Management Plan

Miss Marielle Cavallaro

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 Essential Elements of Instruction
Selecting Objectives at the Correct Level of Difficulty:
1. 7 Areas of Proficiency: Content, Planning, materials, room management, Human relation skills, levels and
styles of human development, Instructional skills.
2. Bloom’s Taxonomy: Cognitive, Affective, Psychomotor
3. Task Analysis: How we select correct objectives for students.
4. When to do a task analysis and purpose of a task analysis- add precision to teaching.
5. Sequence Learning Theory: Order in which topics should be taught. Change positions and add vividness
Teaching to Intended Objectives:
1. 4 Teacher actions: Information, questions, activities, responses.
2. Mouth control: Knowing what not to say and what to say.
Monitoring Learning and Adjust Teaching:
1. 3 Reasons: Provides early detection, students feel accountable, positive feeling
2. 4 Steps: Elicit relevant overt behavior, check behavior, interpret behavior, act on interpretation.
3. 4 Options: Move on, reteach, practice, quit.
4. Checks for understanding: Questions, check body language.
8 Psychological Principles of Learning:
Motivation
1. 7 Factors and Extrinsic Rewards- level of concern, interest, feeling tone, success, knowledge of results,
effort and extrinsic rewards.
Active participation
1. Average retention rate: Learning pyramid, varies in ways of teaching
2. 3 parts to active participation: Wait time, prompting, involving all students.
3. Wait Time: I or II, I is time you wait in between student answers. II is 3 seconds letting the student answer.
4. Prompting and Simultaneous: Amount of help needed for student to answer. Involve all students.
5. Question Techniques: 4 levels of questions
Anticipatory Set
1. 3 parts: Involve all learners, congruent to the objective, involve all or most students.
2. Covert and Overt: Overt can be seen, covert cannot be observed.
Closure
1. Purpose: Summarize the learning experience. Mental process.
2. 3 kinds: End of a lesson, change of a subject, do not use when grasping for learning.
3. Covert and Overt
Meaning
1. Marzano 8 ways: Identifying similarities and differences, summarizing and note taking, reinforcing effort
and providing recognition, homework and practice, nonlinguistic representation, setting objectives and
providing feedback, generating and testing hypotheses, cues, questions and advanced organizers.
Modeling
1. Types of Modeling: Show examples of models from students past.
Practice
1. 4 Types: Guided, independent, distributive, mass.
2. How should one practice?: dependent of each student as an individual
Reinforcement
1. Positive Reinforcement, Negative Reinforcement
2. Extinction
3. 3 types of positive reinforcement
4. Schedule of reinforcement

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 Managing Parts of the Lesson
The Beginning of the Lesson:
1. Taking Attendance: Can take at the beginning of each class, do not hold up class to do this though
2. Getting Attention:
 Select a cue for getting students’ attention (ex: shut the door, lights on, say “good morning,” etc.)
 Do not begin until everyone is paying attention – if you do not, directions will need to be repeated multiple
times
 Remove distractions by closing the door, telling the students to remove everything from the top of their
desks, etc.
3. Providing Daily Review: Can be through direct instruction of the reviewed material, discussion, questions, review of
homework, etc.
4. Establishing Set: The hook and introduction to the lesson!
5. Introducing Lesson Objectives: State the objectives at the end of the set
6. Distributing and Collecting Materials: These should be located at an easy to reach place in the classroom and should be
organized in the order that they will be handed out, that way the distribution does not disrupt the lesson
7. Giving Clear, Focused Directions: Must first plan your directions prior to the lesson. When giving directions, they
should not have more than three commands per instruction, they should describe the directions in the order that the
students should do them, and be given in multiple ways (spoken and on the board, etc.)

