Carol Ashey

ENGL 481
Dr. Hartman
December 1, 2014
CLASSROOM MANAGEMENT PROJECT
CLASSROOM FLOOR PLAN:

DISCIPLINE PLAN:
Students are expected to behave kindly towards one another; my top three rules of the classroom are
Respect, Responsibility, and Accountability. Students will treat the teacher and each other with respect
(I will treat them with respect as well). Students are responsible for their own work, just as I am
responsible for teaching them. I will hold my students accountable in their roles as student, just as they
will hold me accountable in my teaching. I will use the mantra You are responsible for yourself, you are
responsible to others in the case of responsibility.
PROCEDURES:
Absences depends on what the school policy on that is; I would think the usual x amount of unexcused
absences means you fail the course, and the usual x amount of excused absences (doctor appt. family
related matters, etc.)

Ashey

Homework it is the students responsibility to complete all homework assignments and projects in a
timely manner.
Missing/Late Work one letter grade off for each day late (if graded)
Bathroom just get up and go; unless school has passes for the bathroom, then use those
Collecting papers I will collect papers in a timely manner (early and on time)
Passing out papers goes in a circle; I pass stack to one student who then passes to whichever side so
the papers literally make their way around.
Fire/Tornado Drills whatever the school policy is on that
Food/Drink/Gum - I will allow snacks in class (if youre hungry, youre hungry), but they are not allowed
to be seen and they must be quiet (bars are good), can be in a bag if it is a plastic Ziploc bag. Chew
quietly. No chips, nothing super smelly. Only water, or closed container drink (travel mug is fine). If gum
helps you think, then fine, but no smacking or bubbles.
Hall/Locker/Office visits if their locker is close by, then by all means go and get what is forgotten; if
elsewhere in the school (left it in another classroom by accident) take a hall pass and go get it (if its
class work or daybook). If its a utensil type thing, they can use the classroom supplies. No going to
locker or hall for vague reasons.
Tardies: I will accept up to five minutes late to class for a logical reason (not outside school related, like
forgetting something in your locker and running back to go get it). I will also accept notes from parents
and doctors as reasons later than 5 minutes. After 5 minutes though, I start teaching and it is the
students responsibility to find out what was missed (student accountability here).
Supplies I plan on having a segment of a wall set up for needed supplies (saves space versus a cabinet)
like pencils, pens, paper, scissors, glue sticks, etc. Have really gaudy pencils and pens so students dont
want them so they can remember to bring their own.
Substitute Plan If I know beforehand that I will not be in class, I will set up to have a substitute a week
ahead of time and check in with the sub periodically as that time approaches so they can know what to
do. If something last minute comes up, such as an emergency, then the call will have to be made last
minute and a quick run-down given.
Parent Communications Plan email me, Facebook, Skype, and Remind; any or multiple of those
options, possibly all, depending on what works best for the parent.
Bulletin Boards for beginning of year (ideas) - Getting to Know You via Social Media, have sections for
FB, Twitter, Pinterest, Instagram, etc. Have students put up one thing about them in as many sections as
apply, put myself in as well (ex. Pinterest and/or Instagram/Snapchat is a photo, Twitter is a Tweet or
hashtag, About Me for FB).

Ashey

First Two Days of Lessons:

Lesson One:
Introduction:
- Welcome to the class
- What we are going to do this year/semester
- All about your teacher (I explain my hearing loss and what I will need from my students in order
to successfully teach them, as well as other facts about me)
- Class goes around the room and introduces themselves
Procedure/Activity:
- As a wrap up to introductions, students will fill out information sheet from TSYM on page 11
- Once information sheets are completed and taken up, I will talk about the different learning
styles and ask the class if they know what they are and/or what theirs are. I will also explain
what my learning styles are and that knowing how you learn best makes learning in general
easier and that it is one of my goals as a teacher to make sure they are learning in ways that
work best for them
- Once the above is explained I will hand out the learning styles quiz
- Once the quiz is finished the class will discuss their results
- Homework assignment is to write an introductory letter about yourself
Lesson Two:
Introduction:
- Review of what happened last class
- Take up introductory letter homework
- Talk about what the class will be doing today
- Talk about how I will teach my class (portfolios, projects, writing workshops)
Procedure/Activities:
- First writing into the day
- Class activity of Who Are You, students will fill out a worksheet that is a lens of who they are
as a person; they can also add favorites of anything, which they will add to their bulletin board
as they finish
- Assumptions activity from TSYM pages 33-35
- Class will reflect individually in their daybooks what they thought of the assumptions activity
- I will discuss the unit we will be doing for the year, the projects included and discuss how the
writing workshops work, then discuss what we will be doing next time
- Students will write out of the day
- Homework is to write a reflection letter on these fist two days of class.
Adventures in English The Hobbit Im going on an adventure! Adventure Time, Superheroes, Oh the
Places Youll Go! Treasure Island, LOTR, Narnia, Once Upon A Time, Quest for Camelot, Redwall series
Coat of Arms what represents you? Tolkien Races, Harry Potter Houses, Divergent Factions, Hunger
Games Districts, etc.
Class Schedule (to establish routine) begin with writing into the day/journaling, then transition into
what we covered last class, what will be covered today and what will be covered next class and next

