Documente Academic
Documente Profesional
Documente Cultură
Lara Porte
Management Notebook
National University
TED 626
August 4, 2018
Management Notebook 2
TABLE OF CONTENTS
Purpose:
a. Develop your philosophy and leadership style;
b. Get off to a smooth start and successful first year;
c. Communicate your beliefs and plans to administration and parents;
d. Organize yourself and ideas for organization, management and discipline;
e. Familiarize yourself with key school- and district-wide policies
Organization/Section
Section 1- General Philosophy...……………………………………………………… 4-5
Section 2- Preventative Measures……………………………………………………….. 5-8
o FERPA
o Mandatory Reporter
o Compelling State Interests -Duty of Care
o Student Rights
o Teacher Rights
o Dress Code
o Objectionable Materials/Prohibited Items
o Locker Searches
o Tardies/absences
o Cell Phone Use
o Hazing, Harassment, and/or Bullying Policies
o Cheating, Plagiarism and/or Forgery Policies
Classroom management is such a complicated concept yet so simple when finessed and
mastered. There are many approaches to classroom management and within all of them, I find
the common themes of: have love for your students, use gestures of warmth, make students fall
in love with you and develop respect for you, model and each the behaviors you expect and
ground rules and a classroom foundation to follow from day one and co-create classroom rules
and procedures together as a group. I believe it all begins by surveying your students and getting
to know who they are and their needs. That way, teachers can involve student interests in
curriculum and ultimately, be more prepared by writing more detailed and effective lesson plans
Both the Kagan & Scott and Gasser models stress the importance of holding semi-private
meetings with students to discuss responsibility of behavior and developing a plan to improve
and diffuse reasons for disruptions if there seems to be a problem and to never discipline loudly,
insultingly or publicly. This involves understanding the seven various positions, discussed in
Kagan & Scott’s model to get past the disruption and find out the why behind it. Marzano, R. J.,
Marzano, J. S., & Pickering, D. J. (2003) defines the word ‘withitness’ as “a keen awareness of
disruptive behavior or potentially disruptive behavior . . . the one that most consistently separates
the excellent classroom managers from the average” (p. 5). It is important to hold a certain
awareness to be able to tailor strategies and methods to meet their needs depending on the
perspective of disruptive behavior. Students appreciate when they are given more choices at the
secondary level about what is happening, opening the door to future communication. My own
goals for my own management strategies and discipline system are to involve a combination of
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these models and instill a sense of increased ownership in activities and behavior of students. In
order to have this outcome, I must learn to create a safe place where students are overcome with
a sense of belonging. They know they belong when they are included, in control of their success
and progress and respected by the teachers and their peers. In fact, Glasser states that it is part of
a teacher’s role “to help students feel a sense of belonging, feel important and have fun and
freedom” (Glasser, TED626 Course Materials). Lastly, I plan to incorporate Coloroso’s “six
critical life messages every day: I believe in you, I trust in you, I know you can handle this, you
are important to me, you are listened to and you are cared about” into every interaction I have
classroom. I chose this set up because I feel that I can have the students’ attention on me and vice
versa by spacing the desks apart up the middle facing each other. This way, I have easy access to
approach each desk/ row, students can see presentations and demonstrations at either end of the
room and I can easily see all students from my teacher desk. I can also place students with
special needs more near the front who may require more help. I also like this set up so I can
move freely about the classroom and assist with students in each quadrant of the room.
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Daily Routine
Greet each student at the door as they walk in
Turn in previous night’s homework into homework bin as they walk in
Attendance
Homework review/bridging
Address any questions/concerns
Jump into next lesson
Student Collaboration
Think/Pair/Share & group discussions in most lessons
Group communication and communication with teachers
“The most effective classrooms are those of teachers who have clear ideas of what is expected of
the students and students who have clear ideas of what the teacher expects from them” (The IRIS
Classroom rules and behavior will be addressed the first day of school. They will be reviewed
consistently throughout the first week, and any time necessary throughout the year. Classroom
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norms will involve the necessary routines, the process for handing in work and passing out
handouts. I plan to state expectations clearly and include the students when creating and
implementing classroom rules together. Students will be expected to arrive in their seat on time,
raise their hand before speaking (unless stated otherwise during a debate or special discussion).
By making these actions the norm, it will help to establish an effective classroom where learning
time is maximized.
Teacher Techniques:
Survey your students to learn about interests and experiences:
Example:
Treat students the way they want to be treated to form mutual respect
Be firm and assertive but with patience and love
Create 3-6 rules with student input
Initiate rule discussion
Identify myself as teacher and “make your students fall in love with you” (Coloroso,
2004)
By incorporating ways to put the classroom behavior into context as through a constitutional
lesson about their rights as a citizen can be used as a way to help them better understand the
purpose of classroom rules. From my experience, students love to know the why behind what we
do and it helps them learn and bridge contexts to what they may know already.
