Amanda Anderson

Classroom Management Interview-Questions Assignment

INTERVIEW #1:
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What is the basic daily schedule? What are the procedures for beginning the school day/class period?
The daily schedule depends a great deal on what the lesson plans are for the day and what class I
am teaching. My AP Chemistry class has more labs and therefore more freedom when it comes
to managing class time on their own. AP has labs every week, typically Thursdays, and Fridays if
the extra time is needed. My Honors Chemistry classes and my Chemistry 1 class dont usually
have labs as often. Typically students come in, I take attendance, collect work, make
announcements, explain what the plan for the day is, and then we get started. When we have
labs, I also go over important safety rules and instructions.
How is attendance, absences, tardiness handled?
Attendance is taken every hour, typically right after the bell rings, or while the students are
working. Tardiness isnt too much of a problem, because after so many, they have detention. And
the computer counts all of that. Absences are a little different. Students are responsible for
discussing with me the days they missed so that we can develop a plan for them to make up the
assignments. Worksheets and etc arent difficult to turn in because its almost all on my
Blackboard website. When they turn in the work they write absent on top so that it doesnt get
marked late. However, labs are more difficult to make up because they need to schedule a time
to come in.
How are students assigned to seats/centers? Describe conditions under which students are allowed to
leave their seats?
PowerTeacher is our attendance program, and they allow us to make seating charts with their
pictures based on how the classroom is organized. On the first day, I usually post a chart on the
projector and the students sit alphabetically. I make adjustment throughout the year as needed.
When we are doing group work or if there are stations, I count them off. When we have labs I
allow them to pick a partner. Students are allowed to leave their seats during group work or
activities. During labs they are not allowed to sit down because of safety reasons.
How are books, supplies, materials stored, collected, and distributed? When and how do students
sharpen pencils?
Almost every resource they need is on Blackboard. I have paper and pencils in class. If they need
it, they can use it; they just have to return the pencils. They are allowed to sharpen their pencils
anytime, except during lectures. I dont usually give out textbooks because I have a digital copy
on Blackboard, but they can check on out if they wish. I do have a classroom set to use during the
hour. We also have a book supply room at the school for the rest of the textbooks.
How are students recognized to participate in class discussion?
I always ask questions in order to encourage participation. I tell stories and ask if they have ever
experienced certain things, and then ask if they would like to share. I call on students for
questions and answers, I never seem to have trouble engaging them in discussions.
Describe procedures for changing activities or classes.
I usually hand out the activity, and then go over any instructions. If needed, I divide them into
their groups, and then let them start. I set a stopwatch and display it on the board. When the
alarm goes off, the students know to rotate, or return to their seats.
How much do students move around and during what periods of time? What procedures exist for
students who must leave the room?
Students move around the room almost everyday. Lectures are a little different, but I try to break
those up with activities, labs and demos. If a student needs to leave the room, they fill out a pass
for me to sign, and then they must sign out on my clipboard. If they are leaving because of a
behavior problem, I call down to where they are headed to ensure they actually get there. When
a student returns, they must sign back in.
How is use of the bathroom handled? In groups? With a pass?