The Middle of the Lesson:

1. Pacing the Lesson:
 Develop awareness of your own teaching tempo
 Watch for nonverbal cues indicating that students are becoming puzzled or bored
 Break activities up into short segments
 Provide short breaks for lessons that last longer than 30 minutes
 Vary style as well as the content of the instruction
 Avoid interrupting the flow of the lesson with numerous stops and starts
 Avoid slowdowns that interfere with the pace of the lesson
 Provide a summary at the end of a lesson segment
2. Providing Smooth Transitions
 Arrange the classroom for efficient movement
 Create and post a daily schedule and discuss any changes each morning
 Have material ready for the next lesson
 Do not relinquish students’ attention until you have given clear instructions for the following activity
 Do not do tasks that can be done by students
 Move around the room and attend to individual needs
 Provide students with simple, step-by-step directions
 Remind students of key procedures associated with the upcoming lesson
 Develop transition activities
3. Being Task Oriented: Discuss relevant material and topics only
4. Ensuring Academic Learning Time: Bell to bell teaching
5. Being Clear
6. Exhibiting Enthusiasm

The Ending of the Lesson:

1. Providing Closure to Part of a Lesson:
 Draw attention to the end of a lesson segment or the lesson itself
 Help organize student learning
 Consolidate or reinforce the major points
2. Summarizing the Lesson
3. Getting Ready to Leave:
 Don’t teach right up to the bell because the students need to be ready to leave so they aren’t late for their next
class

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 Holding Students Academically Accountable
1. Determine a system of grading:
 This may be made up by the school, otherwise, will be as made up by me.
Evaluations will be graded as below:
Tests: 100 points each
Papers: 100 points each
Participation: 100 points
Quizzes: 50 points each
Projects: 25-50 points each
Homework: 10-20 points when graded
In Class Work: 10 points when graded
 Grades can be found on Canvas at any point during the semester.
2. Assignments:
 Assignments will be posted both online and on the board each day. Any materials
needed will first be passed out. If student does not receive materials in that way,
they will be placed in the folder in the back of the classroom designated for each
period of the day.
3. Work and Completion Requirements:
 Due dates can be found both on the board and online for every assignment.
 Late Work Policy: for first late assignment, full credit can be earned if turned in
within 24 hours. The next three late assignments will be able to receive half
credit if turned in within 24 hours. For the fifth (or any more after that) late
assignment, no credit will be given.
 After any absence, I will meet with the student to go over missed work.
 Long term projects will be chunked
 Pen or pencil is acceptable for work in class.
 All assignments should have student’s name, date, and class period at the top.
4. Monitor Student Progress and Completion of the Assignments:
 Different activities will be used to monitor progress of learning and progress on
assignments.
 All students will be asked questions in class. Students may at times be asked to
go to the front of the classroom to discuss a topic or project, may need to
demonstrate what they have learned, or may need to write about something.
 Long assignments will be graded in parts.
 All students will be asked questions in class and this will lead to participation
points. Extra points can be earned for discussions. Separate grades will be given
for debates or oral projects.
 Students will turn in almost all work. Some will be graded, but not all.
5. Providing Feedback:
 Feedback must be fast, personal, and meaningful (constructive).

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 Managing Student Work
Managing Seatwork Effectively:
 I will provide short, clear directions for seatwork so as to not confuse my students.
 I will circulate my classroom as my students do seatwork and I will make sure they are
not only on task, but also that I assist them with any questions that they have.
 I will break seatwork into segments so my students are never sitting doing strictly
seatwork for more than twenty minutes at a time.
 I will not overdo seatwork.
Collecting Assignments:
 There will be a procedure for turning in assignments. All assignments should be placed
in the basket for the designated class period. Every assignment turned in must have the
student’s name on top, as well as the date and class period. Most given assignments will
have a slot on the top for all three of these, but no matter what, they should be there.
Monitoring Completion of Assignments:
 I will keep a record of whose papers have been turned in. This will allow me to follow
up quickly with students who are not turning assignments in on time.
Maintaining Records of Student Work:
 I will have two gradebooks. One will be electronic on a program from the school or in
my own excel sheet. The other will be a paper copy. This is so that if I lose the paper
copy I have the electronic copy and if the technology fails, I will have the paper as a
backup. Each period will have its own.
Managing the Paperwork:
 I will assess, record, and return assignments quickly so that it is still relevant. I will make
sure I am realistic with my grading capabilities. I recognize that every seatwork
assignment does not need to have a grade. I will have a system for coding the papers for
each class period (each student must have period on the top, and papers will be in
separate boxes/folders when turned in. I will have a predetermined way to return papers
to the students.
Giving Students Feedback:
 I will provide frequent and regular feedback. I will develop ways to provide feedback to
students in class. I will take corrective actions promptly with students who are not
performing well.