Ashey

week; introductory activity on that days lesson, lesson/lecture, group work then individual work or vice
versa, end class with writing out of the day.
Motivation Plan find out through class discussions, introductory letters, surveys/opinionnaires, etc.
what helps them be motivated to do their work, what rewards suit them best when they have done
well and what consequences helps motivate them to do better and improve.
Grading Plan Dr. Hartmans form of grading, rubrics, level of understanding for various categories;
Ranking, Evaluating, Judging article. I hope to be diligent with grading, Im currently setting the
window for response time is within a week (for large things like papers and projects; for small things by
the next class period), unless I am behind for some reason, then within two weeks. I set that time frame
because I know how frustrating it is to not have a grade back that was supposed to be done earlier.
Attendance plan whatever the school policy is; a certain amount of absences equals failing the course.
Student Relationship Plan students are responsible for their own work, they are responsible to each
other, student/class contact list (so they can contact each other if someone is missing/absent; this falls
into the accountability section rule); hopefully I can get the students to respect each other and have
their relationships with one another at the very least be friends; the classroom is a community;
everyone has to work together as well as individuallyteamwork.
Diversity Plan what immediately comes to mind is Diversity Day episode of tv show The Office to
start on a humorous note, then get serious and have a class discussion or day where everyone shares
about their background; it would fit well at the beginning of the year; if that is the focus of a unit, then I
would pick texts from varying cultures and discuss diversity that way and probably have projects to
accompany the texts.
Conflict Mediation Plan hopefully I would diffuse the situation before it got too out of hand, but if the
situation looks like it could escalate quickly, and depending on the situation, I would ask the students
involved to sit on different sides of the room, or ask them to speak with me either after class, or if it has
escalated then to take it out in the hall. If I do not have control over the outburst, such as if it gets
physical, then I would call the administration to send someone down to break up the fight.

OBSERVATIONS PARKVIEW HIGH SCHOOL OCTOBER 21, 2014

Mr. Allen Murphy
Advanced Placement Language Arts
Diversity:
- Majority Asian/Oriental
- Some Latino/Latina and White
- One Black
Number of Students: 23

Procedure:
Teacher passed out papers; very smartly dressednice pants and shirt with bowtie. Lesson on
Rhetorical Devices of Opposition; has students read aloud handout aloud. Teacher is very humorous
gives students a hard time. Teacher asks students what the read aloud portion means, and calls on
students by name. Teacher has students mark antithesis in the quote and asks them what incredulity
means, what it is, what they think of the passage, etc. Students name oppositions in paragraph.
Students are dressed in a mix of nice casual and regular jeans and t-shirts. Teacher picks on
specific students, reminds them of poetry rules; has students go through the next section of the
handout and circle oxymorons that lead to antitheses. Class is not held in Mr. Murphys classroom, but
in a Human Geography room for 1st period due to Gateway testing. The teachers desk is in the corner
closest to the board in the upper right quadrant. There were/are lots of maps on the walls.
Students named various oxymorons; teacher corrected when the students were wrong and
picked different people student called on doesnt respond. Students groaned aloud at the mention of
the book Animal Farm. A female student read loud the section on Paradox (different students read
aloud each section). Juxtaposition is easier seen in the movies (great point!). Mr. Murphy was very
relatable to the students, constantly making them laugh by poking fun at them.
How did the juxtaposition make the students feel?
Challenges student word choice
Interactive
A male student finished reading a section with exaggerated enthusiasm which made the class laugh
(very hysterical); teacher casually insults the student
A female student asked for clarification of juxtaposition.
Teacher gave students time to do the activity/application on the back of the handout; briefly reminded
them about an upcoming vocabulary quiz. Mr. Murphy moved up and down the rows checking on
student work and helped them out when they had questions.
Tragedies are personal, not universal.
Reflection (brief):
I had so much fun listening to the lecture I had to remind myself to take notes!
Because of my professional attire I was asked by the teacher whose room it was if I was subbing for Mr.
Murphy.
Mr. Murphy asked if I was staying for my sister Meghanns class
Gave me the advice that after youve been teaching for a long time you can get away with making fun of
your students (in jest of course).

