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Chelsea Krepel

Morningside College

Susie Lubbers

11/7/13


Hypothetical Classroom Grade – 2nd, 3rd, and 4th grade Special Education (resource room) Gender: (6) males, (6) females Socioeconomic Levels: Majority lower class, a few middle class. Ethnicity: Hispanic (6) Caucasian (3) African American (3) Class Size: 12 Students Breakdown: ESL students (7) Behaviors (4) Academics (12) Reading Levels: (4 students) at a Kindergarten reading level, (4 students) at a first grade reading level, (4 students) at a second grade level. Room Arrangement: The teacher’s desk will be on the side of the room. Next to the teachers desk will be a wastebasket and recycling basket. The door will be next to the wastebasket. A bookshelf will be in the corner to the right of the teacher’s desk. In front of the bookshelf, I will have a nice comfy rug so students can feel comfortable. I will also have some beanbags near the bookshelf, probably around two. In the corner above the beanbags, I will have a computer station. There will only be 3 computers. Placing them in the corner makes it less of a distraction, as I hope to have iPads in my classroom. However, if that were not possible the computers would take this place. In front of the room, there will a Smart Board and a white board. I will have my computer to the left of the white board to connect to the Smart Board. In the corner, on the left side of the room there will be reading center table with four chairs surrounding the kidney table. In the


center, I will have two larger tables for students to sit at, a good distance apart from each other. Each table will host four chairs giving students working on individual or group projects a good distance away from the main reading center desk.

Personal Philosophy of Classroom Management and Discipline

My personal philosophy of classroom management is quite simple. I plan to help my students succeed with the help of my rules, consequences and incentives. I don’t want to be over controlling, however I am not a pushover. In my first couple years, I feel like I will be fairly strict giving students the understanding I expect highly of them. I want to make my room fun, safe and a comfortable environment to be in. Special education rooms are especially crucial in meeting all students’ needs. With that, I feel like I will be very personable. I want to know my students very well because it helps them realize they are worthy and feel comfortable in my room. Praising students in my classroom will definitely be easy for me to do. I can see it already in the many practicums I have entered. In the beginning of the year, I want to let my students know that every student is allowed their own opinion to share their thoughts and not be concerned with other students making fun of them or giving them a difficult time. This conversation is very crucial. Everyone has different ideas and feelings towards all types of subjects. Be respectful towards others is one my rules and should be followed. I will have 2nd to 4th graders in my resource room, so students should be aware of these rules from previous years, however there are students that might be new or come


from a culture that he/she wasn’t aware of such rules. I will model this effectively so students know exactly what I mean.

Discipline is a strong factor of good classroom management. My students are going to be my kids. I will be with them every day for 8 months give or take. I plan on getting to know my students on a personal basis, meaning I will know when they are acting out for attention, escape, or avoidance. I will notice this as soon as the student walks into my room. I am overwhelmingly caring sometimes, which isn’t always good. I will be able to adjust that somewhat once I get into the classroom for student teaching. It does benefit me because I do understand when a student just has a bad day or maybe he/she needed out of the general education room and needs time to cool off. I understand that and am willing to acknowledge that beforehand. I don’t want to send my student to the office. That takes away from the crucial time he/she needs in my room. Simply, talking to students in a calm demeanor will fix a lot of problems that may come my way. Of course, not all students will be that way, so if I do have students that are behaving in an incorrect manner, I will adjust that behavior accordingly to my consequences. My consequences are very clear and will be clearly stated in the first week of school. I know my students will have their general education rules as well, so I will align my rules along with their rules. My personal philosophy of classroom management comes down to classroom structure, in my opinion. I don’t want to be constantly telling my students what to do. This could be the only structure the student has, so I must make it clear to the student that this is how I will run my room. I hope that the structure in the room is well known that


they already know what they will be doing and what they can do when they are done with everything. However, I do not want my students to come into an overly structured room. Having so much structure can also reflect badly on the student’s behavior. It will cause the room to become uncomfortable. A mediocre amount of structure is good, giving students choice, yet the students still know what they will be doing and what to do when that is done. When students know that their learning has a specific purpose that is when I know that my room is structured. That doesn’t mean all students are in their chair at all times. I think getting students actively engaged and giving them a chance to want to learn is the structure I plan on presenting. This can cause students to be loud, however not ALL loudness is bad. Loud can mean that they are learning a different way, taking a break by cooling off, or just having some fun while doing something purposeful. I want my classroom to be simple, yet full of possibilities. Having a safe environment that makes students know it is comfortable, fun, and active all lead to good classroom management. This is obviously easier said than done, however when I can teach my students that there is purpose and I will always be understanding, I know my students will enjoy being in my classroom. Not because its upbeat, but rather my classroom management is aligned with helping my students learn effectively.