Classroom Behavior
Come to school prepared and ready to learn
Listen carefully
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Establish ground rules and a classroom foundation to follow from day one
Create a strong sense of culture and team
Have a plan, follow it, and begin each day with clarity and organization
Make eye contact with each student in the room and with those causing trouble- subtle
way to give a warning
Wait calmly for students to come back to you if they get distracted
Walk up to and stand next to the desk of a disruptive student
State appropriate behavior & point out behavior you like from cooperating students
Use nonverbal cues and non-punitive time outs if students need to simply regroup and
monitor their own behavior
Consequences
Incentives
Leave early
Stamp system
Promise a treat and follow through
Student Accountability
Students will be held accountable for their own actions and decisions. They will understand what
it means to be a part of the classroom culture and what expectations they should withhold.
Secondary students should be thinking “if I have a problem, what is a good plan?” according to
Coloroso, 2004. I will assume the best in my students and help guide them to responsible
All students will be expected to treat others with respect and the way they’d like to be treated.
There will be zero tolerance for disrespectful behavior toward students with other cultures or
backgrounds.
1. Individuals with Disabilities Education Act (IDEA): “a law that makes available a free
appropriate public education to eligible children with disabilities throughout the nation and
ensures special education and related services to those children” (IDEA, n.d).
2. Americans with Disabilities Act of 1990: “extends protection against discrimination to the
full range of state and local government services, programs, and activities including public
schools regardless of whether they receive any Federal financial assistance” (IDEA, n.d).
3. The Family Educational Rights and Privacy Act (FERPA): “a Federal law that protects the
privacy of student education records. The law applies to all schools that receive funds under
2018).
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a. Parents or eligible students have the right to inspect and review the student's
b. Generally, schools must have written permission from the parent or eligible
4. Individualized Education Plan (IEP): students with disabilities might be eligible for special
services that provide individualized education programs in public schools, free of charge to
families. Parents can become advocates for their kids by understanding how to access these
Hierarchy of interventions
1. Non Verbal Interventions: planned ignoring, signal interference such as shaking your head,
pointing down or making eye contact, proximity or moving close to student, touch
2. Verbal Interventions: keep as private and brief as possible to stop behavior and redirect
a. Examples: ‘I’ Messages – “Cathy, when you call out answers without raising your
Direct Appeal – “Cathy, please stop calling out answers so that everyone can
Positive phrasing – “Cathy, I will call on you as soon as you raise your hand.”
Are not for’s – Pencils are not for drumming. Pencils are for writing.”
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Reminder of rules (private) – “The classroom rules state that students must show
respect for themselves and others. Rolling your eyes when someone else answers
a question is disrespectful. Please refrain from this behavior and remember that
you are also responsible to help keep this classroom physically and emotionally
safe. We all need to know that it is safe to ask questions without someone making
fun of us.”
behavior
Canter’s broken record – repeat your redirection when they try to explain their
behavior and say “That’s not the point, please raise your hand before calling out
answers.”
3. Third level would be to let the student know “You have a choice” and disengage from the
student
a. Anecdotal record keeping over the course of a few weeks, share with student in a
-Make sure to monitor your verbal approaches and have awareness for the way you are speaking
to each student
-Give every student the chance to speak and call on different students
Edutopia provides insight related to this idea in Ten Tips for Classroom Management
(2011). The blog states that an effective teacher “strives to know her students and seeks
professional development and reading materials to learn how to better serve all of them, helps
Management Notebook 12
students gain hope and develop strategies for overcoming academic and societal barrier and uses
texts that are relevant and speak to the lives and experiences of the students she teaches” (p. 8).
4 step process:
1. Ask yourself “why and “what purpose” the behavior is serving (find driving motivation for
misbehavior, 4 goals are attention- seeking, power and control, revenge, helplessness and
displaying inadequacy)
2. Develop a sense of empathy and connections to the student (see similarities and successfully
3. Observe cues and behaviors regarding the personality of the student (know student’s positive
4. Monitor your own interactions with the student (keep track and record findings, be aware of
Listen carefully to the students’ reasoning for behavior and put yourself in their shoes
Create a safe space where they feel confident and comfortable to take risks
Use specific, clear, descriptive feedback that helps students take responsibility for their
success, so they will want to improve and hold certain standards for themselves and their work
“When students attribute their success or failure to effort, they are able to view their
n.d.). I think students feel defeated when their negative behavior results in low self-esteem.
