Teacher Work

Sample
Lavon Malachi
Fall 2014

Lander University
SPED 429 Clinical
Dr. Dava OConnor

Contextual Factors
A. Classroom Factors
When the students enter the classroom, they all know to come in, sit their things down at
their desks and wait for further instructions. It doesnt always work out like that, but its
expected when handling a group of maturing middle school students. Once they have entered the
classroom and sat down calmly and quietly, they will be handed their morning activity for the
day. Depending on the time of day and which period were in they will have different daily
activities and instructions. Even though theyre taught by different teachers, theyre all on the
same grade level and receive the same information when taught. The Enrichment period is set
aside to go over any work they are having trouble with or need assistance with in any subject. If
there isnt anything to go over, we practice reading and writing to make sure the children are
alright, comfortable and confident with their reading and writing. The students have free range of
the room whenever were in down time so make the classroom comfortable and reassuring to
them. Its our home away from home and we all value that aspect. They understand that they
are still to be respectful and abide by the school rules while theyre able to relax and do anything
age and school appropriate/approved. There are procedures for when were walking in the
hallways, whether if its just going to the bathroom, computer lab or cafeteria. They may stray
away from these procedures and rules at times, but when corrected, they fix themselves
accordingly.

B. Student Characteristics
In the classroom I serve, there are fourteen students that share common disabilities. They vary
from Specific Learning Disabilities and Other Health Impairment. Only one student has is
hearing impaired and is categorized with her other peers as Other Health Impairment. The
classroom is male dominant with ten male students and four female students.
The class is very warm and inviting to all. Theres carpet on the floor, which Im not used to
seeing in most classrooms Ive been in. There are posters and papers up on the walls that theyve
been doing all year and as they start and finish new posters, theyre hung up around the room so
that students can look back and reflect on them if they are stuck at a crossroad when theyre
working. The classroom rules (social contract) and expected classroom behaviors (good
character chart) are also hung up near the front of the room so all the students can see what they
came up and signed, along with Mrs. Latham. An interesting thing I notice when I first walked
into the classroom to meet Mrs. Latham and my clinical students was the tree of growing
vocabulary she made for the wall. This years goal is to complete the thousand word/vocabulary
challenge, which I thought was pretty neat for the students to do. Its arranged so that there are
four groups with three to four students in each group. Theres a point system the students go by,
in an effort to control behavioral problems, that allows them to obtain a certain amount of points

in each group so that on Fridays they will be rewarded with a prize out of the black chest. (i.e.
candy, games, stickers, pencils & pens, etc.)
There are computers in the classroom at the students disposal whenever theyre looking up
information for a project or something theyre working on in the classroom. The promethean
board is in the classroom but works whenever its in a good mood. There are also school iPad
carts that can be checked out from the library and used in the classroom for the students as well.
When I set down and think of lessons I have to construct for my students, I have to consider their
academic level, whether or not theyll be able to do the work I want them to do with the
maximum potential of retention possible, each childs disability and personality as well as how
they cooperate with others. I try to incorporate other academic areas in lessons as much as I can
to cater to universal design of learning for my students so that every child learns something out
of the lesson. The students backgrounds also have to be considered, whether it be cultural or
demographical. I wouldnt want to offend any of my students by things I say or how I approach
my lessons.
Student

Age

Gender

Race/Ethnicity

12

Male

12

Male

12

Male

13

Male

12

Female

African
American
African
American
African
American
African
American
Hispanic

12

Male

Caucasian

12

Male

Caucasian

12

Female

Caucasian

13

Male

Caucasian

13

Male

14

Male

13

Male

African
American
African
American
Hispanic

13

Female

Hispanic

Achievement and
development
ELA: 181/179
Math: 208/205
ELA: 158/157
Math: 171/169
ELA: 166/158
Math: 177/185
ELA: 174/171
Math: 195/188
ELA: 171/180
Math: 187/190
ELA: 211/186
Math: 206/196
ELA: 175/180
Math: 211/177
ELA: 170/175
Math: 194/182
ELA: 180/182
Math:209/212
ELA: 180/185
Math: 192/188
ELA: 177/192
Math: 202/192
ELA: 192/186
Math: 195/198
ELA: 190/192
Math: 199/193

Primary Language
English
English
English
English
Spanish
English
English
English
English
English
English
Spanish
Spanish

12

Female

African
American

ELA: 203/196
Math: 206/199

English

b. Based on a student interest survey taken from the kids theres a vast number of interests in the
classroom. The table below shows some of the childrens interest and hobbies.
Favorite
Color
Red
2

Favorite
Sport
Football

Good At

Pink
Blue
Black

2
4
2

Baseball
5
Basketball 2
Dance
1

Math
2
Drawing 2
ELA
1

Enrichment 5
P.E.
3
ELA
1

Green

Volleyball 2

Singing

Gym

Yellow
Purple

1
1

Science
S. Studies

1
1

Football

Dancing 3
Running 2

Favorite
Class
Math

Favorite
Activity
Playing
Football
Drawing
Babysitting
Working
Out
Hanging
w/friends

6
4
2
2

C. Instructional Implications
Contextual characteristics of the classroom and students are the exact basis of classroom
instruction and planning. If you dont your students, their learning needs, and the best way to
reach them, can you honestly say youre doing your absolute best to teach them? Through
working with the students so far, Ive learned that when presented with a writing activity, some
produce better work when they are able to type it out. If handed a piece of paper and asked to
write, they may not produce work because theyre unable to. When math is involved, some
students work better when theyre probed or helped one-on-one. If expected to work by
themselves, work may not get done.
The students are tested using CBMs mostly to determine where they are in math and reading,
and where they should be and an appropriate goal for them to work towards by their next testing
time. Theres also school approved websites and iPad apps that they are allowed to use that
tracks their academic achievements for us to monitor as well such as BuzzMath.
Ive learned that when teaching, certain methods and strategies have to be considered so that all
children are happy and actively engaged with the lessons. Theres one student in the classroom
that constantly has to have control over the classroom and monitor everyone. If anyone gets
out of hand or does something unworthy of this person, they react by screaming out loudly,
interrupting instruction or sometimes just shutting down completely. To avoid this, I usually give
this student a certain task that incorporates their learning and retention while also giving them
the satisfaction of monitoring the classroom. For other students, going along with their jokes,

and using it to redirect them back to the lesson is a strategy Ive learning and has stored
techniques box. The common strategy of walking around monitoring and redirecting students has
proven to work as well. Ive learned many different things throughout the clinical but the most
important thing Ive learned and never forgot is that these students are my children when they
walk through the school doors and its my duty to teach them to the best of my ability so that it
optimizes their learning and future!