Rules: 1. Respect yourself 2. Respect others 3. Respect your school

Rationale, Consequences, and Incentives 1. Respect yourself – We respect ourselves by being responsible about our class work and behavior. This means we need to have a positive attitude about learning, be prepared, honest, stay seated, face the front, obey all rules, and do your best! a. Consequences: i. One on one talk with the teacher. We will talk about the correct way to behave. This will serve as a reminder for the student. ii. I will give the student a warning, hoping this will end the behavior right away. iii. Students will have behavior sheets. When the student is acting out in a certain subject, they will get a smile, a frown or neutral face. Each face has certain amount of points. This will be deducted on the chart. iv. I will send a note home to parents/guardians discussing the student’s behavior. This will need to be signed stating that the parent or guardian has looked at it. I could also email the parent or guardian if that is how the parent/guardian would like to be contacted. v. If behavior becomes worse, teachers will call parents to inform them on the behavior of their student. This will result in an action plan of what to do next.


b. Incentives: i. When we respect ourselves, students will be praised. If they do a good job, they can receive a star on the board for each time the teacher notices it. ii. If students continue to act well, the teacher will give a prize once the paper is filled with an amount of stars. iii. The student can become the teacher helper. 2. Respect others – We respect others by treating them, as you would want to be treated. This means you must be kind to others with your words and your actions. Keep everyone safe, model good behaviors, share seats, respect other feelings, use correct manners, let others learn, sit quietly, play fair, use quiet voices, wait your turn, compromise, and give other students space. a. Consequences: i. One on one talk with the teacher. We will talk about the correct way to behave. This will serve as a reminder for the student. ii. I will give the student a warning, hoping this will end the behavior right away. iii. Students will have behavior sheets. When the student is acting out in a certain subject, they will get a smile, a frown or neutral face. Each face has certain amount of points. This will be deducted on the chart. iv. I will send a note home to parents/guardians discussing the student’s behavior. This will need to be signed stating that the parent or guardian has looked at it. I could also email the parent or guardian if that is how the parent/guardian would like to be contacted. v. If behavior becomes worse, teachers will call parents to inform them on the behavior of their student. This will result in an action plan of what to do next. b. Incentives: i. When we respect others, students will be praised. If they do a good job, they can receive a star on the board for each time the teacher notices it. ii. If students continue to act well, the teacher will give a prize once the paper is filled with an amount of stars. iii. The student can become teacher helper. 3. Respect your school – We respect materials by taking good care of them. We do not tear, abuse or destroy classroom supplies. This can be but not limited to, glue sticks, books markers, tables, chairs and much more.) a. Consequences:


i. One on one talk with the teacher. We will talk about the correct way to behave. This will serve as a reminder for the student. ii. I will give the student a warning, hoping this will end the behavior right away. iii. Students will have behavior sheets. When the student is acting out in a certain subject, they will get a smile, a frown or neutral face. Each face has certain amount of points. This will be deducted on the chart. iv. I will send a note home to parents/guardians discussing the student’s behavior. This will need to be signed stating that the parent or guardian has looked at it. I could also email the parent or guardian if that is how the parent/guardian would like to be contacted. v. If behavior becomes worse, teachers will call parents to inform them on the behavior of their student. This will result in an action plan of what to do next. b. Incentives: i. When we respect the materials of the school, students will be praised. If they do a good job, they can receive a star on the board for each time the teacher notices it. ii. If students continue to act well, the teacher will give a prize once the paper is filled with an amount of stars. iii. The student can become teacher helper.

The attached chart is an example of the behavior sheet I will use. I want this sheet to serve as a visual for students that are acting out. On the lines at the bottom, I will include the behavior, what he/she does well, what he/she can improve on. This will help the student see exactly what he/she is doing wrong and what they can do themselves to fix the behavior. I would like to send this to parents/guardians as well. I might add signatures of some sort on the form, so parents/guardians can see how their day went.


http://livelovelaughlearn3rdgrade.blogspot.com/2013/04/freebiesfor-classroommanagement.html

Procedures that become routines Cleanup:  As students engaged in activities, cleaning is a necessity. Time will be given to each student at the end of the activity for cleaning up the area. Whether students are working alone or together in groups or partners, you must clean up your area, unless directed otherwise. This will be clearly stated in the rules of my classroom as well under respect your school (3rd rule).