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 Communication Strategies

“I”-message
Teacher Behavior Teacher Action
-Used to communicate with a -Teacher describes the student
whole group behavior
-Nonjudgmental -Teacher describes the effects of
-The message is straightforward the behavior
-Teacher describes her/her
feelings relative to the behavior
Direct Command
Teacher Behavior Teacher Action
-Used for a direct command -Smile
-The key to this tactic is the -Say the student’s name
teacher’s facial expression: no -Say please
emotion should be shown -Give the command
Paraphrase
Teacher Behavior Teacher Action
-Use when surprised or caught off -Repeat word-for-word what was
guard and need time to respond said
appropriately -Block out emotion if possible
Empathetic Listening
Teacher Behavior Teacher Action
-Use when the student is angry, -Say “I can see you are upset…”
hostile, or unresponsive -Make references to the student’s
-Must address the emotion of the emotion
student before you address the
action

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Anna L (Period 2) X X X X X X X
Barbara B. (Period 2) X X X X X X
Bob D. (Period 2) X X X X X X X X
John R. (Period 4) X X X X X X X

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Maybelle F. (Period 4) X X X X X X X X X X X
Todd Z. (Period 4) X X X
Sara D. (Period 5) X X X X X
Rob B. (Period 5) X
Connie H. (Period 6) X X X X X X X
Special Education Matrix

Rachael M. (Period 6) X X X

TOTAL 10 8 4 3 4 3 4 7 1 3 4 1 1 2 1 1 1
TOTAL (Period 2) 3 3 2 1 2 2 3 2 1 0 1 0 0 0 0 0 1

TOTAL (Period 4) 3 3 1 2 1 1 0 2 0 2 2 1 1 1 1 0 0

TOTAL (Period 5) 2 1 1 0 0 0 1 1 0 0 0 0 0 0 0 0 0

TOTAL (Period 6) 2 1 0 0 1 0 0 2 0 1 1 0 0 1 0 1 0
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 Mental Set

1. Withitness: The teacher’s disposition to look at all parts of the classroom at

all times to be aware of what is happening and to then demonstrate this

withitness to students by quickly and accurately intervening when

inappropriate behavior occurs.

a. Monitor the classroom regularly and react immediately. This applies

to everything from homework to discipline.

b. Foresee problems such as fire drills, distributing materials, or active

shooter trainings.

2. Emotional Objectivity: The teacher’s ability to interact with students in a

business-like, matter-of-fact manner even though the teacher is feeling

strong emotions.

a. Your disciplinary actions cannot be seen as an attack on the students.

You have to be calm.

b. Make sure your emotions are in check; keep your personal situations

out of the classroom.

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 Student-Teacher Relationships
1. Level of Dominance
a. Establish rules and procedures
b. Use disciplinary interventions
c. Exhibit assertive behavior through:
i. Body language
ii. An appropriate tone of voice
iii. Persistence until the appropriate behavior is displayed
d. Establish clear learning goals through active lesson plans
2. Level of cooperation
a. Take a personal interest in the students
b. Use equitable and positive classroom behaviors
c. Respond appropriately to student’s incorrect behaviors
i. If the answer is quick, firm, and correct, respond by accepting
the answer and moving to the next question.
ii. If the answer is correct, but given hesitantly, respond by giving
feedback on what makes the answer correct, then move on.
iii. If the answer is partially or completely incorrect, but an honest
attempt was made, respond by probing for more information,
giving cues, simplifying the question, or re-teaching the
material.
iv. If the answer is wrong because the student is being sarcastic or
silly, simply correct the answer and move on to the next
question.
3. Interacting with Students
a. Use human relation skills
b. Enable success through:
i. Grades: don’t make your tests killer intentionally
ii. Allow students to talk to their neighbors when they are working
with confusing questions
iii. Establish a community in the classroom through games, group
activities, and competition