Amanda Anderson

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They are to sign in and out on the clipboard. They also have to take a lanyard/pass given by the
office. That allows the hall monitors to know they are using the bathroom, and it lets the
students know if someone is already out. Only one individual can leave for the bathroom at a
time.
How much decoration is there in the room? Does it relate to studies? Is it student made? How is student
work displayed?
There really isnt student work displayed, but thats mainly because we dont have a lot of room.
The decorations in my room have to do with material being covered or school items. I have a lot
of posters that deal with lab safety and classroom expectations.
What are the posted rules in governing behavior in the classroom? How does the teacher deal with
inappropriate talking? How does the teacher handle disturbances? Daydreaming? Talking? Other off
task behavior?
The students are given my classroom expectations in the beginning of the year. Each student
signs the contract, along with a parent/guardian. Its rare, but when I have any issues I reference
the classroom expectations. I try not to verbally acknowledge behavior, because in most cases,
that what they want. I try to use proximity, body language, and eye contact. When students are
talking or are off task, I walk over to them while Im lecturing. Its an easy way to get them to
stop talking. I sometimes place a hand on their desk too. I also make eye contact and shake my
head no when unacceptable behavior is taking place. When they know that you know what
they are doing, the behavior usually stops. I used to keep track of participation points, but now
that most of my classes are advanced, its not really necessary.
What are consequences for student violation of classroom rules?
This is very rare, but if the behavior is bad enough, I will talk to a student outside of the
classroom. While we are talking outside to room, I will keep the door propped open so that I can
still monitor the class. I will call home, email their counselor, and makes note of the behavior in
my record book.
How does the teacher reward or reinforce appropriate behavior?
This is honestly something I need to work on. Theres a level of respect and participation that I
just expect. I might complement a students work, or tell a student that they did a great job when
we are talking one-on-one; but I need to work on positive reinforcement.
How does the teacher let students know they are valued, competent and putting forth good effort?
When a student and I are having a conversation I will l give them praise or let them know I have
noticed a certain behavior. I also do this when Im asking for questions or input in classroom
discussions. I encourage questions and/or sharing of ideas.
What are the procedures for beginning/ending the school day (lunchtime) or class period? How do
homework assignments and notes get home?
When the bell is about to ring I let them know what their homework is and remind them of any
other announcements. Thats when they clean up. When the bell rings, they are free to leave.
Notes and homework are usually posted on Blackboard or my website.
From your observation of this classroom, what is one thing that you would like to remember and
implement in your own classroom? Why did you make this selection?
I think having an electronic version of the textbook on the website/Blackboard is awesome. The
students have no excuse when it comes to completing bookwork. It also allows for there to be a
classroom set, so the students dont have to lug them around or forget them. Its also another
way to make sure the books stay nice.
Name, position, grades taught, school name of each interviewee.
I interviewed Robert Callender. He teaches Chemistry 1, Honors Chemistry, and AP Chemistry
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(10 -12 graders) at Warren Mott High School.

Amanda Anderson

Classroom Management Interview-Questions Assignment

INTERVIEW #2:
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What is the basic daily schedule? What are the procedures for beginning the school day/class period?
When students enter there is a math game on the board, its called crypto, and they know that as
soon as they come in they are to start working on it. In the game, they are given 5 numbers and
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they have to find the 6 . Its a great transition filler because it allows me to greet all the students
as they come in. Usually someone gets it within the first 2 minutes, and when they do, they say
Crypto. That person comes to the board and demonstrates how they got their answer. The rest
of the class checks their thinking and we discuss. At the end of that, while I have their
attention, I say, Give me three. They know Im asking for 3 students to volunteer to show us
what they are learning. This fulfills the I Can statement requirements. While they are giving
their statements it allows the other students to think about what they are learning, or going or
going to learn for the day. On any given day, there are 10-12 different lessons going on because I
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teach a mixed classroom of 5 and 6 graders. I divide the students into learning cohorts; its not
based on their grade level, but their learning level. If I say Im launching a new objective I will give
a quick 10-minute lesson and then I say, Begin your work. The students break up into their
groups, get on their I-Pads and go to my website, http://mrmcguffey6.weebly.com/, where they
follow the lesson. Each student is issued an I-Pad. My room is set up like an Apple store with a
Genius Bar. Thats where I sit and they come to me and ask questions, or I pull certain students
aside. The Genius Bar will have up to 5 people. Sometimes I decide that I need to meet with a
certain group. I announce what group needs to meet me at the Genius Bar and the rest of the
students know that the Genius Bar is closed for now. In my classroom, I use Standard-Basedth
Learning. As the students finish and master a standard, they move on. One moved on to 7 grade
math in the middle school. Routines and structure established in the beginning are important.
And a lot of teachers equate structure and management as control. Students need to be in
control of their learning. Every lesson needs relate to the real world to keep them interested.
How is attendance, absences, tardiness handled?
Since my classroom is in an elementary school, things are structured a little differently. I have
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two other 6 grade teachers that I work with. We each have a homeroom of 30 students that
we are technically responsible for. During the day, we rotate classes, and teach within our
content certification. So I teach math, another teaches science, and another teaching history and
English. We only have to take attendance at the beginning of the day, and after lunch. If a
student is late for school they have to go to the office, sign in and get a tardy slip. They give me
that slip, and I mark them tardy in the computer. Im pretty lenient with being a little tardy in the
morning because we have a lot of morning jobs, and its not like they can drive themselves to
school. I dont make it a big deal because its not always their fault. I definitely track absences.
Rules change when dealing with Special Ed. They leave the classroom for multiple reasons, and
dont usually get marked tardy because they are coming from different areas of the school.
How are students assigned to seats/centers? Describe conditions under which students are allowed to
leave their seats?
The class is divided into learning cohorts, and what they have demonstrated to be their learning
ability at the time. They can move up or down when it comes to learning level. Students are free
to move around the room when they are instructed to break into their groups. At the Genius Bar,
I meet with the lower tiers 2 more hours a week. So the students that need extra help get it.
How are books, supplies, materials stored, collected, and distributed? When and how do students
sharpen pencils?
Most of my classroom is online with the I-Pads. The students are given an I-Pad and they bring it
everyday to every class. I usually dont have anything to do with pencils. If they need it
sharpened, they go ahead and sharpen it; but since they arent really used in my class, they dont