Decoration:  Classroom will be decorated with welcoming colors, added with posters, inspirational texts, and student work. I will have a bulletin board with each students name on it, pictures and their birthday as well. Another bulletin board will be used for school information, such as lunches, school wide rules, plans for disasters, and some more school-wide programming. I want my students to feel welcomed into their classroom, as well as their school. The decoration will not be too excessive, making it too clustered. I will also have a schedule of each student. I will only have a selected amount of students, so I will post times in larger print to help students and myself know when to go back to the general education room or other areas. Enrichment:  If students are done with an assignment they can play an educational game on the iPad if we have one, read a book, or finish other homework that needs to be done. Students can fill in their writing journal if they have allotted time as well. Students will be in my room for a limited amount of time, so mostly I will direct students in what to do or give choices for them on their directed assignments given in the general education room. Clerical Chores:  Homework will be placed in folders. Each student will have a cubby in the bookcase as well. Students can place their journals, reading books, and any other materials they receive in their cubby. This is so they can manage being organized and hold responsibility in my room. Since most homework will be taken back to the classroom, students will be responsible taking it back to their designated spot in their general education room. 

I will also have teacher helpers such as getting materials ready, turning lights off/on, giving students handouts, or small jobs. This will help me give responsibility to students that are doing well in their work and behavior to succeed elsewhere. It also opens a door for students who might want to become the leader so they do better on their work and continue to work hard.

Hello! My name is Miss Krepel, and I will be your child’ special education teacher here at _______ School. I graduated from Morningside College in Sioux City, Iowa. This year is my first year teaching, and I am very excited to begin this year! I am originally from Howells, Nebraska and graduated with a class of 24. Yes, 24 students! While in high school, I developed a love for teaching kids that I had not known about. My mother is a daycare provider, so everyone thought it came from her kids at daycare. However, that is not where I give the credit. I reached out in my community volunteering my time teaching Spanish in classrooms kindergarten through sixth grade. In my small town, everyone knows everyone, however this was not true about a family


that had just moved. A little first grader diagnosed with severe autism was among the many kids I taught. I fell in love with his attitude, personality and hard work he put into learning. This is where it all changed. Since then, I have journeyed through the last four years with the many practicum experiences, tutoring jobs, working at the Boys Club in Sioux City and counseling at a summer camp for children and adults with disabilities. This journey has been unbelievable, but has given me a solid foundation for my future. I wanted to take this opportunity to get everyone ready for the school year! I hope to learn a little more about you and your child before the school year starts, as now you know a little about me! Enclosed with this letter is a student information sheet. Please fill this out and return to me at your earliest convenience so I can start preparing for this upcoming school year. I like to maintain communication between home and school regularly. The student information sheet is to help both you and me maintain that communication. Please be sure to indicate the best way to reach you. Our classroom will follow the school rules, expectations and consequences. I do have my own set of rules that I will have students follow. These rules do align with the school rules and students must follow accordingly. The rules in my classroom are respect yourself, respect others, and respect your school. I will send letters home to you if your student has trouble abiding by these rules. As a reminder, I will be contacting you during the school year to set up your child’s Annual IEP meeting. We will need to review and revise his/her IEP at least once a year. You will receive 4 quarterly IEP progress reports from me to update you on your child’s progress towards his/her IEP goals. If you have any questions at all regarding the IEP process, goals, or the reports please feel free to contact me. I am happy to answer any questions or concerns you may have. I have listed by number and email for your convenience. Please contact me anytime. I am excited to get the school year started and meeting your student. Thank you for taking the time to read this. clk008@morningside.edu (Cell) - 402-720-9964 (School) – 402-987-6543 Chelsea Krepel Parent/Guardian Conference Worksheet/s Before: Before parent/guardian-teacher conferences I will need to become organized with each of my students and their progress. I will need to gather all materials and begin the form I have attached. This form is an easy tool for parents and me to go off of while talking to parents/guardians about their child. Such materials include work the child has done, progress the child has made, and other items that students want to be shown to their


parents during this time. I want my students to pick out things they have done so they too can be proud of their work. I will also send out times that I will be available to meet with the parent/guardian of each child. Each classroom will probably send home forms, so I will have to be in contact with the general education classroom of each student and give my form to the general education teacher or hand to the student when they come in for the time period. I plan on sending the form I have attached below so the parents can fill out as well. They will get an idea of what will be discussed and how the conference will go. During: During parent-teacher conferences I plan to keep them 15-20 minutes long each. I think that this is enough time allotted for each student and his/her parents/guardians. My goal is to have the 15 minutes split up with two or three minutes talking about each category. First, I will discuss the child as a person. We will talk about general characteristics of their child such as if their child is funny, energetic, caring etc.… This is a good opening to the conferences. I am sure parents will also chime in about their son our daughter, helping me discuss the next portion. I will then discuss the student’s strengths. This can be about subjects in school, behavior, and characteristics about the child, focusing, and whatever they are truly great at during the amount of time I am with them. I will then ask the parent/guardian what their students strengths are. Since I have already sent the form out, the parent/guardian will have a chance to write these down before the conference. This will be the time we will discuss what they believe to be a strength. Collaboration with the parent is especially important at this time. They may see something I don’t see on a regular basis or vice verses. Next I will consider what the student can work on. This is unfortunately something I will definitely struggle with at first, but gradually will become better at it once I do it more often. In this segmented time frame, I will state that every student has things they need to work on, not just their specific child. Improvements are goals and goals are good to have to work forward to. I will have at least two goals for the students before a certain amount of time. The next three minutes I will chat with the parents/guardians what I can do to help at school to improve in those areas. Giving parents/guardians a list of exactly what I want to do and how I am going to do, establishes that I care and have a plan ready to be implemented. The next two minutes I want to talk about what the parents/guardians can do at home. This is such a vital part of the discussion and needs to be discussed because at home is where they are at a lot of the time. They need to have a schedule or structure that involves goals to improve the areas needed as well. The last part is if they have any questions. I want to give parents this time to ask any questions, that they haven’t already asked. I know questions will be asked during the conference, however this is a closure to the conference and want to make sure I have discussed everything I needed to, in a manner that the parents/guardians can understand.


At the bottom of the sheet, I will have the parent or guardian sign on the line and date, showing exactly what addressed at the conference. This is also to be put into the student’s file that I have or the school if that is needed. I also want to add in things that I can do better at or things that might need to change. This can be something that hasn’t been or has been working in the classroom. The parent/guardian might address this as well, although I hope that they can offer ideas that might help me to improve as a teacher as well. Lastly, offering emails, phone numbers, and letters home to school, or school to home are something that I will promote. I want to make sure that my parents and I commit to full communication. This will involve some getting to know the student as well as the parent/guardian. With this communication, I feel like I will be able to come to them with anything, as they will feel that way too. Being at that comfortable state of mind with the parents and teachers is something I strive for. After: After the parent-teacher conference, I want to email, call or send a letter home to the parents/guardians possibly a week and half after the conference asking them if they have additional questions, concerns or comments. This is open for me to ask any questions, concerns or comments as well. I want to keep the line of communications open even after that, like I have previously stated above. I also want to know how they liked the conference. I want to ask them what I could do better, what went well, or what didn’t go well at all. This is especially important for my first few years teaching, so I hope my parents/guardians have feedback as to how they went. This could be in a survey form, a quick email, letter, phone call, or even face to face. I just think feedback is something all teachers want and need to make the next conference even better.


http://thefabulousfirstgrade-sarah.blogspot.com/2012/10/parent-teacher-conferencesmade-easy.html


Supplemental Resources: 

Building character education in the classroom o I plan on using this idea for character education. This is a letter that gets sent out every other month. Each letter focuses on a word helping students on their character. o Each word that we focus on has one activity that is included. I would include other activities with each of these. Each word with last at least a month and we would use examples and non-examples of each word. I want my students to use these words and become very familiar with these. o Since this is a special education room, it might be difficult to use this, especially if a general education teacher has a plan different than mine. In that case, I would try to do something similar to their plan and continue to work with students on that. o I can have students jot down words or other things that are associated with the word of the month that can build off these words. This would help students relate to other characteristics. o I would like to teach these character themes through stories and roleplaying. Hopefully, the elementary school that I teach at will have a system of building good character. This could be simply be like what Irving Elementary does to build character. They give away “Hawk cards� when students exhibit the traits that build good character. When students earn so many of the Hawk cards they have a class celebration for showing good behavior.