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 Steps to Discipline
Prevention (nonverbal)
Teacher Action
 Eye contact/staring
 Stop talking
 Proximity to student
Intervention (verbal warning phase)
Teacher Action
 Use a direct command
 If possible, do this privately
 Control facial expressions
 Make the student aware of the
warning they have received
Penalty
Teacher Action
 Establish a graduated list of
penalties
 Start and end the discussion with
the student on a positive note
 Remind the student of the list of
penalties and where they stand
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Teacher Behavior
 Possess withitness
 Possess movement management
 Ensure smooth transitions
between activities
 Choose lesson plans that involve
high participation to keep
students active
Teacher Behavior
 Remain calm, firm, and
confident
 Focus on the behavior, not the
child (avoid “you” statements)
 Use pre-correction—a verbal
reminder prior to the action
occurring
Teacher Behavior
 Impose the penalty privately
 Sandwich the punishment: begin
and end on a positive note
 Reestablish a positive
relationship with the student as
soon as possible after the penalty
 Teach problem solving strategies
to learn what to do next time
 Procedures
1. Room Use Procedures
a. Students will each be assigned to a seat. They should keep necessary materials on top of
the desk, and all other materials can go underneath the desk during class.
b. There will be shelves in the classroom to hold all classroom texts.
c. Students must ask to leave the classroom for any reason. Please try to use the
bathroom/water fountain/locker within the first two minutes of the class period.
2. Transitions in an out of the Classroom
a. Class begins when I close the door and stand at the front of the classroom.
b. Students cannot leave the classroom until the bell rings.
c. Each class period students should keep all class materials out until I tell them they can
pack up (time will be given so students are not late for their next class.
3. Out-of-Room Procedures
a. Must ask to leave classroom.
b. If homework is in locker, students have two minutes to go get it (time I spend walking
around, checking everyone for completion).
c. During fire drills, we will all meet in a specific spot which is discussed the first day of
school.
4. Procedures for Whole-Class Activities and Instruction, and Seatwork
a. Students need to participate in class. I will randomly call on everyone, but voluntary
participation is vital to each students’ success as well.
b. Students are allowed to talk until I begin class. I will give instruction on whether or not
talking is allowed during any other point in class (such as group work, individual work,
etc.).
c. Students will help hand out papers, books, laptops, etc. Students can volunteer to do this.
d. In order to receive help on work, students should raise their hand so I can come to them
and assist them.
e. I will hand back assignments in a timely manner.
f. Whenever students finish their work ahead of time they can work on their homework.
They should not talk unless they are told that is allowed.
5. Procedures during Small-Group Work
a. Students should not get off task, everyone needs to participate, and students should talk
quietly.
b. Students should only be talking with those in their own groups unless group collaboration
is required.
6. Other Procedures
a. To begin the class, I will take attendance by filling out my attendance seating chart as the
students work on a bell ringer.
b. I will deal with any students who were previously absent as the others work on their bell
ringer.
c. Students are expected to be respectful and engaged every day in class.
d. Students should have a notebook, writing utensil, and any homework/papers relevant to
class with them each day.

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 Guidelines for Handling Explosive Students

1. Move slowly and deliberately toward the problem situation.

2. Be respectful.

3. Be brief.

4. Avoid the power struggle.

5. Give the student a choice of behaviors:

a. Do the expected behavior

b. Suffer the consequences

6. Then withdraw from the student and allow time.

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 Kinds of Reinforcement and Punishment

Encouraging Behavior

1. Positive Reinforcement: Strengthens behavior by presenting

a desired stimulus after the behavior

i. Ex: high grades

2. Negative reinforcement: Strengthens behavior by removing

an unwanted stimulus after the behavior or while the

behavior occurs

i. Ex: escape from a quiz, no homework tonight

Discouraging Behavior

1. Presentation Punishment: Present an adverse stimulus after a

behavior (Type I Punishment)

a. Ex: detention, seatbelt warning if seatbelt is not fastened

2. Removal Punishment: Remove a pleasant stimulus after a behavior

(Type II Punishment)