Amanda Anderson

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ask to sharpen them. I use websites that I have found online, videos, worksheets online, and post
that all on the website.
How are students recognized to participate in class discussion?
I usually ask for something and then call on a volunteer. For example, I always ask for one correct
answer, two great answers, and then three questions. It trains them to tell the difference
between the quality of answers. I always praise the questions, and make sure they know I want
them more than anything. I dont use popsicle sticks. I sometimes use the random generators,
but Id rather get the kids to volunteer to participate. I try to figure out the reasons why they
dont want to participate, and then eliminate those reasons. What I have noticed is that students
dont participate usually because fear. They dont want any attention. Maybe they dont want to
be embarrassed because they have the wrong answer, or they dont like their hair that day. It
could be for any number of reasons. But in my classroom, failure is ok. Its awesome. You cant
be wrong in my room. Everyone can ask a question. That gives them confidence. If I notice they
havent participated, Ill talk to them one-on-one and let them know that Ive noticed they
havent answered or asked questions.
Describe procedures for changing activities or classes.
I mainly use verbal cues such as Give me three. I would like to improve on usin non-verbal
cues.
How much do students move around and during what periods of time? What procedures exist for
students who must leave the room?
Students move around the room everyday. They meet in their groups and pick a work area. I call
them to the Geniu Bar, and they echange classrooms.
How is use of the bathroom handled? In groups? With a pass?
Only ONE person at a time is allowed to leave to go to the bathroom. They dont ask, they sign
their name on the whiteboard. And I know who is gone. When they come back, they erases it,
and the next person signs and leaves.
How much decoration is there in the room? Does it relate to studies? Is it student made? How is student
work displayed?
My room has some student work, but it could certainly use more. I have tall tables to stand and
work. A futon made into a bed with a rule that only 5 area allowed at a time. Theres the Genius
Bar with 5 leather boxes/seats. I have 5 tables with 4 chairs each and 5 Yoga balls. I try to focus
on making the environment conformable for different learning styles. I use lamps where some
are brighter than others. Let them listen to music. I have some student work displayed and its
important that its there, but it needs to be improved. The administrator doesnt want all the
student work to be the same. A students work should show how they got their answer and show
their train of thought. I want to work displayed in my classroom to have meaning.
What are the posted rules in governing behavior in the classroom? How does the teacher deal with
inappropriate talking? How does the teacher handle disturbances? Daydreaming? Talking? Other off
task behavior?
Everything is based on relationship with the students. Never shame or embarrass a student.
Sometimes I call a student out, but thats rare. Sometimes I have to pull them aside. If you can
prove that you genuinely care about them, they will respect you. They will want to learn and will
want to know why. When you have a good relationship with your students, they are more apt
to have a meaningful conversation and take in the advice. When I catch students off task, I take
screen shots and email it to parents. It works as proof, and its instant. I cant take away I-Pads.
What are consequences for student violation of classroom rules?
I call parents, use email, and talk to students privately. I use humor in my classroom too, but that
takes lots of practice and experience.
How does the teacher reward or reinforce appropriate behavior?
Students like candy. So I randomly will give out candy for showing effort and rewarding good
behavior. Im a big person on praise. I find that praise is what most students are looking for.
How does the teacher let students know they are valued, competent and putting forth good effort?

Amanda Anderson

I talk to them individually or praise publically. When I praise, I also explain what I appreciate the
effort, why its important and etc.
14. What are the procedures for beginning/ending the school day (lunchtime) or class period? How do
homework assignments and notes get home?
I announce where the group are going to go. For example, Group A will go to Mrs. Andersons
room and group B will go to Mr. McGuffeys room. Students line up and are dismissed, while
they next class enters. Most of my class is online. They can complete the homework online
through my website. Its really helpful because there are a lot of resources given to help them. As
far as communicating with parents, I use Remind 101, make positive and correction phone calls,
and email. I prefer phone calls because they are more personal. Emails are important for paper
trail, documentation and proof. Do positive calls too!
15. From your observation of this classroom, what is one thing that you would like to remember and
implement in your own classroom? Why did you make this selection?
I havent observed this classroom, but I really like the idea of having the room broken up into
different areas. This allows students to pick an area where they learn best. This might be more
difficult to accomplish in a high school classroom, or a chemistry lab; but its certainly doable in a
middle school classroom or math class.
16. Name, position, grades taught, school name of each interviewee.
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I interviewed Jarod McGuffey. He teaches 5 and 6 grade math at Walt Disney Elementary.

Amanda Anderson

Classroom Organization and Management Plan:

Building a Community of Learners in Relation to My Teaching and Learning Statement:
I believe classroom management is the most important tool in building a safe learning environment. A classroom
can have the latest technology, and most intelligent students; yet without effective classroom management, it
would all be completely useless. The classroom needs to be an environment that encourages a positive learning
community. The students need to feel safe and comfortable when they walk into a classroom; safe from judgment,
and comfortable to ask questions. My classroom will encourage questions. I want them to ask why? There will be
no such thing as a stupid question. If they dont understand something, I want to know right away. We are there
to learn from each other.
The tone of a classroom can be felt immediately when you walk into the room. I want my students to come to class
knowing that I hold high but realistic expectations. They will be expected to come to class on time with the
necessary materials, and ready to participate in engaging classroom activities. Not participating due to laziness is
simply not tolerated. Every student is capable of learning when they put forth the effort.
The main cause of behavior problems is lack of engagement. Theres a lack of engagement either because the
material is too advanced or its not challenging. So, the first key to having a managed classroom is differentiated
instruction. A teacher should always be prepared to help the lower-level learner, push the at-level, and encourage
the higher-level. By preparing lessons that reach everyone, the students will have less opportunity to misbehave.
Not only will the lessons be at their level, but they will also be active. All learning styles will be incorporated in the
lessons. Information will not be handed to them. The students will participate in problem-based learning,
classroom discussions, projects, group activities, and more. Direct-instruction will be kept to a minimum.
Another key to managing the classroom is relevance. The students need to be able to relate what they are learning
in the classroom to the real world. In every lesson, the students should be able to find a connection between them
and life after high school. Incorporating technology and creativity is a great way to keep students attention.
Will there be times where I have to address misbehavior, yes. But I will make sure to also use positive
reinforcement in my classroom. When a student puts strong effort in an assignment, I will complement them. It
should be acknowledged when they have made improvement. Its been said that for each negative statement you
give a student you should give three positive. In some cases this might be extreme. Too much praise and a student
wont take it as seriously. However, a student needs to know that desired behavior is noticed and appreciated.
Almost all of this comes down to the type of relationship established between the teacher and the students. I want
my classroom to know that I respect them as individuals, and therefore, respect should be given to me in return.
Students will be treated with kindness and support. With that being said, this is sixth through twelfth grade. They
are more than capable of making correct choices when it comes to behavior. I will give the opportunity to
Accommodations and Encouraging Diversity:
The best learning environment consists of students from multiple backgrounds and experiences. It allows us to not
only learn content, but to see it from multiple perspectives. Students can share stories or open others eyes to
different points of view. In class discussions, I want to hear their opinions, or how certain topics relate to them.
Diversity occurs not just in culture, but in the way we learn. Theres multiple ways to solve a math problem, I want
to see the students different approaches. Students will take turns explaining their work to the class. The highest
level of learning is reached when you can explain it to someone else. So this not only helps the students watching
but the student explaining. Maybe they will say something that helps another student in a way that I couldnt. My
classroom will be an environment where we can celebrate each others differences.
Accommodations will always be made available. Students will have the opportunity to do test corrections to earn
back partial test points. Once we determine the area that they struggled with, they will also be given some
additional assignments to help bring them up to speed. Late assignments will be accepted only one day after the

Amanda Anderson

due date. If a student struggles with the homework and really cant finish it, then they need to write what it is
thats confusing to them. There needs to be evidence that they have tried different approaches from the notes,
and explanations as to why they didnt work. Simply saying I dont get it or not trying isnt acceptable. I will be
available before and after school to answer questions. I will post the assignments on my website so that when
students are absent they can still get the work. I will also post additional resources to help students who are
struggling. Also, when we are working in groups/partners, I will be walking around the classroom accessing the
students work and guiding where needed. This includes dealing with behavior. Some students will need to take
breaks, so perhaps Ill have them pass back papers. Some students will finish early, so I will have games ready for
them to complete. They can also earn community points by tutoring another student. Students that are special
needs may not have to complete as many of the problems as other students. Accommodations will always be
made based on individual students.
Classroom Rules and Consequences:
The classroom rules and consequences will be established the first day. As a class we will make a social contract
where together, we decided what is acceptable behavior. We will also try to phrase things in positive ways. For
example, instead of saying, Dont touch other students stuff, we would say Be respectful of others space and
belongings. Instead of listing a bunch of Do Nots and things they cant so, we will list realistic things that they
can do. Each student will sign the contract and it will be displayed in the room.
I will also have a Course Expectation Form. This is similar to a syllabus. It will list specifically what I require of the
students. For example, if Im teaching chemistry, it will explain that each student needs to wear goggles during all
labs and etc. They will have to take it home and have their parents sign it as well.
Cell phones are a huge question in todays education. First of all, my rules for cell phones will have to follow the
schools policy for cell phones. If the school as a whole doesnt allow them, I cant allow them in my classroom.
However, I have noticed, sometimes the more you forbid something, the more of a problem it becomes. Just
look at The Prohibition. There may be certain times I allow students to look up information on their phones, use
them as a clicker to answer questions in class, and etc. I may even allow them to listen to music using only one earbud. This would depend greatly on whether or not the class can handle this amount of freedom. If a class cant
seem to handle to freedom I will not allow cell phones in my class. If I catch a student using their phone for social
media, texting or anything else not related to school, after I have specifically said they arent allowed, I would take
it for the day. The student would be allowed to come and get it from me after class. Warnings would suggest that I
allow a certain degree of disobedience, and that isnt the case. If I have to take the phone away twice in one week I
would notify the parents.
I personally dont mind water and gum in the classroom, as long as it doesnt cause a mess. Chewing gum can
actually help students focus and stay on task. Bringing a water bottle would keep students from having to leave the
classroom for a drink of water. When it comes to leaving the classroom, only one student may leave at a time.
There will be a sign out sheet for the students to sign when they leave and come back from the bathroom.
Students will also have to take a pass with them.
There are so many battles in education and often times, you need to pick which ones you are willing to fight. The
battle the pencils is always a popular one. I will offer pencils that the students may use while they are in my
classroom. They dont have to ask, they can just use it; however they must return it before they leave. I will also
have lined paper. By providing paper and pencils, I have taken away two excuses for them not doing their work.
Personally, I would prefer giving them the pencil and paper if that means they will participate in class. Outside my
door I will have a little white board or corkboard. On there I will list what the students need for class. If they come
to the door and see that they forgot something in their locker that is needed for class, they need to turn around
and get it at that very moment. Dont even bother coming in yet. Of course I will always be greeting my students at
the door, so if a student comes by and then goes back to their locker I will know why. As far as attendance is
concerned, every school seems to have their own policy. I will of course follow what the school has set in place.