F r ie n d s h ip P a r e n t s, O u r c h a r a c t e r w o r d f o r S e p t e m b e r is F r ie n d s h ip . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in s t o b e in g a g o o d f r ie n d . W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n . A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

P le a s e t a k e a m o m e n t t o t h in k a b o u t h o w sh ow

t o d o t oget h er .

y o u r c h ild c a n

f r ie n d s h ip a t h o m e a n d s c h o o l. H a v e y o u r c h ild c u t o u t

t h e h a n d a t t a c h e d a n d w r it e a f r ie n d s n a m e in t h e m id d le . W r it e f iv e q u a lit ie s t h a t m a k e t h a t p e r s o n a g o o d f r ie n d o n t h e f in g e r s . W e w ill b e m a k in g a d is p la y

w it h t h e s e t o h a n g in t h e

h a llw a y . P le a s e r e t u r n t o s c h o o l b y T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m b e in g a g o o d f r ie n d n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,

.


R e s p o n s ib ilit y P a r e n t s, O u r c h a r a c t e r w o r d f o r O c t o b e r is r e s p o n s ib ilit y . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in s t o b e in g r e s p o n s ib le . W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n . A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

t o do t oget h er .

T h r o u g h o u t t h e m o n t h o f O c t o b e r h a v e y o u r c h ild c o m e u p w it h w a y s t h e y

c a n b e r e s p o n s ib le a t h o m e . H a v e t h e m

w r it e t h e s e o n t h e le a v e s p r o v id e d . F o r e x a m p le , w a s h t h e d is h e s , s e t t h e t a b le , b r u s h in g t h e ir t e e t h , o r e v e n f e e d in g t h e h o u s e h o ld p e t s . W e w ill b e m a k in g a “ r e s p o n s ib ili- t r e e � t o d is p la y

in t h e h a llw a y . P le a s e t r y

t o r e t u r n t h e c o m p le t e d

le a v e s b y

.

T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m b e in g r e s p o n s ib le n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,


name____________

name____________

name____________

name____________

Copy on colored construction paper.


T r u st w o r t h y F a m ilie s ,

O u r Ch a r a c t e r w o r d f o r N o v e m b e r is T r u s t w o r t h y . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in t o h o w

b e in g t r u s t w o r t h y

m e a n s b e in g t r u t h f u l,

f a ir a n d h o n e s t .

W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n .

A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

P le a s e t a k e a m o m e n t t o t h in k a b o u t h o w t r u st w or t h y

t o do t oget h er .

y o u r c h ild c a n b e

a t h o m e . Eit h e r y o u r c h ild c a n w r it e t h e ir

r e sp o n se s o n t h e 4 f e a t h e r s, o r y o u m a y

w r it e t h e m . T h e n

r e t u r n t h e m t o s c h o o l. W e w ill b e a d d in g t h e s e t o o u r “T r u st w o r t h y

T u r k e y s ” . P le a s e r e t u r n b y

T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m b e in g T r u st w or t h y

– n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,

.


H on e st y F a m ilie s ,

O u r Ch a r a c t e r w o r d f o r J a n u a r y is h o n e st y . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in t o h ow

b e in g h o n e s t a n d t e llin g t h e t r u t h .

W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n .

A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

t o d o t oget h er .

P le a s e t a k e a m o m e n t t o r e a d t h e s n o w f la k e s p r o v id e d . D is c u s s e a c h s n o w f la k e w it h y o u r c h ild a n d w r it e t h e ir r e s p o n s e s o n t h e b a c k . W e w ill b e s h a r in g s o m e o f

t he

r e s p o n s e s in o u r c la s s m e e t in g s a n d w ill b e h a n g in g t h e m u p in t h e c la s s r o o m a s t h e y

a r e br ou g h t b a ck .

T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m b e in g h o n e s t , n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,


Man n er s F a m ilie s ,

O u r Ch a r a c t e r w o r d f o r M a r c h is m a n n e r s . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in s t o h ow

g o o d m a n n e r s a r e im p o r t a n t .

W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n .