Assessment Plan
I chose to use an EEDA lesson on bullying, its effects on people and how to build good
character traits as my showcase lesson. The school was being proactive about bullying and hung
signs up around school about bullying but I wasnt really sure they actually talked to the students
about bullying, so I thought itd be a good idea to at least talk to my kids about bullying and
what I was expecting from them.
I started the lesson by having sticky notes on each students desk and as they walked into the
classroom, I instructed them to write what bullying means to them on one of the sticky notes.
After they had written something down, I opened the floor to allow students to express what they
had written on their sticky notes and there thought process behind what they wrote. In order to
ensure I had some sort of foundation to build on, I used their thoughts to guide my lesson, even
though I had pre-planned how to teach the lesson. With this kind of lesson, sometime a script
will never go like its written but will still present itself to be along the same line and path of the
intended route.
Next, I showed the students a short video on bullying from a childhood friend of mine,
McGruff the crime dog, to step up the foundation and add another layer to the class discussion. I
was hoping the video would provide a good enough visual representation of bullying as well as
give an example of how to deal with bullying. This part of the lesson was assessed by student
participation in the discussions and teacher observation to get a feel for the students
understanding and intake of the video and how it applied to everyday situations based on
bullying. After getting the students thought on the video, I tried to tie it to an actual situation
that might present itself to the students at school. This was a key part of the lesson assessment
because I wanted to see how they would respond to the situations after weve talked about
bullying a little and ways of handling it.
After seeing the students had a good foundation on bullying, I brought in the aspect of
character traits and how they shape, mold, and make people. The students wrote on the second
sticky note, character traits (good and/or bad) to help them see how it relates to bullying. We
discussed good and bad character traits so that they are able to distinguish the difference in
people so if bad situations present themselves to any of my students they will be to handle them
appropriately. Once this part of the lesson was over and the students could properly relate
bullying to character traits and distinguish what was appropriate and inappropriate character

traits and behaviors, I turned the attention to the social contract and character chart they had
posted in the classroom. These were charts they made with Mrs. Latham earlier in the school
year and I wanted to revisit them to see if we could revamp and rebuild them based on the days
lesson and what they students retained from the lesson. I assessed this part of the lesson by the
students input and cooperation with rebuilding the contract and chart. This was the most
important part of the lesson because it gave me a stronger and better understanding of their
concept of bullying and how it can be addressed when assessed properly as well as what could
go wrong if its addressed in and inappropriate way.
Any and all accommodations the students may need, such as using paper and pencil
instead of sticky notes, using the class computer, etc., will be provided to the students. I didnt
foresee and student needing to use the class computer but if they really needed them, they were
there for their use. If there are any complications with the students understanding or
comprehension of the lesson, I will do my best to deliver the information a different way so that
all students gain some information from the lesson. If there are any behavioral problems during
the lesson, the students will be redirected accordingly as a first warning. If that doesnt relieve
the behavior, they will be asked to step into a team members class to cool down and get
themselves together before being able to return and be a part of the lesson again. If that doesnt
work then, well seek other avenues such as a talk with guidance, school psychologist or
principal.

Lesson Objective

Assessments

Form of Formative
Assessments
Pre: Before getting deep
into the lesson, I will have
the students write on a
sticky note what bullying
means to them. After
theyve written down their
opinions on bullying, Ill
go around the room and
select willing students to
share what they wrote. This
will open up the lesson
with a class discussion on
bullying and their
interpretations of it.
During: Once the intro
discussion has come to a
close, the students will be
shown a short film on

Accommodations

When shown
videos, talked, and
read to, the students
will discuss bullying
and the perception
of the meaning and
characteristics.
When discussing
character traits, the
students will be able
to point out good
character traits from
bad character traits
and talk about
moments where
theyve seen
bullying happen,
been bullied or have
bullied someone.

Pre-Assessment
During Assessment
Post-Assessment

bullying that will introduce

them to the belly of the
lesson and main message.
For those students
After the video, I will open
who prefer not to
up the bigger discussion of
share, they will be
bullying by probing the
asked to write their
students with questions
responses on a sheet
related to the video. We
of paper to be turned
will also discuss what
it to the teacher at
bullying is, how it affects
the end of the lesson.
people and the
There will be a need
consequences/repercussions
for the FM stereo
of bullying someone or
and speaker to make
being bullied.
sure any student(s)
that has a hearing
Post: After the class and I
impairment can hear
have discussed bullying in
the instructions and
great detail, I will close the
discussion of the
lesson by having the
lesson from the
students read over their
teacher.
previously made social
contract and character chart
and revamp them with me
to show that they
understood the lesson and
new ways to behave
appropriately and
proactively. This will serve
as a way for me to keep
track of the students and
their behavior for the
remaining of the school
semester. Im hoping their
behaviors and character
traits improve and they are
more aware of the things
they say and do to each
other. It will also serve as a
way for me to see if they
really do know what
bullying is and know how
to correct the situation.

Instructional Design Lesson Plans

Teacher Candidate: Mr. Malachi
Lesson # 1
Subject/Grade: ELA(Writing)/7th
Date and Time of Lesson:
Learning Objective: (must support unit objectives identified in TWS 3)

10/8/14

When led through a writing workshop, seventh grade students will be able to produce a short writing
sample from the class interest interviews/inventory.

Alignment with Standards: (must support unit standards identified in TWS 3)

Common Core 7.W.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose and audience.

EEDA Standard(s): During the lesson, students will be expected to be respectful of each
others work and responses. They will work as a group and help each other out whenever
needed or given permission. Every child will sit quietly and patiently at their seats unless
asked to vocalize a response. The students will respectfully raise their hands if they have
questions or an answer, and calmly talk and collaborate with peers when necessary.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in

TWS Section 3)

Students will need to be able to work cooperatively with each other as well as the teacher in
order to get through the class discussion and writing the class review of the book.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
The students will be asked to write a small writing sample to the class reading at the end of the
workshop.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

When reviewing the class

interest inventory and given a
prompt, the students will
write an appropriate short
response with 90% accuracy.

As an assessment, I will take up

every students writing sample
prior to leaving the class to
review their writing. I will also
be walking around the
classroom to help out and
assist the students when
needed.

Use of Formative
Assessment
(TWS section 7)
I will take the students
writing responses and
review them for all the
elements/conventions and
take from that what I
should work on with them
more before introducing
new
elements/conventions of
writing.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
For those students who have trouble writing with pencil and paper, the option of using the computer to
type will be available. They will also have the opportunity to speak with they would like to write to the
teacher or paraprofessional and well type or write what they say so that they have something solid to

hand it and looked over.

Materials: Pencil, paper, sticky notes, brains

Procedures:
Good morning class! Do you all remember last week when we went around the room introducing
ourselves and acting out one thing we liked to do? (Students Respond) Awesome! After the ice breaker
activity, I gave you guys an interest inventory and asked you all to answer each question to the best of
your ability so that I had a little information that helped me get to know you a little better while working
with you this semester.
Well, today Im going to hand the papers back to you and were going to do something else with this
same information. What I have planned for you all my come off as a bit much but I think youll come out
the end of this tunnel a little happier and more knowledgeable than how you went in.
This is Ms. Morton, shes helping out in Mr. Platts class, but today shell be helping me teach this lesson
to you all, so if we can, lets try to be on our best behavior for her alright. (Students Respond) Thanks so
much guys!
Were going to start a two day writing workshop that my hopes will help you all with any future writing
you have to do. I know some of you may not like to write, so Ive considered letting those who doesnt
want to write, type their summaries. Before you all get too excited and fuss over whos going to type or
not, the decision will be mine and will be based on your cooperation, attitude and overall participation
with this lesson. If I feel you deserve to type your paper, Ill let you. If I decide no one gets to type then
well all write our summaries out.
As, I hand these papers back to you all, take a look at the responses youve all given me. What were
going to do is choose one thing from the interest survey, a write about it. So, if I look at question #5, it
saysI like to
Mine says, I like to go hiking. I would choose this response to write about because hiking gives me time
to think and escape reality for a few hours and just be one with the natural surroundings. In my writing, I
may describe what hiking is and why I like to do it, the things I experience while I hike or other things of
that nature.
So, with that being said, Ill give you guys a three minutes to look over the surveys and choose what
youd like to talk about an elaborate on.
(Students look over and think about what they want to write about)
Alright guys, lets bring your focus back to me for a second. Has everybody chosen what they want to
write about? (Students Respond) Ok, good. Thanks for staying on task so far. I have in my hand, sticky
notes. Dont get too happy, they arent for you all to play around with! Theyll actually be helping you
write your short summaries. Ms. Morton will be going around giving everyone a few sticky notes for
themselves. Please do not write on them until I give your further directions.
Now that everyone has their sticky notes I can tell you what were going to do with them. On your first
sticky note, write what you will be talking about in your summary.

