TEL 311 | Fall 2015

Table of Contents
Self Introduction2
Classroom Layout..3-5
Classroom Procedures
Beginning of Class..6
Ending of Class...6
Transitions....6-7
Collecting Homework.7
Handing Back Homework...7
Material Distribution...7
Student Absences.7-8
Late Work8
Grading Policy.8
Parent Communication.8-9
Consideration for Diverse Learners9
Rules and Consequences.10
Outro11

Self Introduction
My name is Karson Shipp and I am a first term student in the Mary Lou Fulton Teachers
College. I have an Associates of Arts (AA) from Paradise Valley Community College and am
currently pursuing a Bachelor of Arts Degree in Secondary Education (History).
To be perfectly frank, I was a terrible student in high school. I was unmotivated, lazy, and
rarely completed homework. Despite having good test scores, I squandered any and all
opportunities given to me. My desire to teach comes from that background. It pains me to reflect
on my choices in high school, and it pains me to think of the thousands of other students just like
me wasting their time. I wish to reach out to these students and motivate them to put forth their
best effort and recognize the value of learning and education. Not only that, but also the value of
self-betterment. We can always strive to be better people and education is one of the most
effective outlets to do so.
Based on the research of Madeline Hunter, Dr. Fred Jones and Dr. Harry Wong, I believe
that everyone is capable of learning. While some may progress at different rates than other, and
some may have difficulties others may not, everyone has that innate ability to learn. Whether you
come from rags or riches, from black or white, education is a static gift. It holds the same value
no matter your background. No student should be excluded from learning, no matter the reason.

Front of Room

Legend:
Teacher Desks
Material Cabinets

Computer
Station
Television

Bookshelves

SmartBoard

Homework Station

Screen

Overhead Projector
(stowed & deployed)
Teachers locked
cabinet
Filing Cabinets

Extra Table

White Boards
Student Tables (4
Desks/table)

Door
Document
Camera
Bulletin Board
Trash Cans

Mounted Projector

Classroom Layout
Based on the research of Fred Jones, I decided on a variation of the interior loop for my
classroom arrangement. The justifications for placement is as follows:

Teacher desk: The teachers desk is placed in the front right corner, allowing the teacher
to see the faces of all students from the front. It is in the corner because it allows for
greater freedom of movement in the classroom and increases proximity to the students

when teaching from the front.

Material cabinets: The material cabinets is placed conveniently near the door. As they
enter the room, the students will be able to conveniently turn in their homework and pick
up any needed materials. Should they forget to pick it up on their way in, the cabinet is

placed at the end of one of the ears of the interior loop, making it easier to access.
Bookshelves: The bookshelves are placed against the walls in the corner where they do

not distract from any of the whiteboards or SMART board.

Homework station: The homework station is placed right next to the door to allow the

students to drop their homework off as they enter the room.

Teachers locked cabinet: The locked cabinet is placed next to the teachers desk, in the

corner, where only the teacher will have access to it.

Filing cabinets: Similar to the locked cabinet, the filing cabinets are placed behind the

teachers desk for easy filing and file retrieval.

White boards: The white boards are placed at the front and left wall of the room. There
are two on either side of the SMART board to supplement what is projected on the
SMART board. The boards on the left wall are used for the agenda and schedule as well
as assignments. These are on the left side and not the front to minimize distraction and

eye clutter.
Student desks: The student desks are place into a variation of the interior loop formation.
The teacher has easy access to every single desk via wide walkways between each
grouping of desks (four per group). The interior loop also allows for quick group
formation as the desks are already grouped together. Every grouping can see the board

from the way they are situated.

Mounted projector: The mounted projector is placed where it can project evenly across
the SMART board.

Trash cans: There are three trash cans. One by the door for when students enter and exit;
one by the teachers desk for the teacher and the student desks nearest the teacher; and
one on the left side of the room for quick access by the students that are not near the

teachers desk or the door.

Bulletin boards: The bulletin boards are placed near the door so that the students will be
able to see any relevant information on their way out of the classroom. This will ensure

the students remember any information posted as it will be the last thing they see.
Computer station: There is one computer station sitting on the teachers desk. This is used

for attendance, grade input, projector connection, etc.

Overhead projector: The overhead projector will be used in case of SMART board
technical difficulties. It is placed in the back of the room to be used on the screen. Due to
the situation of the student desks, they will all be able to see the screen as easily as the

SMART board.
Document camera: The document camera is on the teachers desk, allowing the teacher to
switch quickly between what is on the computer screen and what will be displayed on the

document camera.
Television: The television is placed in the front-left corner of the room so that every

student can see it evenly for announcements.

SMART board: The SMART board is placed directly in the front of the room, allowing

for maximum visibility.

Large table: The large table is near the front of the room where it does not block
pathways or clutter. It will be used for students who may use a wheelchair.

Classroom Procedures
Beginning class:

Teacher will greet students at the door, catching any rule violations like dress code, food

or drink, electronic devices, and hats.

Students will take any materials (worksheets, colored pencils, books, etc.) from the table

by the door as they enter the room.

Students will deposit the previous nights homework into their homework folder also

located by the door.

Students will take their seats according to the assigned seating chart, making sure to keep

backpacks and bags underneath their chair and out of the aisles.
Students will look to the SMART Board where the bell ringer will be already be

displayed.
As soon as the bell rings, students are expected to begin the bell ringer. This should take

no more than five minutes.

The teacher will take attendance during these five minutes.
When the time is up, the teacher will call on three students using name sticks to share
their response to the bell ringer.

Ending class:

When the end of class approaches (~ five minutes left), the teacher will instruct students

to pack up their belongings, except for a half sheet of paper and a writing utensil.
The closure will be displayed on the SMART Board, and the students will have until the

bell to complete the bell work.

The teacher will dismiss the students at the bell and then wait at the door, saying goodbye

to the students and collecting their closure work at the door.

The students will return any materials to the table next to the door on their way out.

Transitions between activities:

The teacher will provide instructions for in-class work before work begins. Instructions

will also be displayed on the SMART Board for students with auditory troubles.
The teacher will use an auditory signal that is taught to students in the first week of
school: Pencils down, eyes up. Students will stop whatever it is they are doing and

provide their full attention to the teacher.

An egg timer will be utilized to limit activity completion time and transition time.
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Should any student finish early, they will sit quietly in their seats until the rest of the class

completes the activity. They may read or assist other students at their tables.
If a student completes work early because of a lack of challenge, additional, more
challenging work will be given to the student to occupy their time until the end of the
activity.

Collecting homework:

Homework will be turned into a homework folder near the door as the students enter the
room at the beginning of class.

Handing back work:

The teacher will call out the names of students whose work is to be handed back. This

minimizes students peeking at another students grade.

The students will walk over to the teacher to collect their graded work.
The teacher will discuss with the student privately their grade and explain any feedback
or marks given on the assignment.

Handing out materials for the lesson:

The students will pick up any materials from the table near the door as they enter the

room at the beginning of class.

Textbooks will be located in the basket under each students chair.
Should any materials be needed midway through the lesson, one student at each table is
designated to collect those materials for the entire table. Two tables will collect materials
at a time.

Student absences:

Upon any student absence, the teacher will email the parent or guardian of that student.
The email will simply notify the parent/guardian that their student is missing without

inquiring the reason why.

The teacher will place any missed materials, worksheets, or homework (with the students

name labeled) into an absent folder near the door for retrieval upon returning to class.
Make-up work is allowed two days per day of absence to complete.
Should the student be absent for an entire activity that spans the length of several days in
class, the student must see the teacher either before school, after school, or during lunch
to receive assistance in completing the activity.
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Late work:

If a student does not have an assignment ready to turn in by the beginning of the class
period on the day it is due, but is turned in by the end of the day, it will receive a 10%
reduction. One day after the due date it increases to 20%. Two days after the due date it

increases to 50%.
Late work will not be accepted more than two days late.
Students can notify the teacher of any extenuating circumstances preventing the
completion of late work within the allotted time. The teacher will allow an extension
based on the severity of these circumstances.

Grading and recording student work:

Grading for assignments will be done by the next day of class. Multi-day projects and

essays are not included.

Multi-day projects and essays will be graded within one week.
Grades will be recorded in the teachers physical gradebook which will then be

transferred into the schools online grading portal.

Detailed feedback will be given on all assignmentsespecially on projects and essays.
Students will have the opportunity to bring up any questions or concerns when they are

called up to receive their graded work.

The teacher will discuss with the student the grade they receive as well as any notes or

feedback given when the student retrieves their graded work after being called.
The teacher will be available before school, after school, and during lunch to discuss any
assignments whether they are in-progress or graded.

Communicating with parents:

Any emails received from a parent/guardian will be replied to on the same day they are

received.
Communication to parents will be done primarily by email. If email is not available,
phone calls will be made to parents/guardians. Should phone calls be insufficient or
unavailable, meetings will be scheduled with the parent/guardian.

Consideration of diverse learners:

Classroom procedures will structure the classroom environment.

Dr. Harry Wong and Dr. Richard Lavoie will be at the core of all classroom procedures.

Students will be informed and taught the procedures heavily during the first week of

class, and then repeated intermittently over the course of the year.
Procedures will also be provided in classroom syllabus to both the parents and students.
Should procedures break down, procedures will be re-taught.
According to the work of Dr. Richard Lovie, reinforcing procedures requires patience.

Procedures are not punishable.

Procedures will be posted on the bulletin boards nearest the door.
IEPs and 504 plans will be followed and students with these will receive any and all
accommodations required.

Rules and Consequences

Based on my personal philosophy that all students have an innate ability to learn despite
disparate backgrounds, as well as on the research of Dr. Harry Wong and Dr. Richard Lavoie,
five rules will be implemented in the classroom. These rules will be taught immediately at the
start of school, and retaught and reinforced periodically to keep it fresh in the students minds.
Rules and consequences will be posted on the bulletin boards nearest the door as well as in the
syllabus provided to both parents and students. These rules and consequences will provide a
structured and safe environment for all students, including students with special needs or other
accommodations.
The five rules are as follows:
1. Only one person talks at a time.
2. Stay in your assigned seat unless otherwise instructed.
3. Appropriate language used at all times.
4. Only the teacher dismisses the class.
5. All questions asked will be treated with respect.
Consequences will follow due process and be enforceable adherent to school, district, and
student handbook policies. Consequences will be enforced consistently, though with special
regard to students with special accommodations, IEPs, or 504 plans if necessary.
Consequences are as follows:

First Offense: Warning/Private conference with student

Second Offense: Lunch detention

Third Offense: Call home

Fourth Offense: Administrative referral

*The teacher reserves the right to skip steps based upon the severity of the violation.

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Outro
Much of this classroom management plan has been designed around creating a safe
environment to encourage healthy adolescent cognitive development and to establish a solid and
structured foundation for intellectual development. Considerations and accommodations are
given to make this environment inclusive of diverse learners. Again, I firmly believe that no
student should be excluded from this type of learning environment, no matter what their
cognitive or physical predisposition might be. Though some students may progress at rates
different than those of their peers, they still have the ability to attain the same end result. Thus,
the interior loop classroom layout, the classroom procedures, and the rules and procedures are
designed to reflect this belief. The interior loop allows for all students to have an equal view of
the classroom and equal proximity to the teacher at all times. The classroom procedures give
plenty of accommodations for the diverse learner. The rules are written specifically and
positively, and encourage a safe and respectful learning environment. The consequences are
simple, follow due process, and are able to be consistently enforced without confusion. I believe
that this classroom management plan is ideal for creating a healthy and inclusive learning
environment while also giving the teacher the means to manage behavior as easily as possible.

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