge a
separate electronic use policy.
Locker Searches:
The administration and security team reserve the right to search a students locker, desk
space or personal bag without consent or notices, when reasonable suspicion that the contents
within are on the prohibited items list.
Personal searches:
If a student is suspected to have a prohibited item held on their person, the administration
or security team will conduct a search which extends to outer clothing only. A witness must be
present if a student search is conducted, and must be conducted by a member of the same sex as
the student being searched.
Tardies/Absences:
The schools absentee policy will be in adherence with the school district and California
Education Code 48205.

If a student will be absent for a day, or period of a day, the parent or legal guardian must
provide prior notification by calling the school at XXX-XXX-XXXX. Absences must be
reported 30 minutes prior to the beginning of an instructional day.
Excused Absences: Students will be granted an excused absence for the following
reasons:
Medical: Illness, medical appointment (including dental, vision and psychiatry),

quarantine by a health official;
funeral attendance/bereavement of a close relative;

jury duty;
the illness of a child or parent;
attendance in court or legal proceedings;
religious holidays not observed by school district;
time with active duty family members on leave;
other reasons which are on discretion of the administration.
Unexcused Absences: After three (3) unexcused absences a students parents will be
informed and a truancy review will be initiated. A students absence is considered
unexcused for the following reasons:
Providing childcare for other family members;

vacation or other recreational activities which dont maintain an educational necessity;
lack of transportation;
personal problems or a lack of desire to attend school.
Cell Phone Use:
See above electronic device use policy.
Hazing, Harassment, and/or Bullying Policies:
Mission Statement: __________________ school is committed to ensuring that students
are provided with a safe, and responsive environment in which they are able to develop
their education and personal growth free of fear, discrimination, violence or bullying.
Bullying Defined: An intentional act in which a student inflicts physical, emotional or
social pain over another student or a group of students. Harassment can be both short
term and pervasive, and is often determined by an imbalance of power with the parties
involved. Unlawful bullying may include:
Unwanted teasing, taunting or jokes;

threats, fear of potential harm and intimidation;
cyberstalking or cyberbullying;
hazing which is the infliction of physical or mental violence in order to be admitted
into a group;
starting or spreading of rumors;

retaliation.
Reporting: Students, parents and instructors have a responsibility to report observed or
suspected bullying immediately. Students may report bullying to any staff or faculty
member, and will be protected from retaliation.
Cheating, Plagiarism and/or Forgery Policies:
The following behaviors will be considered cheating and subject to school punishment or
adjustment of school grades:

copying homework or school work from a fellow student;
copying the answers from a student during an exam;
plagiarism or the submission of work not created by the student.
Teacher Action: The punishment of when a student is found cheating or plagiarizing
work will be at the discretion of the instructor, but can include the elimination or a grade,
being asked to re-create work or in school disciplinary procedures.

Section 8: Professional Dispositions and Growth Plan
After completing the Professional Dispositions Survey I have discovered several areas of
strength as well as areas that are emerging on my path to becoming an effective educator. Areas
where my educator skills are emerging include: Scholarship, Teamwork, and Active Reflection.
Areas where I feel where my skills have developed include: Responsible Citizenship, and
Standards of Exemplary Practice.
Overall, I am pleased with my progress in the process of becoming an educator. Through
continued participation and studying in the coursework, I have gained a significant amount of
knowledge about education. What has enabled my progress in becoming an educator has been
the fieldwork experience I have participated in throughout each course. While it is important to
learn through text and bookwork, fieldwork and hands on approaches proves to be the greatest
tool I have used. Getting out there in the field allows me to put the information I have received
from the course work into practice and simply observing other educators and their practices has
also proved to be extremely valuable to myself and my teaching philosophies.
Throughout the process of becoming an educator I feel that I have made considerable
progress in my educator skills. I feel very confident in my Responsible Citizenship, and
Standards of Exemplary Practice skills and consider it a strength. Here I have come to develop
an appreciation and understanding for the diversity of students in the classroom. As I first started
on my path, I was cognoscente of these areas but without any formal introduction or practice in
these areas, a firm understanding was not present. While I do see this area as a strength, I
understand that it will continue to grow with practice and classroom experience. An area that I
would like to grow in myself would have to be in Teamwork. While I feel that this skill is
beginning to emerge, I would like it see develop further. Specifically within in this area, I need to
improve in collaborative relationships with colleagues. I think that I currently struggle with this
area because I am a new teacher still learning and trying to develop my own teaching
methodology as well as observing how colleagues go about teaching and right now, I am just
taking it all in. With further experience, I will be able to improve my teamwork skills. It is
important to have a strong set of teamwork skills because students, teachers, and parents alike,
we are all in this together and need to work together to increase student achievement.
The goal to become a better educator and the identification and reflection of skills that
are both weakness and strengths and the plan to improve those skills has the most significant
implication on student success. The importance from these goals is important for student success
because above all, that is what we as educators are here for, the students. It is our goal to ensure
that we have the skills and goals necessary to be the best educator we can be for our students to
give them the best education as possible.

References
Brailey, L. W. (2012, August 24). Building Positive Relationships with Students. Retrieved June
23, 2016, from http://www.ttacnews.vcu.edu/2012/08/building-positive-relationships-
with-students/
California Department of Education Code Section 48900-48927. California Department of
Education. Retrieved at:http://www.leginfo.ca.gov/cgi-
bin/displaycode?section=edc&group=48001-49000&file=48900-48927
Chipping Campden School. (2015). Prohibited Items, Search and Confiscation Policy (Replaces
Policy on Drugs). Retrieved at:http://www.chippingcampden.gloucs.sch.uk/static-pdf-
downloads/schoolpolicies/2015/Prohibited%20items,%20search%20and%20confiscation.
pdf
Knoff, H. (2012). A Sample Bullying Policy for the Anytown School District: Addressing
Bullying/Harassment, Cyber or Electronic Bullying and Hazing. Project ACHIEVE
Press. Little Rock, AK. Retrieved
at:http://cdn.idstatic.com/cms/live/190/Bullying_Policy_Sample_District-
412.pdf?1394046744
Know Your Rights: Suspensions, Expulsions, and Involuntary Transfers. American Civil
Liberties Union of Norther California. Retrieved at:https://www.aclunc.org/our-
work/know-your-rights/school-discipline
Levin, & Nolan. (2000). Managing Student Behavior: Part 3. National University.
Marzano, Robert J. (2003). Classroom Management that Works: Research-Based Strategies for
Every Teacher. Alexandria, VA: Association for Supervision and Curriculum
Development.
Orange County Public Schools. Ocoee High School Dress Code. Retrieved
from:https://www.ocps.net/lc/west/hoc/schoolinfo/policies/Pages/DressCode.aspx
Professional Rights & Responsibilites Committee of the CTA (2005). Teachers Rights Mini-
Guide. California Teacher Association. Retrieved at:
https://www.cta.org/~/media/Documents/PDFs/Prof%20Dev%20Pub%20PDFs/Teachers
Rights%20MiniGuidepdf.ashx
Valenti, J. (2014, May 21).Enforcing School Dress Codes Teaches Girls to be Ashamed not
Modest. The Guardian. Retrieved at:
https://www.theguardian.com/commentisfree/2014/may/21/school-dress-codes-girls-
shame-modesty
Vandevall, T. (2013). Maslows Hierarchy of Needs. Retrieved June 23, 2016 from
http://timvandevall.com/wp-content/uploads/2013/11/Maslows-Hierarchy-of-Needs.jpg

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Running head: Classroom Management Notebook

TED 626: Classroom Management

Classroom Management Notebook

June 16, 2016

Models of Discipline Graphic Organizer

Section 2: Preventative Measures.. 6-14

Structuring the Classroom space (map with rationale)

Section 3: Supportive and Corrective Measures 15-20

First Steps - redirecting and warning

Section 4: Working Effectively with Diverse Students and Families.... 21-23

Home-School Communication Philosophy and Plan

Section 7: Legal Issues Regarding Discipline. 36-47

Section 8: Professional Dispositions and Growth Plan...... 48-49

Section 1: General Philosophy

Models of Discipline Graphic Organizer

Discipline Overall Goal or Beliefs about Teachers Role

My own beliefs about classroom management and discipline is that it is extremely

for students to correct and learn from their mistakes.

maintain that behavior.

Section 2: Preventative Measures

Structuring the Classroom Space

EFFECTIVE ROOM ARRANGEMENT

WHAT THE RESEARCH SAYS

TIPS FOR IMPLEMENTATION

Classroom Seating Chart

Daily Schedule, Routines, and Procedures

below is a schedule for a typical day involving lecture and activity.

Sample Class Schedule-Secondary Social Science

8:00-8:05 Warm-Up/Silent Reading

Routines, and Procedures

Classroom routines and procedures

which you may want to establish procedures and routines:

Rules or Norms of Behavior

Classroom Rule & Expectations

Come to class prepared

Classroom Management for Beginning Teachers

Rules should be:

Consequences Count! Implementing classroom rules means implementing classroom

o Level One for minor, first time violations

o Level Two for multiple violations of the same rule

o Level Three, for more serious violations

HELPFUL HINT: Consistently administered mild consequences for misbehavior will be

The same thing works for students in the classroom.

Greet each student by name every day

Section 3: Supportive and Corrective Measures

(Marzano, Marzano, & Pickering 41)

First Steps - redirecting and warning

When a student first demonstrates inappropriate behavior in the classroom it is important

to not immediately jump to reprimanding and disciplining a student. If misbehavior is observed,

maintain a positive and supportive attitude with students. (Marzano, 2003)

How Parents and Students Rank Negative Consequences

(Marzano, 2003) Again, it is important to maintain consistency and fairness in regards to

How Parents and Students Rank Positive Consequences

can be employed. According to Marzano (2003), group contingency is strategies in which a

Keeping Students Accountable

Creating a Positive and Respectful Group Atmosphere for Students

One place to start is creating a classroom atmosphere that is conducive to accountability

Making Students and Parents Partners in their Success

Using a Rubric to Get Students Invested in Their Work

Section 4: Working Effectively with Diverse Students and Families

Home-School Communication Philosophy and Plan

lines of communications. Option is based upon district regulations.

communication device between the instructor/parents/students.