Ex. In my spare time on the weekends, I like to go hiking.

Once everybody has done that Ill know youre finished when youve put your pencils down and are
looking at me. Awesome guys, you all are amazing! Now, on the second sticky note you have, write some
bullets on why you chose the topic your writing about.
Ex. Relaxing, calming, exercise, free, unattached
Alright, by a show of hands, who decided to write about #1? (Students think and raise their hands if they
did)
I would continue doing this with each number choice 2-8 until everyone has a partner.
With your partner, share what you wrote about the choice you two have in common. After that and on
your third sticky note, I want you to write what your partner shared about the choice you two share in
common interest of writing. Ill give you about five minutes to share with each other. Lets remember to
use our inside voices and not having a yelling match with the partners next to us.
(Students will be given five minutes to talk with one another about their common choice)
Alright guys, lets bring it back together. May I have everyones attention? On fourth and possibly last
sticky note, you are to write a two-three sentence conclusion about your topic. Keep in mind what youve
written and what you learned from your partner. This doesnt require you to talk with your partner so I
shouldnt hear anyone talking unless they have a question for Ms. Morton or myself. Ill give you two
minutes to do that.
Alright, now that you have four sticky notes of information, for the rest of class, I want you to take out a
sheet of notebook paper and write a small summary of what youve got on your sticky notes. Lets
remember how youve been taught how to write small paragraphs or summaries earlier this year or with
your teacher last year. This will serve as your exit pass or get out of jail for free ticket!
(Students will be given time to work on their summaries alone)
Ok guys, thats the bell to dismiss you. From just walking around, I noticed some good things. Im sure I
wont be disappointed with these summaries. Make sure to place them on my desk in a neat pile on the
front table in a quiet and orderly fashion please.
You guys have a nice day and stay focused and smart!
Day 2 Procedures:
Good morning guys! Yesterday we started on mini writing workshop. Who can give me a recap of
yesterdays lesson and what we were doing? (Students Respond) Awesome, thanks guys. We used sticky
notes to start our writing process and to get our thoughts together. Then we partnered up and talked
with someone that chose the same writing topic as us. From there, we transposed what we had on our
sticky notes to notebook paper in paragraph form, or at least started to do that.
Today were going to hopefully finish our writing or at least get closer to it. By a show of hands, who all is
finish? (Students raise hands) Alright, what about those who are almost finished? (Students raise hands)
Ok, for those of you that are finish, please make sure I have your papers up here in a stack. If you arent

finished and have questions sit tight and Ill be with you in a moment. If you have work for Mrs. Latham
or any of your other teachers, please take that out and work on it while I work with those who arent
quite finished yet.
If you havent finished your work and need help, raise your hand so either Mrs. Latham or I can come
around and assist you. Well take the next twenty minutes of class helping you finish and then we have to
move on to something else with Mrs. Latham.

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
In this activity, I plan to use teacher-led group discussions to get the students minds going and able to
generate the responses Id like to receive from the students. This will be done in hopes to catch the
students attention and get them on task and ready to work. I will also have them write their own book
reviews and turn them in at the end of class so that I can assess what does or doesnt need to be retaught as far as writing goes and what I can introduce next.

References:
SC State Education website
Ashlee Horton, Lander University

Teacher Candidate: Mr. Malachi

Subject/Grade:
Math/6th

Lesson # 2
Date and Time of Lesson:

10/15/2014

Learning Objective: (must support unit objectives identified in TWS 3)

When given math sheets, the seventh grade students will be to multiply fractions with like and unlike
denominators.

Alignment with Standards: (must support unit standards identified in TWS 3)

Common Core Standard 6.NS.1: Interpret and compute quotients of fractions, and solve word
problems involving division of fractions by fractions, e.g., by using visual fraction models and
equations to represent the problem. For example, create a store context for (2/3)/(3/4) and use
a visual fraction model to show the quotient; use the relationship between multiplication and
decision to explain that (2/3)/(3/4)= 8/9 because of 8/9 is 2/3.

SSCA Element(s): During the lesson, students will be expected to respect each others
work and answers even if some may be wrong. Every child will sit quietly and patiently at
their seats unless asked to work on an example problem on the promethean board,
whiteboard. The students will respectively raise their hands if they have questions or an
answer, calmly take their work on the road when instructed to do so

Developmental Appropriateness or Cross-curricular connections: (should parallel information in

TWS Section 3)

Students will be expected to use their prior knowledge of multiplication, addition and
subtraction facts. This lesson will also incorporate art because the students will be constructing
drawings of fraction sequences to help them learn how to add and subtract fractions.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should
be aligned with an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

When given grade level math

sheets and shown the
mathematical computations,
students will be able to
multiply fractions with like
and unlike denominators with
90% accuracy.

Checklist
Observations
One-on-one & group
help

Use of Formative
Assessment
(TWS section 7)
By going over and
reviewing students work, I
will look for any mistakes
or miscomprehensions
and use those to drive any
future math lessons
involving multiplying
fractions with like and
unlike denominators.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
If there are any students that need to work with a partner or work with a teacher because they wont be
able to keep focus or complete the math problems given to them independently, they will be given the
option to do so. For the ESOL & ELL students that needs additional help, the ESOL teacher will be asked to
step in during the lesson and assist whenever needed.

Materials: Math sheet, pencil, scratch paper

Procedures: Good morning students. Hope all is well with everyone. Today I have something exciting
new and exciting for us to do. Do you all remember working with fractions a few weeks ago? Do you
remember how we were practicing adding and subtracted them? (Students Think and Respond) Well
today were going to learn how to multiply fractions will like and unlike denominators.
Before we jump right into multiplying fractions, lets practice an addition problem with fractions. Can any
tell me how to add 5/8+3/8? (Students Think and Respond) Thanks James! Would you like to talk us
through it? (Student Responds)
Thank you James, for walking and talking us through the problem! Since they both have the same
denominator, you can just line them up and add across. Would you keep the denominator 8 or would you
add them and get 16? (Student Thinks and Responds) Thats correct, youd add them across to get 16.
What about if you had 5/8+8/12? How would you add these fractions together? (Students Think and
Respond) I heard the answer somewhere near the back of the room. Someone say it again so we all can
hear it. (Student Responds) Thanks guys, thats right, we have to find the least common denominator
before we can add them. Who wants to help me walk through this? Alright Keana, whats the least
common denominator for these two numbers? Thank you maam, it is 24. So what did you multiply the 8
by to get 24? Yes, 8 x 4= 24. And what you do to the top, you must do for the bottom right? Awesome,
well what about 12, what can you multiply it by to get 24? Correct, multiply it by 2 then add the new
numbers together.