Amanda Anderson

If there is any misbehavior that is out of the ordinary, I will pull the student aside and talk to them privately. I will
not engage in an argument in front of the class. I will also make note of the incident in my records. If necessary, I
will contact the students parents, counselor, and the principle. I will call home, and send emails. If the behavior
becomes a regular occurrence, the parents, student and I will have to sit down and come to an agreement on what
needs to take place. We will discuss if there is anything triggering the behavior and see what is needed to prevent
any further disturbances.
Profanity, name calling, and inappropriate conversations will not be allowed in my classroom. My classroom will be
a professional setting where students are expected to behave life mature citizens. This rule falls under the respect
category. We will learn other ways of expressing ourselves, and dealing with conflict.
Classroom Routines and Procedures:
Every day will be slightly different in order to keep the kids interested; however students also need structure. For
that matter, there will be a general routine to my class. Students will come in, take out their homework, vote on 2
problems from the homework that they want to go over, and then start working on the warm-up problem
displayed on the projector. This will allow me time to greet students as they walk in and take attendance. When
students finish the warm up (which will typically be a review from what we have done the day before) we will have
students share their answers. Then based on the votes, we will go over 2-3 homework problems. The students that
were able to complete the problem will come to the board and discuss how they answered the question. I will then
collect the homework.
We will then start the lesson for the day. This may be a lab, problem-based activity, group work, paired
assignment, or individual work. It will depend on the content I am teaching that day. After the lesson, we will most
likely re-group and have some sort of group discussion to tie everything together. Students will then take out their
notebooks so that we can summarize in written from the necessary details and examples. Students will then be
given an exit slip. They will have to complete the question before they leave. They will also have to list what they
learned that day, and will be given room to ask a question. I will then review their exit slips to see if we need to
review any material or if we can move on.
Teacher Roles:
My role as the teacher is to help guide students in their learning process. Each students learning process might be
slightly different depending on his or her learning style, background and preferences. As an educator, my goal is to
help students make connections, see relationships, and understand concepts. Learning is not memorizing facts. I
want to help students find a connection to math and/or chemistry so that they can relate it to their own lives.
Perhaps then they will appreciate the content more and be more engaged in learning the material. My role is not
to simply pour a bunch of knowledge into them, but rather help facilitate their discovery of principles.
Im also aware of the fact that in many cases I will have to be an encourager. Many students lack self-esteem and
healthy support systems. As their teacher I want them to know that I believe in them, and I am there to help them
fulfill their educational goals. It is my job to help motivate the students to be the best possible version of
themselves. Each student offers something unique to this world, and should be encouraged to make the best of it.
Student Roles:
The students role is to be, for lack of better words, a sponge. There is so much to learn and if they devote the time
and effort into the class, they will gain so much knowledge and discover more than they every thought possible.
Students should come to class engaged and ready to ask questions. They need to take responsibility for their own
learning and future. The people around them can only help if they are willing to help themselves.
Communicating with Parents/Guardians:
Communicating with parents is key to being and effective educator. Parents and teachers should be working
together to help students get the best education as possible. That being said, its impossible for parents to know
what is going on in the classroom if the teacher doesnt take the initiative to communicate with them. I will have
weekly newsletters that are sent out to the parents to let them know what is taking place in the classroom. I will

Amanda Anderson

make calls home, not just to discuss negative behavior, but also to encourage the positive behavior. Parents get
enough negative calls home, its nice for them to know that someone see the good in their child. I will also send
out emails as needed. I plan on using Remind 101 if I need to get in touch with all the parents quickly, since they
more likely to check their phone more frequently than their email. There will also be a Parents tab on my
website. Here parents can see different lesson plans, the schedule for the day/month, and etc. There will also be
parent teacher conferences where I am able to meet with parents in person to discuss their childs progress. I will
also makes notes in my online grade book so that parents can see comments on specific assignments. I want to
hold good relationships with the parents. I look at our relationship as a partnership for at least a year. The better
the communication and relationship between the parents, the better we can serve the student.
Ideal Classroom Arrangement:
Due to the extreme differences between my major and minor (Mathematics and Chemistry), its difficult to give
specific details as to what my classroom organization will entail. For example, in my chemistry classroom, I would
prefer to have half of the room be lab stations, and the other half movable desks; but if I teach mathematics, the
lab stations would not be unnecessary. Also, if I teach in a middle school the rooms will be different than if I teach
in a highs school setting. So, I will discuss each classroom separately and as generally as possible.
Both rooms would be filled with vibrant colors. Students work would be displayed all around the room. The
posters would be encouraging and meaningful for learning the content. I would like to have computers in the
classroom along the back wall. This would allow me to monitor the screens while using them in lesson activities. In
my personal desk area, I would want a color laser printer. In a perfect world I would have a classroom set of I-Pads
as well.

Teachers Desk

In my mathematics classroom, I would like to have 25 individual seats that can be moved around. Some days they
will be set into groups, other times pairs. During tests they will be put into rows. I would also like a main white
board with a projector and Elmo system. Each of the other walls will contain two small white boards for the
students to use when they are in groups. I would like a minimum of three bulletin boards. One behind my desk,
one to use for student work and another for the unit we are studying. I would like cabinets with counters along the
walls of the room to give storage and additional work areas. There would be lamps in different areas of the room
incase we wanted a more relaxed setting.

Amanda Anderson

In the chemistry classroom, the room would be very long, almost two rooms put together. The first half of the
room would be almost identical to the mathematics room as described above. There would be moveable desks, a
white board with projector and Elmo system, cabinets and etc. The second half of the room would be the lab. Here
would be the group lab tables. Each lab table would have drawers and sinks. In the drawer/cabinets would be the
basic lab equipment needed for most of the labs. The rest of the equipment would be stored in labeled cabinets
along the wall. These cabinets would also have class doors so you can see whats inside. To the side would be two
additional rooms. One would be a storage closet, and the other would be the chemical storeroom.

Teachers Desk
Lab

Demonstration Table

Table

Lab
Table

Lab
Table