A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

P le a s e t a k e a m o m e n t t o t h in k a b o u t h o w

t o do t oget h er .

y o u r c h ild c a n

u s e g o o d m a n n e r s . Eit h e r y o u r c h ild c a n w r it e t h e ir r e s p o n s e s o n t h e f lo w e r p e t a ls , o r y o u m a y

w r it e t h e m .

T h e n , a s s e m b le t h e f lo w e r s , w it h t h e ir n a m e in t h e c e n t e r a n d r e t u r n t h e m t o s c h o o l. W e w ill b e a d d in g t h e s e t o o u r “ G r o w in g G o o d M a n n e r s � d is p la y .

T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m u s in g g o o d m a n n e r s – n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,


Co o p e r a t io n F a m ilie s ,

O u r Ch a r a c t e r w o r d f o r A p r il is c o o p e r a t io n . H e r e a t s c h o o l w e w ill b e t a lk in g a b o u t a n d d o in g a c t iv it ie s t h a t p e r t a in s t o h ow

c o o p e r a t io n m e a n s w o r k in g t o g e t h e r t o a c c o m p lis h

s o m e t h in g .

W e w a n t t o w o r k a s p a r t n e r s w it h y o u . T o g e t h e r , w e c a n w o r k t o in s t ill g o o d c h a r a c t e r t r a it s in y o u r c h ild r e n .

A t t a c h e d is a s im p le a c t iv it y

f o r y o u r f a m ily

P le a s e t a k e a m o m e n t t o t h in k a b o u t h o w sh o w

t o do t oget h er .

y o u r c h ild c a n

c o o p e r a t io n a t h o m e . Eit h e r y o u r c h ild c a n w r it e t h e ir

r e sp o n se s o n t h e e g g s, o r y o u m a y

w r it e t h e m . T h e n , c o lo r

a n d c u t t h e e g g s a n d r e t u r n t h e m t o s c h o o l. W e w ill b e a d d in g t h e s e t o o u r Ea s t e r b a s k e t .

T h e n , r e m e m b e r t o lo o k f o r t h is t r a it in y o u r c h ild . Co n t in u e t o u s e t h e w o r d , a n d g iv e p r a is e w h e n y o u s e e t h e m c o o p e r a t in g – n o t j u s t t h is m o n t h –b u t a ll y e a r lo n g .

T h a n k - y o u s o m u c h f o r y o u r h e lp ,


Name: _____________________

Name: _____________________

Name: _____________________

Name: _____________________

I adapted this from www.weeklyhive.blogspot.com . This is a good start to help me start building good character in my classroom.




Ideas to work with ELL/ESL students in the classroom o First off, getting to know your student is absolutely the most vital first step you can do. This can either be by setting up a time to meet with the student and his/her family, guardians or parents. Getting to know the student will lead to his/her likes and dislikes. From there I can add those items in the classroom and incorporate them that way. o I want to bring in REAL items. Whatever language they speak, I would like to have something from that native culture. This will embrace their culture and help students in the class get to know him/her. The student could talk about the item in front of his/her class to become more comfortable and share their opinions. o I will have a tremendous amount of words on the wall. I could format it in the way of a word wall or even items that are easily recognizable, such as door, window, chair, table and many others. I think this will depend on the students preferences as well as how much English the students know. I can adapt words to the wall, each time they become familiar with the words. Once they are able to define the word, we can add it to the wall or a list. Each week I can update the list and put it on the folder for him/her to look at and use in their everyday vocabulary. o When the students become familiarized with the words, I would have the student define the words on the white board, a piece of paper or even verbally if they so choose to. Then they can draw a picture of the vocabulary word that associates with the word. They could also try acting out the word with their drawing or instead of drawing it. I would try to have them be as clear as possible and give them hints or clues if they needed. o I want my students to all keep a journal. I will have students write in their native language and then skip a page. As the students become familiar with English, they can go back and write the stories in English. Drawing pictures, using references, asking other students, teachers or using any of their resources will be provided. They can use their word wall and lists of any sort. I think this will help them associate their language with their language. o If iPads were available at my school setting, I would find a variety of apps that would benefit for students that are ELL or ESL. In my previous practicums, teachers had around 20 apps that the students could choose from. Going to professional development classes and with the help of other coworkers in the school system I think that I could attain multiple apps that would help ESL and ELL students.

Classroom Management Plan  
Classroom Management Plan  
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