a. Ex: recess, cell phones

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 Philosophy of Grading
1. General Principles of Grading
a. Describe the grading requirements to the students. This includes providing
information about the types of evaluation measures that will be used, the
proportion of the marking term grade that each measure will carry, and
percentages required for each letter grade.
b. Grades should represent academic achievement only. Do not alter grades due to
student misbehavior.
c. Evaluate students at all levels of the cognitive domain.
d. Evaluate frequently throughout the marking term so that sufficient data
concerning student achievement is obtained to determine the grade.
e. Communicate clearly to students what they will be evaluated on each time an
evaluation is to occur.
f. Use many different evaluation measures. There should be a good balance of
homework, classwork, quizzes, major tests, projects, and other appropriate
evaluation measures.
g. Keep students informed about their progress throughout the marking term.
h. Devise an efficient format for the gradebook to accurately record all evaluation
data and to simplify the task of calculating marking term, semester, and actual
grades.
2. Confounding the Grade
a. Treating practice tests and homework as summative evaluation.
b. Administering unannounced posttests.
c. Reducing posttest scores due to misbehavior.
d. Using extra-credit assignments to alter grades.
3. Graded Motivation
a. Always use grades to motivate
i. Make sure your very first exam has a high degree of success for students
who studied
ii. Don’t forget that non-academic students may not have achieved success in
grades in the previous courses of your content matter (that means they
may hate social studies)
1. Make tests for non-academic students less complex (fewer items).
Make sure that these tests have a duration of at least 30 minutes
though.
iii. Grades are powerful tools

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 Motivating Adolescents
Motivation comes from within. It is a welling desire to invest oneself in a topic, person, or
activity.
1. Adopt 2 Mindsets:
 Motivation is something we can create with students not something we do to them
 Our goal should be to cultivate curiosity and personal investment.
 There’s no such thing as laziness
 The student may have too much going on at home, be embarrassed the
work is too hard, be too tired, etc.
2. Empathize and Build Trust:
 Students need to believe you won’t humiliate them in front of the class or let them
humiliate themselves
 Build trusting relationships because students will do anything for a teacher they
trust
 Show that risk-taking is safe in your class
3. Remember where they are:
 Students need developmentally relevant teaching
 Tasks need to be at their level
 Teach things more than once, in more than one way
 Connect with students by understanding what it is like to learn something
for the first time
4. Give descriptive feedback:
 Only timely, descriptive, relevant feedback helps kids understand where they’re at
 Need to also give opportunity for self-assessment
 After feedback is given, students should be given the opportunity to redo
assignments/assessments to put feedback into action
5. Teach the way the mind learns:
 Young adolescent minds crave vividness, so make things come to life for them
(ex: autobiography of a phospholipid)
 Don’t only do these things ‘when you have time’
 Tell students at the beginning of the lesson what they’ll be learning about
 Teach them things they can apply elsewhere in life (diet, exercise,
character)
6. Tell stories and spark curiosity:
 Learners need back stories
 Narratives appeal to them
 Tell them stories – Malala, Thomas Jefferson, Harriet Tubman
 They want personal experiences
 Always keep them guessing – make new activities (ex: mysterious box with
artifacts or art supplies)

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 Motivation
Feeling Tone: A pleasant tone highly increases motivation, an
unpleasant tone increases motivation but to a lesser extent, and a neutral
tone, an absence of reaction, produces no motivation.
Interest: The more interesting something is presented, activities are
done, the more motivated students will be to pay attention and get
something out of it.
Rewards: Intrinsic rewards are when the task itself is rewarding
(reaching a goal) and extrinsic rewards are when something is given in
addition to the task (such as stickers or candy).
 Incentives and rewards
 Choices
 Goals and expectations
 Value, setting and reaching high goals
 Group work, teams
Success: The degree of difficulty is key. Motivation is optimized by
tasks of moderate degree. A feeling of accomplishment. Effort.
Level of Concern: No tension means no motivation. Again, motivation
is optimized at a moderate tension level. Need to challenge the students,
set high expectations.
Feedback: Feedback needs to be immediate, personal, descriptive, and
specific so students know what they are doing right or wrong and have
the ability to correct. Should be on papers, tests, projects, etc.

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 Pre-School Checklist

____ 1. Introduction to faculty and staff.

____ 2. Familiarize myself with the building.
____ 3. Familiarize myself with the building procedures and policies.
____ Fire drills
____ Assemblies
____ Email communication
____ Technology policies
____ Lockdowns
____ 2 hour delays/early dismissals
____ Severe weather drills
____ 4. Review the school’s curriculum.
____ 5. Review class schedules and lists.
____ 6. Review students’ IEPs.
____ Create Special Ed Matrix
____ 7. Review student files and available data.
____ 8. Determine classroom rules and procedures.
____ 9. Determine grading procedures.
____ 10. Create unit plans and lesson plans.
____ 11. Create a substitute binder.
____ 12. Prepare classroom and determine organization strategies.
____ 13. Introduction to students and families.
____ Create an introduction letter

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