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Teachers should help build them up and figure out what they need in order to succeed in
Identifying Needs
Students are assessed to determine which students may need extra help and some may
require an individualized education plan created with the student, general education teacher,
parents and special education teacher. Specific classroom accommodations, aides and devices
may be accounted for as well. Constant observations and monitoring will be conducted
throughout the year. Observations will be made to determine what further help students may
need. It is important to consider other resources and colleagues such as other teachers, school
counselors, special education coordinators, and resource specialists to reach out to for advice and
assistance.
Management Notebook 15
principal and counselor so the student can work with these adults to know that this situation is
serious and will not be tolerated in school. While it is professional to seek help in the areas you
feel and determine you are less competent in as a teacher, it sometimes take thinking out of the
box and approaching the individual student who may still be continuing to cause a problem
directly. Getting others, like the school counselor or principal, involved right away may create
some holes or confusion in the situation and the student will ultimately have more respect for the
teacher that way. To improve student-teacher interaction after all other techniques have been
exhausted, one can observe a successful teacher in this area and ask for feedback.
Documentation
All student documents will be kept confidential and never shared with outside classroom sources.
Both electronic and paper copies with personal information will be filed separate from classroom
business.
Referral Process
-First, model a calm demeanor when conducting a whole class meeting and productive
conversation about the rules and procedures the class previously agreed upon for all students
-Behavior Contract: Track and create behavior contract after private discussion with student who
continue to disrupt class or act out a meeting will be scheduled in order to develop a plan of
FERPA
(see info under ‘Legal Issues Regarding Students with Special Needs’ above)
Mandatory Reporter
It is the responsibility and obligation of a teacher or any school related positons as a mandated
reporter to report child abuse or neglect per the California Penal Code Section 11165.7.
Mandated reporters are required, by law, to report all known or suspected cases of child abuse or
neglect and they do not have to worry whether it is legitimate or not. It is not the job of the
mandated reporter to determine whether the allegations are valid. No supervisor or administrator
can inhibit a report from being filed. To make a report, contact local law enforcement or county
child welfare agency below by phone immediate and follow up in a written statement. You may
file at the same time with the school district or country office of ed.
reports.
Teachers have a duty to care for their students and protect them from injury or care. They must
demonstrate calm, organized and safe classrooms and supervise their students to maintain a
welcoming, safe place to learn. A Teacher must assume all potential risks and dangers and help
Management Notebook 17
to avoid them from happening within their power. The duty of care applies while the students are
Under Ed Code 233.5: “Each teacher shall endeavor to impress upon the minds of the pupils the
principles of morality, truth, justice, patriotism, and a true comprehension of the rights, duties,
and dignity of American citizenship, and the meaning of equality and human dignity, including
the promotion of harmonious relations, kindness toward domestic pets and the humane treatment
of living creatures, to teach them to avoid idleness, profanity, and falsehood, and to instruct them
in manners and morals and the principles of a free government. Each teacher is also encouraged
to create and foster an environment that encourages pupils to realize their full potential and that
is free from discriminatory attitudes, practices, events, or activities, in order to prevent acts of
Student Rights
Right to learn
Students with disabilities have the right to equal access to academic courses, field trips,
Right to protection from discrimination on the basis of disability, gender, gender identity,
gender expression, nationality, race or ethnicity, religion, sexual orientation, or any other
Right to participate in school activities and class while pregnant and not to be retaliated
LGBT rights
Teacher Rights
Right to teach
Freedom to expression
Dress Code:
- Shoes must be worn at all times (closed toed shoes for certain classes). No offensive or
inappropriate logos, slogans, language and decorations on any apparel that disrupt the
change clothes if visible midriffs, undergarments, strapless dresses, tube tops, and
revealing blouses, sleeveless undershirts or muscle shirts. Short shorts and short skirts
cigarettes, tobacco
Locker Searches:
-All lockers assigned to students are district property, but school principal has all
combinations.
-Random searches of school lockers and their contents have a positive impact on
deterring violations of school rules and can be conducted any time, without notice, and
- Rights are respected of privacy related to items discovered that are not illegal or
-The principal may seize any illegal or unauthorized items and items in violation of
board policy or rules that may be a potential threat to the safety or security of others.
-Parents of minors under 18 will be notified and asked to remove from students’ locker.
Tardies/absences:
- Students are expected to attend all scheduled classes on a daily basis. Absence from
class is excused for illness, medical appointments, and funerals for members of the
immediate family. Other absences must receive prior approval for validation, but invalid
appointments, personal business and unverified illness. Consequences for violations will
is encouraged.
3rd tardy: Teacher assigned detention slip and served with the individual teacher or in the
4th tardy: Teacher or office assigned detention (two hours). If the teacher chooses to use
Cell Phone Use: Cell phones may not be used during instructional time unless approved
by the teacher for certain activities or emergencies. Phones will be taken away during
consequences which may include suspension or expulsion for severe behavior per Ed
Code 48900.4
-Any student who feels that he/she has been subjected to discrimination, harassment,
bullying should report the situation to the school administration, teacher, or other staff
bullying, they should take immediate steps to intervene when safe to do so, and report it
to school administration.