Well guys, multiplication is done in about the same way. The only difference is, youre multiplying instead
of adding. I have an example here that I want to share with you. It reads: 9/12 x 5/12. Now, if we just did
an addition problem, and I said its the exact same thing as multiplying fractions, what should we do first
Eric? (Student Thinks and Responds) Student Responds: You can multiply them straight across, right?
Teacher Responds: Thats correct. Thank you Eric for your participation. Lets say we had 3/4 x 5/8. How
would we multiply these two numbers since they have different denominators? (Students Think and
Respond) Yes Ashley, you do have to find common denominators. Do you know what a common
denominator is? (Student Think and Respond) Awesome, you can keep 5/8 and change to 6/8. Can we
multiply the two fractions now? (Students Think and Respond) Ok, well go ahead and multiply them and
let me know what you get.
Alright, that was just one easy example of what todays lesson will consist of. There will be more
problems like the example weve done but as you progress down the math sheet I will give you all later,
the problems get a little harder and harder. Lets try two more before I release you to practice
independently and soar through the math sheet. Lets look at the problems: 3/8 x 1/3 and 4/7 x 4/5.

The students and I will work through the two problems before their math sheets are given to them for
them to do independent work with fractions.
Since you guys have gotten through the two example problems, Im comfortable with letting you guys
start your math sheet. I have no doubt that you all will blow this work out the ball park. If there are any
misunderstandings or questions please dont hesitate to ask. Someone else may have the same question
and need the help as well. Ill give you all the rest of the class time to work on the math sheet. If you
dont finish it all, dont stress and worry over it. Im just looking to see if you can do them correctly, not
faster than your peers and risk them being wrong. Before leaving class, make sure that I have your math
sheets and youve checked out with me.

References:
Edhelper
Lavon Malachi

Teacher Candidate: Mr. Malachi

Lesson # 3
Subject/Grade: ELA/7th
Date and Time of Lesson: 11/14/14
Learning Objective: (must support unit objectives identified in TWS 3)
When discussing bullying and good character, the students will be able to distinguish good, positive
behavior (appropriate) from bad, negative behavior (inappropriate)

Alignment with Standards: (must support unit standards identified in TWS 3)

Common Core 7.SL.1: Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led with diverse partners on grade 7 topics, texts, and issues, building on
others ideas and expressing their own.
d. Acknowledge new information expressed by others and, when warranted, modify their
own views.

EEDA Standard(s): During the lesson, students will be expected to be respectful of each
others responses. They will work as a group, and calmly talk and collaborate with peers
when necessary. They will also be expected to sit quietly and patiently at their seats
unless asked to vocalize a response, and respectfully raise their hands if they have
questions or an answer. No child will be picked on or criticized by the response they give
during this lesson.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in

TWS Section 3)

The students will have to remember how they are expected to sit during class from previous
lessons of the year. They will have to be able to work patiently and respectfully with peers and
not belittle them because of the responses they give.
Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)
Lesson Objective(s)

When shown videos, talked,

and read to, the students will
discuss bullying and the
perception of the meaning
and characteristics.
When discussing character
traits, the students will be
able to point out good
character traits from bad
character traits and talk about
moments where theyve seen
bullying happen, been bullied
or have bullied someone.

Assessment(s) of the
Objective(s)

Use of Formative
Assessment
(TWS section 7)
Pre: Before getting deep into
Post: After the class and I
the lesson, I will have the
have discussed bullying in
students write on a sticky note
great detail, I will close
what bullying means to them.
the lesson by having the
After theyve written down
students read over their
their opinions on bullying, Ill go previously made social
around the room and select
contract and character
willing students to share what
chart and revamp them
they wrote. This will open up
with me to show that they
the lesson with a class
understood the lesson and
discussion on bullying and their new ways to behave
interpretations of it.
appropriately and
proactively. This will serve
During: Once the intro
as a way for me to keep
discussion has come to a close, track of the students and
the students will be shown a
their behavior for the
short film on bullying that will
remaining of the school
introduce them to the belly of
semester. Im hoping their
the lesson and main message.
behaviors and character
After the video, I will open up
traits improve and they
the bigger discussion of bullying are more aware of the
by probing the students with
things they say and do to
questions related to the video.
each other. It will also
We will also discuss what
serve as a way for me to
bullying is, how it affects
see if they really do know
people and the
what bullying is and know
consequences/repercussions of how to correct the

bullying someone or being

bullied.

situation.

I will use a checklist as well as

teacher observations of the
students, their attention and
participation in the lesson as an
assessment for these
objectives.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
For those students who prefer not to share, they will be asked to write their responses on a sheet of
paper to be turned it to the teacher at the end of the lesson. There will be a need for the FM stereo and
speaker to make sure any student(s) that has a hearing impairment can hear the instructions and
discussion of the lesson from the teacher.

Materials: Book, videos (YouTube), old character chart

Procedures:
Good morning guys, as you come in and go to your seat, youll notice that there are two sticky notes. If
you would please on your first sticky note, write what bullying means to you (Students will be given
about two minutes to complete this instruction). Alright who would like to share what bullying means to
you and were going to make a list here on the board. (Students Think and Respond) Thanks guys for
sharing what you wrote. I really appreciate it. Now, a lot of you have asked me what were doing with
the second sticky note. Well, on the second sticky not you have on your desk, I would like for you to write
what good and bad character is. Does everyone know what I mean when I say character? (Students think
and Respond) Character means someones qualities or personality. So take about two minutes to think
on that and write something down for me. We arent going to make a list for character but hold on to
them because we are going to use them later in the lesson.
Today class, were going to talk about bullying and character building. I have a short video for you all to
watch about bullying. I want you to pay attention to the video because were going to talk about it once
its over.
https://www.youtube.com/watch?v=EvhIdB_8WXE
Alright guys, what did we learn from the video? Did anyone get anything from the video? (Students
Think and Respond) Well I like the solution McGruff gave the little puppy when shes being bullied. Just
stop listening to it, and walk away.
By a show of hands, how many of us have witnessed someone being bullied? (Students Show hands)
How many of have bullied people? (Students show hands) What about being bullied. Has anyone ever
been bullied? (Students Show hands) Would anyone like to share their bullying experiences?
The students will have about 10 minutes to discuss bullying and their experience.
Alright well while bullying may seem like the right thing to do at the time, 9 times out of 10, its far from

the right thing to do and should always be avoided.

When I was younger I was bullied and Ive done some bullying, but nothing hurt me worse than being
bullied. At the time when I was younger, I thought bullying people was cool and self-satisfying, but then
when I started getting bullied from time to time and I saw the other end of the tunnel. I didnt like it at all
and it made me see that when I bully people, I hurt their feelings and make them feel bad about
themselves. After a while, I got used to my peers mean ways and just started overlooking them and their
spiteful intentions. It wasnt an easy thing to do to just learn to ignore my peers and their bullying tactics
but eventually, over time, I learned and programmed myself to just overlook the things we cant change
or prevent and not stress myself out about it. My grandmother always told me, Junior, people are going
to talk about you until the day you die and theres nothing no one can do to stop them. I never really
understood that until middle school/high school.
I would see people talk about other people that they didnt even know just to make themselves feel
better. Thats when I realized that every day Im being judged at least once by someone who doesnt
know me, or probably know me and just want to make me feel bad about myself. Still to this day I dont
really understand why people feel the need to bully others and make them feel bad. I guess it will forever
be a mystery.
Now, to shift our focus, were going to talk about Character. Does everyone have something written
down on their second sticky note? (In case you guys havent realized yet, I like using sticky notes.)
(Students respond) Awesome, well Im going to call you group by group to come up to the board and put
your sticky note on the board and were going to talk about what everybody wrote on their sticky note.
After we discuss the character traits, were going to look at the class old good character chart and social
contract and revamp it because lately, Ive been noticing some unacceptable behaviors from some of us
and I think we can do better and correct them.
The students will be led through a discussion about character and then rebuild their social contract.
*Alright guys, now that weve revamped the social contract and everyone has signed it, I will expect from
here on out for everyone to follow this social contract without fail.

References:
www.ed.sc.gov
www.youtube.com

Teacher Candidate: Mr. Malachi

Lesson # 4
th
Subject/Grade: ELA(Writing)/7
Date and Time of Lesson:
Learning Objective: (must support unit objectives identified in TWS 3)

11/19/14

When led through a writing workshop on book reviews, seventh grade students will be able to produce a
short writing sample (book review) from the class shared reading book.

Alignment with Standards: (must support unit standards identified in TWS 3)

Common Core 7.W.4: Produce clear and coherent writing in which the development,
organization, and style are appropriate to task, purpose and audience.

EEDA Standard(s): During the lesson, students will be expected to be respectful of each
others work and responses. They will work as a group and help each other out whenever
needed or given permission. Every child will sit quietly and patiently at their seats unless
asked to vocalize a response. The students will respectfully raise their hands if they have
questions or an answer, and calmly talk and collaborate with peers when necessary.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in

TWS Section 3)

Students will need to be able to work cooperatively with each other as well as the teacher in
order to get through the class discussion and writing the class review of the book.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

The students will be asked to write a small writing sample to the class reading at the end of the
workshop.
Lesson Objective(s)

When reviewing the class

reading and given a prompt,
the students will write an
appropriate short response
with 90% accuracy.

Assessment(s) of the
Objective(s)
As an assessment, I will take up
every students writing sample
prior to leaving the class to
review their writing. I will also
be walking around the
classroom to help out and
assist the students when
needed.

Use of Formative
Assessment
(TWS section 7)
I will take the students
writing responses and
review them for all the
elements/conventions of
writing weve gone over
so far in the class and take
from that what I should
work on with them more
before introducing new
elements/conventions of
writing.

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
For those students who have trouble writing with pencil and paper, the option of using the computer to
type will be available. They will also have the opportunity to speak with they would like to write to the
teacher or paraprofessional and well type or write what they say so that they have something solid to
hand it and looked over.

Materials: Prezi, pencil, paper, sticky notes, brains

Procedures:
Good morning class! Lately weve been reading The Fault in Our Stars and you guys have really seems
interested in this reading. I must say Im very impressed and pleased with the behavior and maturity you
all have displayed lately. Lets keep it up. Well today I would like to read a little more of the book but I
also have a book review here written by a book reviewer on The Fault in Our Stars by Johnathan
Moore, a well-known author from New York, that I would like to read to all of you. (Student Question)

Im glad you asked that Samantha, the reason why I want to read the book review to you all is because
today were going to practice our writing skills and learn how to write a book review.
(Thirty minutes of reading The Fault in Our Stars and the book review)
Has anyone ever seen or read a book review before today? (Students Respond) Alright well in the case
that we havent seen nor heard a book review before, I took the liberty of pulling up the review to be
displayed on the smartboard for you all to use as a guide. Before we dig into writing our reviews, Id like
to point out some things that the book reviewer included in his review that I thought were good things to
include and would like to see you include in your reviews.
One thing that I like about his review is that he refrained from directly putting his personal thoughts into
the review. He pointed out what he liked about the book and its plot, but didnt say I like or I
this/that... I know some of you are looking at me like how can I write a review without putting myself
into it, and its ok. Dont stress out before we get started. (Class share laughs) Today, since were just
getting the ball rolling its ok to put yourself into your review since this isnt going to a big company to be
published.
Before I turn you lose to write your review on what weve read so far, I want you all to help me write one
as practice so that can know that you know how to get through the process of writing a book review. If
you think about it, its kind of like writing a normal paper except this time its centered around the book.
Alright, lets get this writing party started! Looking at Mr. Moores book review, how should I start mine?
(Students Respond) You guys are awesome! I couldnt think of any other way to start this review. Alright,
lets keep going. What should we say next? (Students Respond) Thanks Ethan, I like what youre saying
but is there another way we could world that? (Students Think and Respond) Awesome Ethan and Eve,
thatll work. You guys are doing better than I thought we would do! Ok ladies and gentlemen, all we
need now if a few more sentences and then we can wrap this up and officially call it a book review.
(Students will then help wrap up the review and talk about the process we went through to write the
review before letting them start on their reviews)
Alright guys, now that youve helped me write one, I think its safe to say you all can write your own. No
one is allowed to copy what we wrote together but if your review is a little similar to what weve just
done, Ill accept it. Lets please try to refrain from using this one or the one written for Mr. Moore as a
crutch and try to develop one from your own thoughts. Im sure we still have information up there in our
brains that we havent put into the group review we can use! Ill give you all the remaining 30 minutes of
the class to write yours and be sure to hand it in to me before leaving the classroom. Ill be walking
around monitoring and helping if you need any help and assistance. Theres some sticky notes at the
desk in the back if you would like to use them to gather your thoughts before committing to writing your
review and turning it in.
(Students will be given time to work on their review alone)
Ok guys, thats the bell to go to your next class. From just walking around, I noticed some good things.
Im sure I wont be disappointed with these reviews. Make sure to place them on my desk in a neat pile
on your way out the door. You guys have a nice day and stay focused and smart!

Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
In this activity, I plan to use teacher-led group discussions to get the students minds going and able to
generate the responses Id like to receive from the students. This will be done in hopes to catch the
students attention and get them on task and ready to work. I will also have them write their own book
reviews and turn them in at the end of class so that I can assess what does or doesnt need to be retaught as far as writing goes and what I can introduce next.

References:
SC State Education website
Ashlee Horton, Lander University

Analysis of Student LearningShowcase lesson

Student Number

Pre-Assessment Data

Post-Assessment Data

This student had good

information written on their
sticky note, but opted out of
sharing with the class.
To no surprise, this student
was eager and overly excited
about the lesson because I was
teaching instead of Mrs.
Latham and theyre always
curious to see what new
information I may have for
them to learn. The student was
actively engaged in the lesson,
participated without hesitation
and even encouraged other
students.

The student came out of the

lesson with a broader
understanding of bullying and
how it affects other peers.
This student participated with
the lesson and helped other
students out tremendously.
They provided numerous
examples, was very active in
the discussions, and even
though some students tried to
get them to react to them, they
overlooked their peers and
remained attentive with the
lesson.

This student participated with

the lesson and gave good
examples for the class that
helped out a lot.
This student seemed to know
about bullying, they just didnt
want to write about it or
verbally express their thoughts
to the class.

The students participation

with the lesson was very
acceptable and noted.

2
High Performer

4
Low Performer

At the end of the lesson,

student added information on
bullying to their schema but
still didnt want to express
their thoughts verbally and
wrote little information down
on their sticky note. The
student preferred to do their

5
Moderate Performer

This student knew a good

amount of information on
bullying and shared their
thoughts on bullying and what
it meant to them.

own thing and work on

sculptures and drawings made
from things out of their
backpacks.
Surprisingly, the student
worked really hard and
intently on the lesson and was
eager to voice their opinion
during the discussions. Their
participation with the lesson
was very helpful and
rewarding to see.

Whole Class:
Overall, I was very pleased and happy with the lesson and the students participation during the
lesson. I was surprised by some students and let down by others but never showed my
disappointment. I went into the lesson thinking the students were going to be disruptive, a little
immature and uncooperative because of the topic, and even though we had a few out-burst, they
were still good and took the lesson well. My one student who is usually very disruptive and hard
to handle shocked me the most. I couldnt believe that the student sat quietly, actively
participated and never got on other students like their daily routine consists of. Seeing the class
sit attentively and actively engaged made me feel good about my abilities to control a classroom
and affectively teach. The students came out of the lesson, all gaining new knowledge and
building onto their schema of bullying. They all did a wonderful job with the lesson and behaved
wonderfully.
Individuals:
Students 2, 4 and 5 were the three students I chose to monitor and observe the most during the
pre, during and post performance. Student 2 was my high performer, student 5 was my moderate
performer and my low performer was student 4.
Student 2 performed above and beyond my expectations of them with their participation with the
lesson. Their responses and maturity during the lesson was amazing and shocking. This student
usually likes to make innocent jokes but flipped the script on me during the lesson and showed
me a side of him that I always knew was there just didnt see it too often. The student usually
does their work but has to be redirected to the work at hand because of the spur of the moment
jokes they make. This student was the first to respond to the lesson and give their thoughts on
bullying and how it can affect other people. I was expecting for the student to have something to
say but I never knew they would have as much to say as they did. He was very accepting of his
peers responses and whenever they were confused with something related to the lesson or an

example given by another peer, he stepped in and tried his best to explain the concept to his
peers but occasionally need some help from me.
Student 4 didnt perform poorly; he just presented a problem with his way of expression. He
seemed to know about bullying, he just didnt want to write anything down or voice his opinion
with the class during discussions at the beginning of the lesson. This behavior wasnt something
that was new to me. I knew I was risking the student not wanting to participate but I still wanted
to probe the student to get him to at least verbalize what he was thinking to me, which he did. I
was still hoping he would write something down so that I could have a visual representation of
his thinking. He began the lesson with his attention on me and what I was teaching the class but
as the lesson continued, I could see his attention slowly dying down and going towards his own
personal agenda.
Student 5 was my moderate learner and showed average work ethic as expected for him. He
actively participated in the lesson, gave adequate characteristics of the bullying, good,
appropriate behavior and bad, unacceptable behavior. During the pre-assessment portion of the
lesson the student provided good inputs and examples that were helpful and appropriate for the
age group and academic level for the student. Near the end of the lesson, during the postassessment portion of the lesson, Student 5 showed that he gained a clearer understanding and
more characteristics of the bullying and how it affects others.

Reflection, Self-Evaluation, & Professional Development

Lesson 1 Reflection:
Normally, I would be never to teach a group of students for the first time since I dont
know how theyll take the lesson or having a new person teaching them but this time, I was
pretty relaxed. You would think that with it being my first lesson and being observed by my
professor it would take a toll on my nerves but I surprised myself by being calm and collected
about it. It was also my first co-teaching lesson with a cohort. I guess because I had been with
the students for a while and got a feel for their behaviors based on watching Mrs. Latham teach, I
was comfortable with managing and teaching them. I had planned the lesson using an
instructional strategy I had just been taught by Horton so I was confident with the lesson strategy
and how to use it since it was fresh in my arsenal of instructional strategies.
Before starting the lesson, I introduced my co-teaching partner, Ms. Morton, and
explained to the students that shed be helping me with the lesson today and that they shouldnt
hesitate from asking her for help whenever they were confused about something and I couldnt
make it to them in time. I then explained that we would be doing a two day writing workshop
based on the interest inventory they had completed for me the previous week and they seemed to
look a little more comfortable about writing since it was coming from something they had
already been introduced to.
Ms. Morton and I passed out the interest inventories to the students and I gave them
instructions for what they were to do with them which were to choose one of the questions from
the inventory to be their writing topics. I used sticky notes to break their writing up and make it
seem less than what it was because some of the students dont like to write. I was hoping they
would think it wasnt a lot because of the sticky notes and they did! The sticky notes worked in
my favor and the students actually had a good time with the lesson. They wrote everything they
were supposed to write and cooperated perfectly.
After we had gotten through all four steps and sticky notes I had for them, they
transferred what they wrote on the sticky notes to paper in paragraph to show them that writing
doesnt always have to be restricted to just sitting down and writing things out on paper. It could
be broken up to write ideas and things down on sticky notes or scratch paper before compiling it
into a giant paper. The students responded well to the lesson and I was glad to see they enjoyed
writing for a change and didnt have any complications.
Before teaching a lesson like this again, I will make sure I brush up and review the lesson
and how it should go before getting in front of students to teach it. Even though I was familiar
with the instructional strategy, I had written the lesson days before I taught it and really hadnt
had a chance to look back over the lesson until the day of the lesson. Throughout the lesson I had

to keep going back to the lesson plan to make sure I was going in the right order and not getting
off track.
Lesson 2 Reflection:
I will admit, I went into this lesson thinking it was going to give the students as well as
myself a head ache because they had been practicing math computations with fractions but hasnt
gone over how to multiply fractions before. I thought it was going to be too hard for the students
to comprehend even though it was a grade level appropriate lesson. When I was writing the
lesson, all I could hear in the back of my head was a conversation I had with my cooperating
teacher before I met the students and started planning lessons where she said that mostly all the
students were a little behind grade level performance.
I was skeptical about this lesson and more nervous about this one than I was my first
lesson. Once I got the students in the classroom, sat them down, introduced the lesson and got
the ball rolling by reviewing the steps to adding fractions I began to relax. I knew that if they
could remember how to add fractions, they would know how to multiply them since theyre
similar. Before dropping the multiplying fractions bomb on my students, I used two fraction
problems to work with them and show them how to multiply fractions and how its similar to
adding fractions.
After seeing the students had the hang of multiplying fractions pretty well, I passed out
the math sheet I made for them and instructed them to try to do as many problems as they could.
I also let them know that it wasnt a race and I wasnt looking to see who can get the work done
the fastest, but I was looking to see who could do the problems right, regardless of how many
theyve done at a fast pace and risk getting them wrong. There were a few students who were
confused a little about the process of multiplying fractions so I gathered those students in a small
group at my work station and broke the steps down and explained them to the students as best as
I could.
Overall, the lesson turned out well and the students came out in their right state of mind,
stress free and content that they learned how to multiply fractions with like and unlike
denominators before others in their grade level did and that they could now help their teachers
and peers with multiplying fractions. For future lessons like this, I would probably get a math
sheet that was a little more challenging for the students since they seemed to know more about
multiplying fractions than I thought they did, and for those who didnt, they caught on fairly
quickly and did a great job with the work.
Lesson 3 Reflection (Showcase Lesson):
With this lesson I was a little nervous, yet calm about it. I chose to use my EEDA lesson
on bullying as the showcase lesson since the school was doing a no bullying campaign. My
worries were more centered on the students maturity level and ability to take the lesson for what

it was worth and use it to their advantage in the future. I knew the topic would be on something
the student were all aware of and had experienced before, I just didnt know how the lesson
would go even though I had planned it out.
Aside from being unsure of the students ability to handle the lesson in a mature way, I
was also worried about any questions the students may have that I hadnt thought of beforehand
or if the class discussions would go in a different direction than I had planned. I was equipped
with ways to redirect the discussions back to the main road, I was just a little uneasy with how to
properly and effectively answer their questions and know that Ive done my best with what they
had to throw at me!
Once the lesson got going and I got the students talking and communicating, things
started to calm down and become more comfortable. I was very shocked and pleased with their
participation and level of maturity with the lesson. They did an amazing job with the information
we were able to get through and handled the lesson well. I was very pleased that almost every
student had something to share and actually wanted to participate.
The lesson was going just like I wanted it to, but got interrupted by the school
psychologist when she needed Mrs. Latham for an emergency in another classroom, and since
she was team leader, she had to be excused to see what was going on. The emergency turned out
to be a distraction to get her out the classroom so that we could get all the students out of the
classroom and down the hall into a different classroom for Mrs. Lathams Congratulations/Going
Away party to celebrate her for all that shes done for the school, the students and their academic
strides and achievements. She had been offered a position to work for the district office over the
new Enrich program. I was happy for her when I heard the news but a little bitter sweet because
she has been the best cooperating teacher Ive had and supplied with more information and teach
strategies than I couldve asked for. She was an awesome teacher.
Because my lesson got cut short, I wasnt able to get to the social contract and character
chart like I had planned to do with the students but I wasnt upset because I did get through the
bulk of the lesson which was bullying and good character traits. I looked over the students sticky
notes and was content with the information they wrote down, even though it wasnt much. I was
happy and content with everything based on my observations and the discussions the students
and I had. They gave me more information, cooperation and participation than I thought I would
get from them.
The student that performed the highest and participated the most was student 2 from the
analysis portion of this work sample. He gave the most information, was very eager to participate
and seemed to know every answer/response needed for the lesson. I knew he loved to talk but I
never imagined him talking as much about this lesson as he did. It made me wonder if this was a
special topic for him and he had a strong connection to the topic. Regardless of the issue, I was
extremely happy to see him be so interactive and productive. He reassured me that I was in the

correct career field and that my true heart and passion was to teach and make students as eager as
he was to learn.
My average performing student was not too far from giving my high performing student a
run for his money. He usually doesnt share during class sessions so it did me proud to see him
actively involved with the lesson. He showed great interest in the lesson and gave good examples
and topics to talk about. It wasnt as much as my high performing student but it was enough to
impress me and reassure me that he knew what was going on and retain information from the
lesson. My low performing student didnt do terribly bad, he just lost interest in the lesson half
way through it which was some-what expected of him. He didnt want to write anything down at
the beginning of the lesson but eventually wrote a little information down on his sticky notes so I
can have a visual representation of his understanding of the lesson. He usually focuses on the
lessons for a little while then go into his own world and activities, whether it is Mrs. Latham
teaching or I. Its been a struggle trying to get him to focus on lessons and do work assigned to
him.
Other than the way I may have delivered information from this lesson to the students, I
would change anything at all. The students were very cooperative and interactive which made
the lesson that much better. They felt safe and comfortable enough with me that they talked
about a subject most middle school students wouldnt want to talk about. I was blown away with
how much the students had to say and how eager they were to share. The reason why I say I
would change the way I delivered some of the information in this lesson is because I may have
worded the information in a way as if I was talking to a colleague instead of students which
mayve confused some of the students at times during the class discussions. I guess I got so
excited about the students participating in the discussion that I forgot who I was talking with for
a second and started rambling on with information as if they could properly understand me.
Lesson 4 Reflection:
This lesson went well since theyve been working on writing the entire semester. I didnt
have too many concerns with this lesson, especially since I had already done an ELA lesson with
the students. The students took the instructions for the writing process and went with it. Even
though we were using writing to write a book review, they didnt get scared and worried that
they didnt know what a book review was or how to write one. I guess since I explained it and
wrote one with them they saw it wasnt too different from the regular writings theyve been
doing so far. I didnt have to explain what I wanted from them in as much detail as I usually have
to because they had gotten used to the writing and what I was expecting from them. I was very
proud of them with this lesson and how they took to writing it right away.
There were a few students that needed an extra push or more help but it wasnt a
significant amount of students. The thought came across my mind to put them in pairs or groups
and letting them work on the review together but I didnt want to distract them from producing

the writing samples I knew they could, so I just let them work on it in their individual seats but
allowed them the option of quietly asking each other for help every once in a while. There was a
slight modification I made to the lesson when I was teaching it. I saw that my students were
working so hard and intently that for the last five minutes of class, I gave them a break and let
them play grade appropriate and approved games on the computer or that we had on the book
shelves in the class.
I learned from the first lesson to slow things down and let the students work and actually
get their thoughts together before putting them down on paper. I made sure not to rush through
this lesson just to make sure I covered everything like I did with the first writing lesson I did
with the students. I remember rushing through the first writing lesson I did with the students to
make sure I covered everything in the lesson before the bell rang to release them from class.
With this lesson, I slowed things down and covered as much information as I could before the
bell rung. I had decided whatever I didnt cover that day could be covered the next day.
Professional Goals:
Two professional goals I have for myself is to development better time management and
behavior management skills. Ive been struggling with my time management skills for the past
year and a half now and have yet to get a hold of it. Its started to get better but I have yet to find
a time management system that works for me. I always think my behavior management skills
could be improved because every year, I face a different set of kids with different age groups so I
need to be equipped with strategies thatll best help me control and manage my students. Ways
that I can help develop behavioral and time management skills are to always take in good advise
from experienced teachers as well as observe other teachers ways of managing their students and
keeping their behaviors under control. A way for me to develop better time management skills is
always keeping an agenda handy and accessible so that I know whats going on, when deadlines
are, when meetings will be held, etc.

Learning Environment
A. Classroom Manangement:
At the beginning of the school year when all students have just gotten into the classroom, they
will be instructed to have a set at their assigned desk/seats. In order to get to know the students
and they get to know me, I will conduct an ice breaker activity for us to do to ease the tension of
a new classroom, new teacher and new peers. I will do this every day for the first week of class
before switching to other activities to do the next week. This will be down so the students know I
care for them and that they can count on me and feel safe in my classroom whenever they dont
feel safe anywhere else. I want to build a strong rapport between the students and I as well as a
good classroom environment so that all students get along and are able to work together

peacefully and cooperatively. I would like for my students to be able to praise one another and
lift each other when someone needs lifting.
Behavioral Expectations:
All students will be expected to come into the class calmly and quietly. The students will have a
morning minute activity placed on their desk for them to do the first few minutes of class that
will assess information learned the previous day. If they dont have a morning minute activity on
their desk whenever they come in, they will be asked to sit patiently at their desk until
instructions are given to them. Whenever we are working and it isnt group work, class
discussions or interactive games I have for them, they will be instructed to work independently. I
will expect the students to work cooperatively together and all contribute to whatever work they
may be working on together. When transitioning between classes, going to the restrooms, lunch,
recess, etc., they will know and practice the school and classroom rules.
At all times, they will be expected to follow the school rules as well as class rules or be subject
to the consequences their actions or misconduct.
Consequences:
1.
2.
3.
4.
5.

Verbal warning
Student-Teacher Conference
Student-School Psyc, Counselor, Principal, etc. Conference
Student-Parent-Teacher conference
Referral

Intrinsic/Extrinsic Reinforcements:
The students will be on a point and token system in the classroom and after reaching a certain
amount of points agreed on by the students as well as myself, the students will receive a prize. I
will also be watching the students behavior throughout the weeks for Behavior (Caught You
Being Awesome) Certificates that Ive made that I will randomly give to students who behave
well, shows good character traits, helps out, and simply follow the rules and behave.
B. Non-Instructional Routines and Procedures
1. Beginning of class
Upon the beginning of class, I will greet each and every one of my students with a
warm smile and welcome them to the class. I will also direct them to a table that
will have the morning warm up activity on it so that they can preoccupied before
class officially starts
2. Ending of class
At the end of class and the school day, all students will clean their work
stations/areas and pack up all belongings. Before leaving the class to go home, we

will review everything weve gone over that day and if there is homework, that
will be discussed as well.
3. Distributing materials
When supplying students with their materials for the day, it will be done in a kind
and calmly way. Each student will get the same materials (unless otherwise noted)
so that no one feels more special than others and to avoid peer conflict within the
class.
4. Collecting materials and assignments
Collecting materials from students will flow smoothly and quickly. There will be
a station set up on a table in the classroom with labled basket that each student
will be expected to put their materials in. Assignments will be taken up by me
from every student while I thank them for completing the assignment I gave to
them and working so hard on it for me.
5. Assigning student helpers (if applicable)
If there is a need for student helpers, I will make it my duty to make sure every
child gets along with each other before allowing the, to work together and help
each other. Student helpers will be placed with students that demonstrate likecomplications so that they can collaborate and help one another out as much as
they can.
6. Routine tasks such as (pencil sharpening, bathroom, etc)
If students need to sharpen pencils or use the trashcan or anything of that nature,
they will be allowed to get up and do so at any time during class time so long as it
doesnt cause a disruption in the class. There will be scheduled times for the
entire class to take bathroom breaks so that no one will need to use it during
classroom instruction time.
In the case off school emergencies such as fire drills, and tornado drills, I will always keep an
emergency kit near the door so that if evacuation of the building must happen Ill have all
necessary/required items in one generalized bag in a designated area. Included in the bag will
always be an updated class roster so that I can know all the students Im accountable and
responsible for once were outside. If there are drills such as tornado drills where we are to stay
in the rooms I will also use the bag for that, keep the students in one generalized area and make
sure everyone thats supposed to be present are in my eye sight. If there are students walking the
hall, I will direct them to my room or the closet room they can make it to until the drill/hazard is
over.

Communication and Collaboration

A. Family Communication
At the beginning of the school year, there will be a letter to the parents sent home introducing
myself, stating how things will go for the school year and encouraging them to be a part of the
class whenever they will like, as long as there visits are preplanned between the two of us.
Throughout the school year, I will keep in touch with parents by the weekly newsletter, positive

phone calls, drop-bys, emailing and any other forms of communication the parents and I can
think of.
Dear Parents and/or Guardians,
Hi, hope you all enjoyed your summer and ready for another fun, productive school year. As a
new school year begins for your children, I would like to start it off by introducing myself. Im
Lavon Malachi, your childs teacher for Math and ELA. Im a first year teacher graduating from
Lander University with a Bachelors degree in Special Education and a minor in Dance. Im
looking forward to meeting you all and working with your wonderful children. To start the
school year off, each student will take home a newsletter describing the weeks events and what
you can expect from me for your students. I have read over each students file and learning
descriptions so Im well-adjusted to best fit your childs needs. I would like to invite you into the
classroom next Wednesday, August 13th anytime between 3:30pm and 5:00pm to talk and
discuss any concerns you may have or anything you would like to share that I should know about
your child as well as yourself that may help this school year go by smoothly and in the best
interest of your child. I look forward to hearing from you.
Feel free to contact me in regards to your child and the classroom anytime at
malachil@gwd50.org
Thanks,

Lavon Malachi
There is nothing we cant do and nothing we can conquer once we set our minds on it and work
towards it whole-heartedly
-Lavon Malachi

B. Communication/Collaboration with Colleagues

Upon entering a new school, I will introduce myself to all team members as well as email them
to establish a line of communication. As the school days progress, I will make it my duty to meet
every worker in the school so that I know who my entire is. Im horrible with names so it may
take me a while to really get to know everyone and put faces to names. In an effort to establish
good rapport with my colleagues, I will be kind, understanding and accepting of all information
they can give me thatll help me settle in and make the year run smoothly. I plan to be a part of
every team and school meeting I can make it to and be proactively engaged in the school and
classrooms. I will help out in any and every way I possibly can, whenever I can. I will have an
open door policy with my colleagues, to extend conversation outside of emailing, so that they
know they are welcomed in my classroom for assistance, guidance, a listening ear, or anything

else they may need from me that doesnt interrupt instructional time. If there are any positive
suggestion for change that I may have that affects the team, I will make sure Ive spoken to all
teams members before making the change.
To establish lines of communication between the school principals, counselors and others I will
stop by each office one day throughout the school week to introduce myself and let them know
who I am. I want nothing but a good strong line of communication between us because I may
need them for assistance one day and I would want them to be there to help me.
Dear Colleagues,
Hi, hope you all enjoyed the summer break and are ready for a fun-filled year with the students.
As the new school year begins, I would like to start it of by introducing myself since Im new to
the school/team. My name is Mr. Lavon Malachi. I am the new Special Education Resource
teacher for grades 2nd-5th. Im a recent graduate from Lander University, earning a Bachelors
degree in Special Education with an emphasis on Elementary Education and a minor in Dance. I
look forward to working with all of you this school year as well as meeting you all in the near
future. I will warn you though, Im not that great with names so bear with me these next few
weeks, as I may forget names here and there. Im a team player so if there is anything I may be
able to help out with please dont hesitate to stop by my room and ask. Im located on the green
hall in room 429 if you get a second to stop by every once in a while. My door is always open to
all of you. Once again, thanks for having me here and I look forward to meet you all and having
a very prosperous year.

Thanks,

Mr. Lavon Malachi

Special Education
Room 429
malachil@gwd50.org