Ms. Crawford
College Prep Literature and Composition 9th grade
Students were a mix of Hispanic and African-American
Board along one wall; lots of posters and quotes
Students passed out three digit numbers on a piece of paper to one another
Ms. Crawford gives students reasons why they do high-stakes testing (she is dressed business casual)
Explains Race to the Top and asks students of they are excitedsome say no
Explains the type of education given to students via powerpoint
Classroom is set up in horseshoe
Ms. Crawford speaks clearly

A bunch of students change their numbers because they had the same oneMs. Crawford explained
that she made copies and accidentally gave those out.
Students are dressed in t-shirts and jeans
Teacher snaps to get attention, and explains that the numbers they have is part of an experiment that
will last for a month; the numbers are area codes (three digits because it is equalizing); students flip out
at the mention of no grades (individual). Teacher explains that the glass will be graded as a group (good,
bad and meh). Has to do with the class text of Ayn Rands Anthem.
The world cannot exist without order.
Class is vocal and verbal about everything.
Teach each other according to their intelligence and needgrades are a class average/group
consequence
No more land of what if, only land of what is.
Class discussion of questions on the powerpoint
Purpose of life: You or Others?
Reading vocabulary list on the board; teacher both stands in the center of the room and sits on a tall
stool; does recap of last week (on the board) and explains (briefly) a mini unit. Teacher asks students to
pull out notebooks; the class will be reading Ayn Rands Anthem. Ms. Crawford explains that it is a
novella/short novel, overview of the text and the author. Gives students an extra credit assignment
asking the question of what was going on at the time the book was written. Explains that students will
be reading one chapter a night; calls out a student by number and asks them to read aloud the first page
(student read robotically), then asked the students what they thought was different about the passage
grammatically.
Community (in book) based societynot allowed to be an individualcollective wecollective society;
no snapchat, facebook, selfies, etc. social media and collective society comparison
Teacher wont print things unless she can help itshows students where to find everything online (had
tabs up already)
Before class Ms. Crawford waited for her students outside the classroom.

Mrs. Kate Heier

Special Education Autism Spectrum Disorder
9-12th grade
6 students total; one walking around the room, two sitting at their desks, one sitting in a chair on the
floor, another sitting on an exercise ball
Diversity: All students minorities two Hispanic, three Black, and one Asian
Unit on Treasure Island; Teacher instructs teacher aid to hand out things (papers?)
Asks students who the main characters are, helps students to answer the questions
Story up on interactive powerpoint and summarized
Teacher constantly checks to make sure the students understand and assigns students specific
characters and prompts them to act out the story; she helps by narrating throughout; goes over what
pirates need for a journey; affirming of students when they answer correctly; uses an assertive tone of
voice.
Asks students which is the least/best buy for a pirates journey; literally directs students actions

Gives students hand outs and asks them to cut out one character and glue them to another hand out.
One student throws the scissorsMrs. Heier reprimands the student, then helps them perform the task,
narrating as they do so. Teacher walks around the classroom checking student work.
Ms. Kasson
Special Education
12th grade
Unit on MacBeth
- Saddleback Education Publishing (type of text)
- Uses props to help with illustrations
Students are working on a worksheet; room is smallonly 6 students; teachers desk is by a window.
Class is ethnically diverse: mostly Black, one Hispanic, one white
Teacher is dressed business casualwalks around checking student work and progress. Students asked
me questions, teacher reminded students to stay focused and on task.
Teacher helps orient students in where they are/whats going on/whos who in the text
There were storage cabinets along one wall.
Student read a favorite quote found while reading the text.
CASE STUDY DIVYA PATEL (female)
12th grade
Hard of Hearing
Part One: Meeting with Ms. Griggs Specialist (like Mrs. Gorman)
- Asked student how they felt about an upcoming history test
- Went over powerpoint slide information; asked if student didnt understand anything
- Discussed vocabulary and religious history in Europe
- Went slide by slidecomprehension check
- Student asked questions
- Friendly chatter while Ms. Griggs looked up a map
- Explains whats happening and how
- Overview about religion and the crusades
- Checked reading comprehension
Part Two: Economics Class
- Student sits in back row
- Ethnically diverse: mostly black, one Indian (my student), one Hispanic, one white, one Asian
- Student dressed in jeans and sweatshirt and takes notes
- Teacher up front, walks back and forth along board, speaks in loud, clear voice
- Student has feet on back of chair in front of hersneezes; checks phone, which is out and on
desk
- Asked teacher for clarification on assignment and teacher checked for understanding
- Student checks phone again; feet are off chair and on floor, ankles crossed.
- Student puts paper in a binder, takes notes and listens to assignment answers, jiggles legs,
doodles on paper, legs crossed, pulls out calculator from backpack and does problem,
plays/texts (?) on phone, continues notetaking, works on mini assignment, puts pencil/pen
down, opens notebook/binder and flips through notes, then closes binder.

Appears to be reading notes, bites nails (?), waited for teacher to check work, said couldnt think
of a third thing to write.
Moves phone over, plays on phone, does math question on calculator and answers question,
continues taking notes, does math on calculator, takes notes, checks phone, stretches,
continues doing math problem, checks phonemoves it to side of desk, packs up notes and
puts in backpack.