Table of Contents

Management Philosophy
Behavioral Case Study
Letter of Introduction to Parents
Welcome Letter to Students
Developmental Stages Outline
Classroom Procedures

Management Philosophy

The reason I want to teach is to help my students become their best selves so

they can be successful academically and in life. In order for my students to succeed
there needs to be an effective management plan in place. Students need to know
what is expected of them, and they must feel safe within the classroom. By
establishing a plan with clear expectations students will know what is expected.

If teaching is to be accomplished in the classroom there needs to be an

effective classroom management plan. In my classroom there will be clear rules and
procedures in place. I will teach and implement my classroom procedures starting
on the very first day of school. This will set the tone for the rest of the school year.
When students understand what I expect from them and when they realize I mean
business, learning will take place.
It is vital to be consistent in implementing the classroom rules and
procedures. At the beginning of the school year, I know students will test the waters
to see what they can get away with. I will show my students that I am always
consistent. They will quickly learn what I expect of them academically and
behaviorally. Also, they will be aware of positive and/or negative consequences
regarding their behavior that will align with the classroom rules and management
plan.

In order for students to thrive in any learning environment they need to feel

safe in all aspects of their lives. This includes physical, emotional, and psychological
safety. I will create a classroom with a safe environment by following classroom
procedures and by teaching everyone to accept one another. One way I will
promote security is by making the classroom a zone where mistakes are okay and
even encouraged. This will help my students realize they can learn and grow from
their mistakes. When all students feel this sense of safety that our classroom will
create, a strong classroom community will emerge along with a high-quality
learning environment.

Behavioral Case Study

Before I begin writing this behavioral case study I just want to express that

my practicum class is very well behaved and the student I have chosen to write
about has some small issues he can work on but most of the time he is respectful
and follows directions. For this Behavioral case study I will refer to the student I
have chosen as Billy, which is not the real name of the student.

Billy is a bright boy who enjoys interacting with his classmates, but this can

cause disruption in the classroom as well. Billy likes to make sure that all of his
opinions and comments are heard by everyone, even if the teacher tells him that the
class is moving on and that he can share his comment at a later time. Because Billy is
bright he often finishes faster than most of his peers. When he finishes early I have
seen him commonly turn to someone close by to him and look at their paper and say
something like this is so easy I cant believe your not done, oh this was so easy. I
have seen how this impacts other students and it is an unhealthy behavior. One of
the girls that sits next to him is behind because she switched schools recently and is
trying to catch up. I have seen that Billys comments hurt her. Billy can also have a
short attention span and this causes the teacher to give reminders to keep him on
task. If Billy thinks he can get a reaction out of someone he will continue the
behavior even if it is inappropriate. Billy is a follower and there is another student
that he likes to try to impress so he will like him. I once asked Billy to not throw
himself on the ground and act like he was in a video game; the classroom is not the
place to do this. After I said this he acknowledged me and I thought that was the end
of it. As soon as I turned my back I saw out of the corner of my eye him jumping to

the ground again as he looked to the classmate he was trying to impress. The
classmate smiled and acknowledged what Billy was doing but as soon as I looked at
him he acted like he didnt see the behavior and went to his seat. I then took Billy
aside and explained that I already gave him a warning and told him why that was
unsafe for him and his classmates. I said that he couldnt act like that in the
classroom. I asked him to give me a quarter cat coin (their classroom currency) and
told him that I know he can behave and I expect to see that the rest of the day. For
the rest of that day he was respectful toward his classmates and me. I have had a
couple incidents where I have had to remind Billy of the classroom procedures after
he has failed to listen. I have noticed a pattern that every time I do remind him that
he wont look at me in the eyes and tries to avoid me. When I notice this I try to find
a small window of time and work on some rapport with him so I know he is ok.
Another thing I have seen that Billy does is that he calls out the teacher as well as
my dyad partner and I. This usually happens when there is some type of technology
glitch where something is not working right. I have two examples of this. One
happened when I was in the middle of teaching a math lesson and the ipad was not
working correctly, Billy said to me Mr. Terry dont they teach you about technology
at Dixie State University? Although I think it was a heartfelt question I noticed
something after I saw him call out the classroom teacher is a similar matter. The
smart board was having problems and the pen wouldnt work on the smart board.
Billy speaks up and says things like Is the smart board synced with the computer
or You have to use the other smart pen. Neither of these worked and even though
I think (like I felt in my situation as well) that he made these comments to help, I

also think he is trying to show the class how smart he is as well. One last example is
that whenever there is a class competition Billy is very competitive, and will make
excuses if he not in the lead or express that he is at least in second or third place. At
length I think Billys behavior, in my opinion exist, so that others know that he is
present in the class, smart, and wants to be recognized.

I think that the classroom teacher does a great job in working with Billy and

keeps him in check. Recently the teacher rearranged the seating chart and whether
or not it was intentional, Billy sits by people that can handle Billys occasional
outburst. When the teacher hears put downs or anything that could hurt anyone
whether it be emotional or physical she puts an end to it, and always finds a time to
explain why the behavior is not acceptable in a loving way. Instead of calling Billy
out for not raising his hand to comment, the teacher reminds the whole class by
saying something like Oh, remember I only call on students that have their hand
up. The teacher also has fast finisher worksheets, but Billy can also read silently
like the rest of the class. If he finishes early, the teacher just reminds him of his
options more frequently than others. When he is reminded he tends to work how he
should. If anything even resembles bullying the teacher treats Billy as everyone else
and addresses the problem as soon as it is known about. Other than those specific
situations the teachers procedures usually keep Billy in check. I dont believe there
is a behavioral plan in place or that any other services are being provided. As I
disclosed in the beginning, most of Billys behaviors are considered normal for a
second grader and the classroom management and procedures make the difference
in helping Billy behave.

As I have thought about why Billy acts out sometimes I have had these

thoughts. Does he have low self-esteem? Billy is bigger than most everyone else in
his class; do others bully him so this is how he reacts? Is it emotional? As I asked
these questioned I asked the teacher about Billy and why he acts out sometimes.
The biggest thing that shed light on this situation was understanding that Billy
skipped a grade and that he is one year younger that everyone else. The teacher
then explained that because he is younger his maturity level isnt up with the rest of
the classes that are older than him. I never would have known this by looking at him
because he is one of the biggest students in his class. The teacher also expressed that
Billys parents recently divorced. When I found this out I understood why he would
fight for attention. If he is not getting it at home he needs to get it from school. Just
knowing those two things about Billys personal life help me understand why Billy
acts the way he does sometimes. I dont think that Billys behavior is impacting his
learning; the class seems to treat him like everyone else and accepts Billy. I think if
anything, the only thing that may have negative consequences is his self-esteem.

What have I learned from this Behavioral case study? The biggest thing that I

learned from this is that it is important to know each students family life so you can
better understand where each student is coming from. I think I can implement
writing the letters to the parents and students to help me accomplish this. In the
letter I can add a small survey type paper that the parents can have the students
bring back to class. I know it will help me better know each student. Another big
thing I have learned from this assignment is how important classroom management
and procedures are. I honestly think the reason it was so hard to choose a student to

write about at first was because everyone is so well behaved. I attribute the attitude
and behavior of the students to the teachers classroom management. Because of the
way she runs her class, each student knows what is expected and respects the
classroom environment. Another thing that I will implement in my classroom is
proximity control. I noticed that a lot of time if I just walked behind Billy he would
get back on task because he knew I was there. I learned that there are so many
things a teacher needs to be aware of like seating arrangements, the temperaments
and personalities of each student, and knowing how all of the small things teachers
can do to make a safe place to learn.

26 March 2015
Parent/ Guardians,

I would like to welcome you and your child to 4th grade! My name is Trevor
Terry and I am excited to be your childs teacher this year! We have a fun,
exciting and busy school year ahead! I am looking forward to getting to
know you and your child this upcoming year. I know we will all have a very
productive school year.

I am very excited to have your child in my class and I take the responsibility
of teaching him/her very seriously. In order for your child to be as
successful as possible, I will need your help. Your child may need help
studying for a math test, spelling test, or completing a variety of
homework, with your support we can make a huge difference in your
childs achievement. I will keep you updated, via email, on the work your
child will be completing in the classroom and any special events for the
school or our class.

No one knows your child better than you do! If you have any concerns,
questions, a desire to volunteer, or if you need to schedule a conference
please feel free to contact me, I always enjoy hearing from parents. My
email address is tterry11@dmail.dixie.edu or I may be contacted by phone
through the school at (435)705-4215. I know with your support and
enthusiasm we will have a fantastic school year!

Thank you in advance,


Mr.Terry

Dear ____________________,

Welcome to 2nd grade! I am very excited
to be your teacher! We are going to have
a wonderful school year. It will be full of
fun and learning. We will learn to count
money, tell time and more about writing
and reading.

Our class will learn to respect one
another. We will take exciting field trips
and learn a lot of new things. I cant wait
to get to know you better.
Sincerely,


Mr. Terry


Developmental stages outline for 2nd graders

Physical development

1. Learning to use small/fine muscles in their bodies.
2. Tend to have long arms and legs that may make them look awkward.
3. May not always want to rest even though they are tired.
4. Permanent teeth start developing.
5. Can write their own names.
6. Start to become coordinated in physical activities.
7. Have an easier time focusing on small close up things rather than far away
things.
8. Often have aches, pains, and injuries (real and imagined).
9. They are able to tie their own shoes.
10. Enjoys testing his or hers own strengths and skills.

Intellectual development

1. Begin to reason logically and organize thoughts coherently.
2. Thinking is done about actual objects; tend to have difficulty thinking
abstractly.
3. May reverse printed letters (b/d).
4. Like to collect, organize, and sort things.
5. Strives to do things correctly.
6. Still may show signs of egocentrism.
7. Speaking and listening vocabulary increase at a rapid pace.
8. Want to be perfect, which may cause them to erase and redo a lot of things.
9. Need closure, feels accomplished by finishing things.
10. Enjoy hands-on tasks, but can wilt under time pressure.
11. Needs frequent check-ins with the teacher.

Psychological/emotional development

1. Tend to be touchy; may say or think, Nobody likes me.
2. Sensitive to adult evaluation.
3. Compares self to others, can be self-critical.
4. View things as right or wrong with very little middle ground.
5. Seeks sense of security in things like groups and clubs.
6. Often have a best friend and/or enemy.
7. Wants accomplishments to be recognized.
8. Enjoy caring for and playing with younger children.
9. Tend to emotions such as being serious, moody, or shy.
10. Show interest in rules and rituals.
11. Start to have sense of humor, enjoy jokes.

Works Cited

Knowing second graders. (n.d.). Retrieved January 26, 2015, from
https://www.responsiveclassroom.org/sites/default/files/et2intro.pdf


Developmental characteristics of second graders. (n.d.). Retrieved from
http://www.glendale.k12.wi.us/2_char.aspx

Wingler, K., & Pratt, A. (n.d.). Developmental study second grade. Retrieved from
http://www.ltl.appstate.edu/436/student/grlevcase/grade2developmentals
tudy.html

How we start the Day

1. Enter classroom quietly.

2. Put your backpacks in your personal lockers.

3. Turn your homework in.
4. Start doing your bell work.
5. When finished silent read your personal book
until we go over bell work.

Hall Behavior

1. Line up and stay in a single file line.
2. Keep hands and feet to yourself.
3. Walk quietly and do not disrupt other
classes.

Homework Procedures

Homework must be completed
neatly.

Take out returned homework in
your folder.

Place completed homework in
your folder.

If you finish early

Hand in your work.
Do not disturb your neighbors.
Pick a file folder to work on or
silently read your library book.

What to do when you are tardy

1. Come in quietly and quickly put your things
away.
2. Sit down and ask your shoulder partner what the
class is working on.
3. Join the class and start working.
4. Before first recess talk to me to see if you missed
anything.

Lining Up

Get into alphabetical order and
stand in a straight line.

Keep your hands and feet to self.

The student of the week will
open the door for entire class.

Remain silent until all of the
class get to where they are going.


If you need help:

1. Turn your help card to the red

side.

2. Sit quietly in your seat and do not
disturb your neighbors as you wait for
the teacher.


Checking Out Early:

1. When you know you will be checking out early

let the teacher know.

2. Before you leave clean up your area.

3. Talk to the teacher to see what you will be
missing the rest of the day and get your
homework to take home.

4. Leave quietly and do not disturb the class.

Bathroom Procedures:

1. Check To see if one of the two bathrooms

passes are available.

2. If there is a bathroom pass, place it on your
desk.

3. When youre done with the bathroom place the
pass back on the hook.