Travis Read

CMP

Procedures:

Entering the Classroom:
Before entering the classroom students will greet the teacher at the door with a high
five, salutation, or some other form of greeting. Students who fail to greet the teacher
will be required to exit the classroom and re-enter properly. Upon entering, students will
take their seat quietly and begin working on the days bellwork.

Entering the Classroom Tardy:
Students who enter the classroom tardy will be subject to school policy. They will enter
quietly and follow the bellwork procedure. Any student that disrupts the learning of
classmates upon entering the classroom tardy will receive no credit for that days
bellwork.

Bellwork:
Once in the class students will take their seats and begin the chosen bellwork for the
day. Bellwork will be of the following types: logic problems, questions from the
assigned homework, pre-test type questions to explore and introduce new topics,
questions from previous year or class lessons to activate background knowledge, etc.
Work will usually be done individually. Students will copy the questions and solutions in
their class notebook and leave it open for the teacher to check during the duration of
bellwork. Students that disrupt the learning of others will receive no credit for the days
bellwork.

Roll:
Roll will be taken while students complete their bellwork. Any student out of their
assigned seat when roll is taken will be considered tardy.

Homework:
Assigned homework will include 3 tiers of questions. Drill questions will be worth 2
points, applied or understanding questions will be worth 5 points, and Challenge
questions will be worth 10 points. Students will be required to complete a certain number
of points per assignment but will be able to choose which problems they complete to
meet the required points.

Homework Questions:
After completing their bellwork, students with questions from the homework will seek
assistance from their fellow table partners. Students who have completed the problem
will instruct and assist them with the problem. If no student from the table was able to
complete the problem a representative from the table will ask the teacher for instruction
and then teach the process and solution to their table.



Submitting Homework:
Before submitting their homework students will have a table partner check that they
completed the required number of problems to meet the point requirement. Students will
write the number or points completed and their initials and circle them at the top of the
page. If a student reports a false number of points they will lose credit on their own
assignment. An organizer with assigned student numbers will be made available for
students to submit their homework after completing their bellwork, receiving help from
their table partners, and having their homework scored.

Late Homework:
Homework submitted after the due date will still be accepted. They will still require
another student to check, score, and initial the assignment before submission. Students
will submit late assignments in their class box and receive a 10% deduction on their
homework grade.

Students that were Absent:
If a student misses a day of school they will be responsible to get the homework from
either the class website, or the homework box. The teacher will be available to present
them with any missed instruction via a video of the class lecture. If a video was not made
available they may receive instruction during the schools intervention time, before or
after school, or from a fellow student outside of regular classroom hours. The homework
due date will be extended by 2 class periods. Videos of the lecture will be posted by the
end of each day to the class website whenever possible.

Quizzes:
Quizzes will be given regularly and vary in presentation. Some will be in the form of a
traditional test while others will have questions of varying difficulty and point value
placed around the classroom. No matter the form, students will be required to meet the
allotted point requirement as on homework assignments. If students complete all the
questions they will receive 2 extra credit points towards the quiz score. Quizzes will be
done individually with no assistance from either classmates or the teacher. When the
allotted time has passes students will trade papers and the answers will be reviewed by
the teacher. Students will grade, post and initial the quiz before returning. Quizzes will
be submitted just as homework. Students who disrupt the learning environment during a
quiz will receive no credit for their quiz.

Test Retakes:
Students who receive below a 70% on a test score will be required to retake the test.
Before they take the retake test they will be required to present correct solutions to the
first test to the teacher. They will also be required to attend a minimum of 3
interventions, lunch or after school sessions before taking the retake. Retakes will be
given before or after school. Retakes must be taken before the next unit test is given.
Retakes will receive full credit.



Restroom Use:
If a student needs to use the restroom they will quietly take the hall pass and leave the
room. Students will not need to disrupt the class to ask permission as long as they
maintain the following conditions: Students will not disrupt the learning of others while
leaving the classroom. Students will not make a habit of using the pass more than once a
week. Students will return to class in a timely manner. Students will follow school
procedures while outside the classroom. All conditions are contingent on school policies.
Failure to comply with these terms will result in the student losing restroom privileges.

If my Teacher Loses Consciousness in the Classroom:
I am diabetic. Though it has never happened before, there is always the possibility that
my blood sugar will get to low and I will lose consciousness. As such, I will ask for 3
students to volunteer from each class period to be taught what to do if the situation ever
arises. I do not want to inform all the students and cause them to worry. So I will take
these 3 students and detail the following plan. They will go to 1 of 3 teachers in nearby
classes(who will have been instructed ahead of time on their appropriate response) and
make them aware of the situation. From there the teacher will take responsibility for the
appropriate actions.

If my Teacher Loses Consciousness Outside the Classroom:
The same 3 students for each class will be instructed that in the case that it happens
outside of the school. If other teachers are with the class they will immediately let them
know what has happened. They will call 911 or have someone with the ability call. They
will have been instructed that an emergency shot as well as instructions will always be
found in a specific pocket of my backpack. They will then instruct a teacher if available
on how to administer the appropriate shot. If no teachers are available they will have
been taught how to administer the shot themselves. However, because the nature of the
incident students will have been assured that it is not a life threatening situation, if they
are unsure or uncomfortable administering the shot they can wait for help to arrive.

Borrowing a Calculator:
Students may borrow a classroom calculator at any time. The student will check-out a
calculator by writing their name on the sign out sheet with the appropriate calculator
number. Calculators are not to leave the classroom and must be returned at the end of
class, students can then cross off their name on the check-out sheet. Students who disrupt
the learning of others while checking out a calculator will lose their borrowing privileges.

Calculator Use on Homework, Quizzes, and Tests:
Calculators will be allowed on certain quizzes and tests. Students must show their work
to receive credit for their answers no matter the method used to obtain them. An answer
without work will receive 0 credit. Quiz and test questions will be written to minimize
the use of calculators for simple arithmetic. Questions that require a calculator for a
solution will be accompanied by a justification from the student for the validity of their
answer. Calculators may be used on homework but work must be shown for credit.


Voicing Concerns:
Students have the right to disagree with issues regarding their learning, assignments, or
assessment. Such concerns may be voiced by students during lunch, before and after
school, or during other non-learning hours. The teacher will address the concern as seen
fit with the best interest of both the student and entire class in mind. Disrupting the
learning of others by voicing concerns during class time may result in a loss of credit on
the days bellwork.

Leaving the Room:
Students will remain seated until the bell has excused them from class. Learning will go
until 1 minute before the bell rings at which time students will be given time to clean up
and put away their things. Students who prepare fail to follow this procedure may
receive an increase in required points on the days homework for the entire class.

Free Time:
If the days assignment has been finished students may choose 1 of 3 options. They may
work on the classroom project. They may read or work quietly on another classes work.
They may quietly assist table partners with their own work. Students who disrupt the
learning of others when finished with their own work will be receive an increase in
homework point requirements for a determined amount of time.

Class Project:
A bulletin board will display the 3 visual pattern puzzles of the month. Each puzzle will
be accompanied with a question. Students may submit 1 solution per day for 1 puzzle
with their name, date and time of submission into the solutions box. Solutions will be
checked twice a week and if correct students will write their name, date, and time of
solution next to the puzzle on the bulletin board. Each month new puzzles will be posted
and will vary in type and difficulty as the year proceeds. Students will be able to create
their own visual pattern puzzles that can also be submitted to the solution box along with
their name. After review their puzzles will be submitted to visualpatterns.org and receive
credit on the site if their puzzle is chosen. If their pattern is chosen they will receive a
pass for full credit on one homework assignment and one quiz.













Classroom Arrangement (Layout Not to Scale):





Student Desk Arrangement:
Students desks are arranged as either table groups or groups of 4 desks.
They are spaced so that a path (outlined in purple) is open to lap around
the class to check work, disrupt misbehavior, and answer questions.
Students will be grouped according to pre-test scores to have a high
scoring student, a low scoring student and two average scoring students
per table. This is to support bellwork and homework question procedures.

Teacher Desk Position:
Teachers desk will be positioned at the front, side of the room. It will be
in view of most of the class as a reminder that the teacher is still present
even if seated at the desk.



White-Board (Blue Rectangles):
White boards will be in front of the classroom to present lessons and
sample problems to students. Multiple boards will be in place so that
students can see previous problems to help them with new problems. Unit
VIPs will be posted across the top of the boards to help students solve
problems. Per grade level part of a board may be reserved for earned PAT
time tracking or other management procedural/award, tools.

Bulletin Boards (Yellow Rectangles):
The bulletin boards at the front and side of the classroom will be host to
our common justifications, formulas, and long term VIPs. Certain
formulas may be covered up for quizzes and tests.

Bulletin Board (Red Rectangle):
The red bulletin board will have class rules, procedures and rewards as per
grade level. They will be posted near the front where everyone can see
them as a reminder of the rules and rewards they helped to create.

Bulletin Board (Green Rectangle):
The green bulletin board will be large and prominent and display the
puzzles for our classroom project (as outlined in our procedures).
Students will write their names next to the problems when they correctly
solve each puzzle and the puzzles will be changed each month.

Shelves/Storage cupboards (Side of Classroom):
The shelves and storage cupboards at the side of the classroom are to
represent the placement of such items in the case of low windows near the
front of the classroom. If windows are placed as such bookshelves or
storage will be placed to obstruct students view while sitting down in their
seats. This will help avoid distraction. They will not be obstructed in a
way that would cause hazard or greatly disrupt the flow of natural light.
Shelves/Storage/Counters (Back of Classroom):
The pencil sharpener, calculators, and other classroom supplies will be
located at the back of the class as far from students desks as possible. This
is to prevent disrupting the learning of others if it is necessary for a student
to use or obtain any of the supplies.










Rules:

My class rules and consequences will be determined by the students during the first week
of school. Class rules will be short and simple as will the consequences. However one
rule will be mine and will encompass the rest. Below is my one rule presented in a way
that I would post it to my classes.






























Rewards:

Academic Rewards:
Academic rewards can be earned individually, or by the entire class for
following classroom procedures, following class rules, or exemplary
academic or social performance. They may include the following:

Reduced Homework Point Requirement
Bellwork Pass
Homework Pass

Recognition Rewards:
Recognition rewards can be earned individually for classroom project
contribution, writing the bonus question for the test, or exemplary
academic or social performance. They may include the following:

Name on Classroom Project Board
Bonus Question Freebie on Test for Author with Recognition on
Question of Authorship
Class Whiteboard Photographer

Fun Rewards:
Fun rewards can only be earned by the entire class (with the
exception of **). They can be earned by strict adherence to the
class procedures and rules. They may include the following:

Sit With Friends for a Day
Team Game for End of Day Review
Time Towards Friday Review Game
** Listen to Music During Independent Study


Consequences:

Students will receive a higher number of points required on homework
assignments.
Students will lose credit on days bellwork.
Students will lose credit on days quiz.
Students will lose time towards PAT.





Letter to Parents:

Dear Parents and Guardians,

My name is Travis Read and I am your childs Mathematics Teacher for the 2014-2015
school year. I want to extend both my warmest welcome and excitement to you and your
child for this upcoming school year. I look forward to working with your child and
sharing my passion for mathematics with them. Let me tell you a little bit about myself.
I graduated from Dixie State University with a degree in Mathematics Education. I lived
all over the western states as I grew up. I enjoy reading, painting houses, studying higher
mathematics, and competing at just about anything.

My philosophy for education is that it is our responsibility to provide our students with
the skills, tools, and knowledge to overcome any roadblock that is placed before them. It
is my goal to create a community of learners who work hard and are not afraid to explore
their own thinking. I believe in the power of self-discovery and hope students will leave
my classroom with a deeper understanding of mathematics that they can apply to their
lives.
I will do everything I can to supply your child with the support they need to succeed this
year. If you feel your child is having difficulties with the work in my class I encourage
you to contact me so that we make sure they receive the help they need. Collaboration,
cooperation, and open communication between home and school are keys to building a
strong foundation for a successful school year. I can be reached at the school, via e-mail
(randomlygenerated@email.com), or on my cell phone (435-888-1001). If you would
like to talk in person I am always available to schedule appointments before or after
school.

Our class website is readmath@randomdistrict.com. Here is where I will post our class
notes, video lectures, and homework assignments in the case that your child is absent or
misplaces their own copy. There you can also find our class syllabus as well as
required/recommended supplies for this class. I have also attached a sign up sheet if you
would like to receive email or text message reminders for homework, upcoming quizzes,
and tests. Updates on your students progress are available on PowerSchool daily.

I have attached a parent survey. If you could take a few minutes to fill it out and bring it
with you to back-to-school night or email your responses. What you share with me is
confidential and will help me design my lessons throughout the year. Again, thank you
so much for your help and I look forward to a wonderful year together.

Sincerely,

Travis Read
Mathematics Department
Randomly Generated High/Middle School

arenL Survey

SLudenL's name__________________

arenL names __________________________________

Lvery chlld has unlque sLrengLhs, LalenLs, or glfLs. ?ou have a wealLh of knowledge abouL
your chlld LhaL l hope you wlll share wlLh me so LhaL l may be able Lo reach and Leach
your chlld ln Lhe besL way posslble. l appreclaLe your asslsLance helplng me Lo learn
abouL your chlld as a unlque lndlvldual. 1hank you!

1. WhaL languages are spoken aL home?


2. WhaL does your chlld do ln hls/her spare Llme? WhaL ls your chlld lnLeresLed ln?



3. Pas your chlld expressed any concerns abouL school, acLlvlLles or school frlends?



4. WhaL do you percelve your chlld's sLrengLhs Lo be?



5. Are Lhere areas ln whlch you feel your chlld could lmprove?


6. lease lnclude anyLhlng else you feel l should know abouL your chlld so LhaL l can
work effecLlvely wlLh hlm/her.


7. Pow would you llke Lo be lnvolved ln your chlld's educaLlon?


8. uoes your chlld have access Lo a compuLer aL home? WlLh access Lo lnLerneL and
a prlnLer?

Any oLher commenLs:
Letter to Middle School Students:

Dear Random Student,

Hello!! My name is Mr. Read, I am going to be your Mathematics Teacher at Randomly
Generated School this year. I am looking forward to sharing my excitement for
mathematics with you this year.

I have recently moved to the district with my wife, Lainee, and our 3 children, Payton,
Brecken, and Briggs. We enjoy hiking, camping, and other outdoor activities. I also
spend time reading, playing pickle ball, and studying mathematics. We would love
suggestions if you have any fun activities for our family to do as we get to know a new
town.

This year is going to be challenging, fun, and a lot of work. I try to save your individual
work for home, so most of the learning we do at school will involve working with your
table and group partners. We will have an evolving classroom project throughout the
year solving math puzzles and riddles. You will also get to do research of a famous
mathematician and choose from a variety of options to present what you learn to the
class.

I have put together a class website where you can learn more about me, our class, and this
upcoming school year. The website is www.readmath.com. Once school starts you will
be able to post homework questions, discuss problems with other students, and participate
in writing your own math questions that may be put on our Unit Tests on the website as
well.

We will be doing a lot of task-based learning this year that may be new to many of you. I
wanted to leave you with an activity to think about to help you know what to expect in
our class. The activity is attached to this letter. You can work on it with your friends,
parents, siblings, or online help. Try your best, take notes, and be ready to share your
ideas! Enjoy the rest of your summer and come to class ready to learn!!

Sincerely,

Mr. Read
Mathematics Department
Randomly Generated School








Name:___________________________

Introduction Activity:

Take the number 25 and break it into as many numbers as you want that add up to 25.
For example: 10 + 5 + 2 + 2 + 2 + 2 + 2 = 25, or 10 + 10 + 4 + 1 = 25, etc.






Now take your numbers and multiply them together. From my examples I would take
10 x 5 x 2 x 2 x 2 x 2 x 2 = 1,600 and 10 x 10 x 4 x 1 = 400.









Try to come up with the largest number possible by breaking up 25 in different ways.
Record your largest solution below and bring it to class on the first day along with an
explanation as to why you think it is the biggest number.

















Letter to High School Students:

Dear Random Student,

Hello!! My name is Mr. Read, I am going to be your Mathematics Teacher at Randomly
Generated School this year. We are going to be working very hard this year and I am
looking forward to sharing my excitement for mathematics with you.

I have recently moved to the district with my wife, Lainee, and our 3 children, Payton,
Brecken, and Briggs. We enjoy hiking, camping, and other outdoor activities. I also
spend time reading, playing pickle ball, and studying mathematics. We would love
suggestions if you have any fun activities for our family to do as we get to know a new
town.

This year is going to be challenging, fun, and a lot of work. I try to save your individual
work for home, so most of the learning we do at school will involve working with your
table and group partners. We will have an evolving classroom project throughout the
year solving math puzzles and riddles. You will also get an opportunity to create your
own puzzle with the chance of having it posted on a popular website. You will also
conduct research on a famous mathematician and choose from a variety of options to
present what you learn to the class.

I have put together a class website where you can learn more about me, our class, and this
upcoming school year. The website is www.readmath.com. Once school starts you will
be able to post homework questions, discuss problems with other students, and participate
in writing your own math questions that may be put on our Unit Tests on the website as
well.

We will be doing a lot of task-based learning this year that may be new to many of you. I
wanted to leave you with an activity to think about that will help you know what to
expect in our class. The activity is attached to this letter. You can work on it with your
friends, parents, siblings, or online help. Try your best, take notes, and be ready to share
your ideas! Enjoy the rest of your summer and come to class ready to learn!!

Sincerely,

Mr. Read
Mathematics Department
Randomly Generated School







Name:___________________________

Introduction Activity:

Consider the following images:





Figure 1






Figure 3
!!
!
! !
!
!




Figure 2
!!
!
! !
!
!






Prove that you can build any 2^n x 2^n chessboard (like figure 2, 3) using figure 1.
Bring your solutions and ideas to class on the first day!!












Attention Getters:

Sarcastic/Humorous:
This is something I would use for situations that are not out of control, serious
disruptions, that were not been cured by simply calling the class to attention. Humor
diffuses most of the situations I have in class. Approaching those who are taking their
time quieting down I would dramatically call out something similar to Its my turn for
attention!! then point to myself and say Me!!

Silent but Not Necessarily Life Threatening:
For interruptions during lessons my students tend to notice when I stop talking
faster than they notice me nagging. So I would simply stop talking mid sentence, fold my
arms, and put on the grumpy stink eye until the disrupters have been elbowed by their
peers into submission. If students go unaware I will start thanking individual students
around the disrupters for their cooperation.

Teacher Says/Students Say:
I always had teachers start counting 1,2,3,4. Or 5,4,3,2.. Since we are in
math class mine would change every time. It will be some sort of mathematical sequence
such as 3,9,27,81.2,4,8,16,32.7,14,21,28,35.1,-1,2,-2,3,-3. (depending on the
age). As the students start picking up the pattern they start saying it with me until we
have the entire classes attention.

Teacher says, The lowest form of human behavior is.
Students say, kicking someone while they are down.
This is just another form of triggering a response other than silence from the students.
The saying is one that I use commonly in class and will be posted in my room as well.
The context will add to their desire to get themselves back on task.
















Classroom Management Websites:

http://www.disciplinehelp.com/
Adapted from the best-selling book You Can Handle Them All. A reference
for handling over 117 misbehaviors at school & at home. Includes profiles of
different behaviors, their effects, actions, causes, methods & techniques for
handling and mistakes to avoid. Registration is free.

http://www.proteacher.com/030000.shtml
Site devoted to Classroom Management with discipline plans, surveys and
results and discussion boards. Includes lots of hints from classroom teachers.

http://www.goodcharacter.com/BCBC/PreventingConflicts.html
Equipping students with tools in the forms of strategies and steps to take when
confronted by violence is an empowering gift for students of all ages. Follow
the tips, discussion topics and further activities to help your students learn how
to prevent fighting and violence in their own lives.

http://www.jimwrightonline.com/pdfdocs/bully/bullyBooklet.pdf
Preventing Classroom Bullying: What Teachers Can Do provides guidelines to
help school staff to better understand and manage the problem of bullying in
school settings. It was first published in April 2003 and was revised in February
2004.

https://www.teachingchannel.org/videos?landing_page=Classroom+Culture+B
ehavior+Landing+Page&gclid=CPibpIm20LoCFQZyQgod93EAVw
Teaching Channel consists of videos available online as well as on tv that
showcase teachers modeling great classroom management strategies. They
organize them by category so you can find exactly what you are looking for:
i.e. Attention Getting Signals, Behavior, Engagement, etc.

http://www.nea.org/tools/ClassroomManagement.html
The National Education Association website has many tools and articles to
assist with classroom management. Articles include tips and ideas, as well as
research and current event findings. As a member you can post classroom
management questions that will be responded to in 24 hours or less.

http://www.apa.org/education/k12/classroom-mgmt.aspx
From Dos and Donts to developmental differences articles, The American
Psychological Association has many tools and literature for classroom
management.

http://www.ascd.org/research-a-topic/classroom-management-resources.aspx
ASCD offers classroom management articles, videos, research findings, and
books. Membership is required to access full materials.

http://www.theteachersguide.com/classroommanagement.htm
Teachers guide has a large collection of classroom management strategies,
articles, lessons and printouts. It also has access to online discussion groups to
discuss ideas and problems with other teachers.

http://www.teachingideas.co.uk/more/management/contents.htm
Teaching Ideas contains resources, examples, and outlines for specific
classroom management ideas i.e. rule posters, bellwork ideas, classroom
arrangements, attention getters, etc.

http://www.edutopia.org/blogs/tag/classroom-management
Blogposts organized under the topic classroom management. Posters range
from psychologists, teachers, administrators, and more.

http://www.glencoe.com/sec/teachingtoday/tiparchive.phtml/4
Teaching Today posted weekly tips for classroom arrangements, preventing
outbursts, attention getters, and more. They also post trending articles and
resource downloads.

http://www.scholastic.com/teachers/unit/classroom-management-everything-
you-need
Scholastic has many resources available. Articles shared by master teachers to
help with classroom management and participation, routine procedures, book
suggestions and much more.

http://www.classdojo.com/about
ClassDojo is a classroom tool that helps teachers improve behavior in their
classrooms quickly and easily. It also captures and generates data on behavior
that teachers can share with parents and administrators. Better learning
behaviors, smoother lessons and hassle-free data - and its free!
http://www.teachervision.fen.com/classroom-management/behavioral-
problems/26200.html
Teacher Vision provides tips and resources from real teachers organized by question.
Strategies address demanding students, lack of respect and or motivation, hyperactivity,
behavior problems and many more.
Classroom Management Literature:

1. Jones, F.H. (2007). Tools for teaching (2
nd
ed.). Santa Cruz, CA: Fredric H.
Jones & Associates, Inc.

In Tools for Teaching, Dr. Jones describes the skills by which exceptional
teachers make the classroom a place of success and enjoyment for both themselves
and their students. Tools for Teaching integrates the management of discipline,
instruction and motivation into a system that allows you to reduce the stress of
teaching by preventing most management headaches. Dr. Jones helps you reduce
student disruptions, backtalk, helpless handraising and dawdling while helping you
increase responsible behavior, motivation and independent learning. -Amazon


2. Kagan, S., Kyle, P., & Scott, S. (2006). Win-Win Discipline. San Clemente, CA:
Kagan Publishing.

Win-Win provides proven step-by-step strategies and structures to prevent
disruptions, for the moment-of-disruption, and follow-ups. Go beyond manipulative
tricks to end disruptions. Use Win-Win's proven approach to prevent disruptions by
teaching learned responsibility. -Kagan

3. Purkey, W.W., & Strahan, D.B. (2002). Inviting positive classroom discipline.
Westerville, OH: National Middle School Association.
This Survival Guide helps counselors plan and implement an effective
counseling program tailored to the needs of all students. Step by step, the book walks
readers through every aspect of the school counselor job, including: designing a
comprehensive counseling program, communicating with students and fellow staff,
facilitating groups, promoting positive school discipline, integrating a guidance
curriculum, intervening in times of crisis, and taking personal and professional care of
oneself. -Google
4. Kohn, A. (2006). Beyond discipline: From compliance to community.
Alexandria, VA: ASCD.
Find out how his innovative approach- where teachers learn to work with
students, rather than do things to them-has withstood the test of time and helped
educators create positive learning environments that prevent discipline problems from
occurring. -Google

5. Fay, J, & Funk, D. (1995). Teaching with Love & Logic. Golden, CO: The
Love and Logic Press.
This valuable resource helps teachers increase skills, enhance professional
development and maximize classroom learning time. -Amazon
6. Sprick, R. (2008). Discipline in the secondary classroom: A positive approach
to behavior management. San Francisco, CA: Jossey-Bass.
Both new and seasoned teachers will find the book invaluable for designing a
management plan that prevents problems, motivates students, and teaches students to
behave responsibly. -Google
7. Mendler, A. N. (2012). When teaching gets tough. Alexandria, VA: ASCD.
This book shares practical tips and strategies that teachers can quickly and
readily access when challenged by some of the most difficult aspects of teaching:
working with difficult students, feeling underappreciated by colleagues or parents,
and being expected to get top-notch student achievement without adequate support.
-ASCD
8. Tate, M.L. (2007). Shouting wont grow dendrites: 20 techniques for managing
a brain-compatible classroom. Thousand Oaks, CA: Corwin Press.
Providing easy-to-implement strategies, this reader-friendly guide covers the use
of lighting, music, humor, constructive conversations, movement, classroom rituals,
and parental support to actively engage students in a positive way. -Corwin
9. Rosenblum-Lowden, R., & Kimmell, F.L. (2007). You have to go to school
youre the teacher!: 300+ classroom management strategies to make your job easier
and more fun, 3
rd
ed. Thousand Oaks, CA: Corwin Press.
300+ classroom management strategies to make your job easier and more fun.
10. Wong, H. K., & Wong, R. T. (2009). The first days of school. Mountain View,
CA: Harry K. Wong Publications, Inc.
The book walks a teacher, either novice or veteran, through structuring and
organizing a classroom for success that can be applied at any time of the year at any
grade level, pre-K through college. -Amazon
11. Jensen, E. (2003). Tools for engagement: Managing emotional states for learner
success. Thousand Oaks, CA: Corwin Press.
Author Marcia Tate demonstrates how to cultivate a physical classroom
environment conducive to learning, develop a proactive classroom management plan,
and deal with chronic behavior problems. -Google
12. Koenig, L. (2000). Smart Discipline for the classroom: Respect and cooperation
restored (3
rd
ed.).
Thousand Oaks, CA: Corwin Press. Assisting teachers in developing a plan of
action, this text offers a step-by-step approach to classroom discipline. -Google
13. Markowitz, K. & Jensen, E. (1999). The great memory book. Thousand Oaks,
CA: Corwin Press.
Teachers and students can use these simple memory techniques for recalling
names, faces, facts, formulas, definitions, foreign language words, correct spelling,
lists, and more. -Amazon
14. McEwan, E. K. (2002). 10 traits of highly effective teachers: How to hire, coach,
and mentor successful teachers. Thousand Oaks, CA: Corwin Press.
This user-friendly resource for administrators and teachers explores the ten
characteristics that lead to success in the classroom, increased school morale, satisfied
parents and eager, high-achieving students. -Amazon
15. McEwan, E. K., & Damer, M. (2000). Managing unmanageable students.
Thousand Oaks, CA: Corwin Press.
This book provides practical guidance to making schools safe and humane
learning environments through behavior management. -Amazon
16. Orange, C. (2005). Smart strategies for avoiding classroom mistakes. Thousand
Oaks, CA: Corwin Press.
Featuring expert advice from state Teachers of the Year, enlightening vignettes,
activities and observations, this terrific resource will help you create the best
classroom possible. -Sagepub

17. DiGuilio, R. (2000). Positive classroom management (2
nd
. ed.). Thousand Oaks,
CA: Corwin Press.
Student teachers, beginning teachers, and veteran teachers will find this a perfect
resource for strengthening their classroom management skills. -Corwin
18. Feinstein, S. (2004). Secerets of the teenage brain: Researc-based strategies for
reaching and teaching todays adolescents. Thousand Oaks, CA: Corwin Press.
The updated edition offers a unique blend of cutting-edge research, fresh
instructional strategies, and insights into the adolescent brain to help educators better
support their teenage students. -Amazon
19. Burden, P. R. (2000). Powerful classroom management strategies: Motivating
students to learn. Thousand Oaks, CA: Corwin Press.
Learn to use effective motivation in the classroom and reap the results--increased
student learning and decreased management problems for K-12 classrooms.
-Amazon
20. Jensen, E. (2000a). Different learners, different brains: How to reach the hard to
teach. Thousand Oaks, CA: Corwin Press.
Updated throughout and packed with powerful strategies, this second edition
demonstrates how students with learning difficulties can improve brain function and
raise achievement scores. -Amazon













Quotes:

People Make Mistakes, but Mistakes Make People.

Education is what survives when what has been learned
has been forgotten.

IVE LEARNED SO MUCH FROM MY MISTAKES.IM THINKING OF
MAKING A FEW MORE.

Who dares to teach must never cease to learn.

That awkward moment when you finish a math problem and
your answer isnt even one of the choices.

Children are not limited in what they can do when they have
mathematical skills because to a mathematician, real life is a
special case.

Dear Math,
I am sick and tired of finding your x. Just accept the fact that she is
gone. Move on, Dude.

MathThe only place where people can buy 64 watermelons and
no one wonders why

Math may not teach us how to add love or
subtract hate, but it gives us hope that every
problem has a solution.

To live a creative life we must lose our fear of being wrong.

Maybe in order to understand mankind, we have to look at the word itself.
Basically, its made up of two separate words-mank and ind. What do these
words mean? Its a mystery, and thats why so is mankind.

The other day I got out my can-opener and was opening a
can of worms when I thought, What am I doing?!

To err is human, but when the eraser runs out ahead of the
pencil, you are overdoing it.

Always be a first rate version of yourself, rather
than a second rate version of someone else.








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VIPs Middle School:



Distribution
Property:

Identify distributive
term
Distribute distributive term
to each term inside the
parenthesis

Multiply


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Combining like terms: Recognize like terms Group like terms Simplify

! !!! !! !!! !! !!

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! !!! !! !!! !! !!

! ! ! !! ! !! ! ! ! ! ! !

! !!! !!! !!




Order of Operations:
Combine like terms
inside parenthesis

Perform multiplications/divisions

Simplify

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!
!


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! !!!

VIPs High School:


Nultiplying
Paienthesis:
Nulitply 1
st
teim of
1
st
paienthesis by
each teim in 2
nu
:
Nultiply 2
nu
teim of 1
st

paienthesis by each teim in 2
nu
:
Simplify anu combine like teims:

! !! ! !! !!!

! !! ! !! !!!
! ! ! ! !! ! !!!!

! !! ! !! !!!
! ! ! ! !! ! ! !! ! ! !! ! !!!!

!! !!! ! !! !!!
! ! ! ! !! ! ! !! ! ! !! ! !!
! !
!
!!! !!! !!
! !
!
!! !!


Simplifying Exponents: Step 1:
Finu the smallest exponent of 1
st

vaiiable:
Step 2:
Reuuce each teim of this vaiiable
by this smallest exponent:

!
!
! !
!
!! ! !
!
! ! ! ! !


!
!
! !
!
!! ! !
!
! ! ! ! !

!"#"!$! !"#$%!%& !" !
!
! !
!
! !
!
! !

!
!!!
! !
!
!!
!!!
! !
!
!
!!!
! ! ! !

!
! ! !
!
!!
!
! ! !

Step S:
Repeat step 1 foi the 2
nu
vaiiable:
Step 4:
Repeat step 2 foi each teim of 2
nu

vaiiable:
Step S:
Repeat step 1 anu 2 foi the
constant. If the smallest vaiiable
is u, you aie uone.

! ! !
!
!!
!
! ! !

!"#"!$! !"#$%!%& !" !
!
! !
!
! !
!
! !

! ! !
!!!
!!
!!!
!
!!!
! !

!
! ! !
!
!!
!


! ! !
!
!!
!

!"#"!$! !"#$%!%& !" !
!
! !
!
! !
!
! !




Finu the common uiffeience in a
sequence when only given ceitain
teims:
Step 1:
Iuentify any two teims of the
sequence:
Step 2:
Subtiact the value fiom the smallei
sequence value fiom the value of the
laigei:

!
!
! !"! !
!
! !" ! !
!
! !"


!
!
! !"! !
!
! !" ! !
!
! !"


!
!
! !" ! !
!
! !"
! ! !
!" !!" ! !"

Step S:
Subtiact the smallei sequence teim
fiom the laigei sequence teim:
Step 4:
Biviue answei fiom Step 2 by
answei fiom step S:
Step S:
Answei fiom step 4 is the common
uiffeience foi the sequence:

!
!
! !" ! !
!
! !"
! ! !
! !! ! !

!"
!
! !

!"##"$ !"##$%$&'$ ! !