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Cheating, Plagiarism and/or Forgery Policies: Academic dishonesty actions are subject to
disciplinary action by teacher, school, and/or district. The student will be confronted by the
1. The student will receive an automatic zero (failing grade) on the assignment or test; no
2. The student will be dropped from the class with no credit if the student is involved in an
4. The student may face suspension from extra-curricular activities including sports
programs.
Progress Made
Upon viewing my goals and growth from taking the course, TED 606, it appears that I
have already grown in knowledge and teacher skill set. It appears that in my TED 606 course, I
was asked to choose one disposition and create measureable goals related to how I can
accomplish and fully develop the disposition. At that point in my program, I felt very new to the
field and somewhat lost. I chose Standards of Exemplary Practice because I knew this is an area I
would need to improve upon as I student teach and get into the classroom. Despite the fact that I
have still had little classroom time, I feel that I have acquired many more skills and tools for my
teacher tool belt since then I regards to Standards for Exemplary Practice. I feel I now have an
Management Notebook 22
emerging understanding of school, family and organization systems as well as a specific drive to
reach all students’ varying abilities and in looking for ways to help all children achieve by
implementing new strategies and connecting relevant student experience. I feel that my Masters
courses have enabled my sense of confidence in implementing innovative and technological tools
into my future curriculum plans to demonstrate differentiated learning. My Ted 623: Language
Development Methods – Secondary course has enabled me to see a lesson plan through and
implement SDAIE strategies, for example, which helped me feel comfortable in the overall
As I plan for student teaching, I can see now that all four dispositions out of the five are
emerging for me, which means I am on the right track. The fifth disposition, Scholarship or a
commitment to life-long learning and reflection, has been developed and mastered in my
opinion. I am fully committed to finishing this program and always developing my craft as
an educator with an open mind for cultivation and in search for the next best idea to solve
problems and have workable plans for most situations. For the future, I plan to modify my
original goal to be more specific and concise and then create two new measurable goals to take
By May 2019, I will be able to build an organized, educational space using multiple ways of
teaching that promotes more focused, engaged students, as measured and tracked by daily
journal data tracking about increasing trends of proper classroom behavior and management
quality.
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REVISED: By May 2019, I will seek strategies to be more effective with all students using tools
and techniques acquired through National University coursework to improve student engagement
as measured by documenting a daily journal of "What worked?, What did not?, and What could
be improvised.
Responsible Citizenship:
By May 2019, I will have implemented 3 new culturally diverse teaching techniques that show
respect for students’ varied talents and perspectives, seeks to foster appropriate communication
and best practices related to diversity in the classroom, measured by assessment data and 80%
Active Reflection:
By May 2019, I will generate improvement upon my classroom speaking ability, tone and
transitions measure by actively seeking further perspectives and feedback from others to evaluate
because these are areas that I would like to master in order to demonstrate effective and
In relationship to classroom management, the two new goals (improvement and strength)
identified above are important for successfully working with students and their families,
including those who students with diverse cultural/racial and linguistic backgrounds because
they ensure I create 3 strategies that I can get to know them and reach out to them in a positive,
successful way. By modeling culturally responsive pedagogical practices and creating an inviting
and integrated learning environment that supports individual differences and learning abilities,
Management Notebook 24
all students who present learning, behavioral, emotional, social and health challenges or cultural
differences alike will be guided to self-responsibility and empowerment. Students will have a
deeper understanding of cultural sensitivity and patience/respect for those with learning
challenges. These approaches will help me to make sure all students will be engaged learners in
my classroom and cause little to no disruptions, ultimately maximizing learning. I want all my
students to develop a love for learning and enjoy my class, so if I can meet these goals for
improvement and strength in this area, I know my students and I can attain a sense of community
References
https://www.cde.ca.gov/ls/ss/ap/childabusereportingguide.asp
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=classroo
management&clipID=Coloroso_904.flv
Managing Student Behavior: Part 3 (2000). Adopted from Levin and Nolan. [PowerPoint File]
Retrieved from:
https://nu.blackboard.com/webapps/blackboard/content/listContent.jsp?course_id=_8037
2_1&content_id=_5938307_1&mode=reset \
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2009). Classroom management that works,
research- based strategies for every teacher. Upper Saddle River, NJ: Pearson Education,
Inc.
http://bruin.eduhsd.k12.ca.us/documents/Ponderosa%20Student%20Handbook%202017.
2018.pdf
Ten Tips for Classroom Management: How to improve student engagement and build a positive
climate for learning and discipline [Web log post]. (2011). Retrieved July 18, 2018, from
Edutopia.org
https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
Management Notebook 26
NOTES: