PERSONAL TEACHING PORTFOLIO

DIANA AFANADOR.
 MANAGEMENT PLAN

RULES AND REGULATIONS

Rules and Regulations will be developed during the first class in a

class meeting. Nevertheless the ones that I need for the class to
function properly are:
• Listen when others are speaking.
• Avoid speaking to your classmates while an explanation
is given.
• Listen to the instructions given in class, they will not be
repeated.
• Evade bring toys, albums, marbles, etc. to the class.
• Be quiet when an explanation is given, unless the
teacher asks something of you, or you have raised your
hand and its your turn to speak.

ROUTINES FOR THE CLASS

• Get on time to class

• The correct way of entering the art classroom, no playing with
the materials, no playing with the stools.
• Their homework, if they have, should be picked up by one
member of the group and then left on top of the table near
the board.
• Always bring our own pencil case
• Enter the classroom in an orderly fashion.
• Sit down around the tables, if you can’t find a stool, go to the
next classroom and get one.
• In case of having the last hours of the day, the bags should be
ordered at the back of the room.
• When you see the teacher in front of the board that means
you have to be quiet and listen to the instructions for the
class.
• At the end of class, leave your work organized, and the
classroom clean. All materials should be organized and given
back to the teacher.

PARTICIPATING, OBTAINING HELP, BEHAVING WHEN WORK IS

COMPLETED.

• When you want to participate, raise your hand and speak

when it’s your turn.
• When finishing your work, hand in your work and all materials
used in class. If you finish before the end of class, you can
 draw on your “tiempo libre” notebook, or on a paper located
in a specific place of the classroom.
• When needing help: (after the explanations are given and we
are in classwork time)
o If it’s a question about the subject, ask 3 classmates
before you ask the teacher.
o Because we usually work in groups, ask your group for
the answers. If they don’t know the answer, or you
didn’t understand, then ask the teacher.
o If it’s related to materials:
 Pay attention when materials are handed out, you
must go at the proper time, not before or after.
 If you need more, ask the teacher before taking
them.
 If paint is spilt, don’t scream, don’t panic, go
outside, look for a cleaning lady and ask her for
the things you need to clean it up.

BEGINNING OF DAY OR CLASS PERIOD AND HOW TO REACH

CLOSURE.

 At the beginning of each class, greet the students at the

door, then each group should sit together, and avoid
playing with any objects that are in the classroom.
 In some cases, bellwork can be used, leaving them tasks
like writing down on a piece of paper what they remember
we did last class.
 In the board there will be a chart with good and bad points
for each group. After counting to three each group, by
turns raises their hands to get a point and after that they
should be quiet in order to start the class.
 After 5 min. of the start of the class, the list will be called to
see that everyone is there and if it’s the case, if someone is
late.
 To reach closure:
 If they finished their work, each group goes in front of the
class to show their work.
 Other groups give their opinion on the work of their
classmates.
 In some cases we do wordlists of the vocabulary we
learned in class.
 If they haven’t finished their work, then each person says
one or two things they learned in class.

WAYS OF ATTRACTING STUDENT ATTENTION

• Through routines, strategies and common agreements.

o For example:
 o Three knocks on the board with a marker, with small
intervals, by the third one, everyone should be looking
at the board and they should be quiet.
o Through points in the good and bad points chart.
o Through visual models of the class activities.
o Through the change of the tone of voice when
explaining.
o By involving students through questions and asking
them for the answers.
o Through visual aids, as the volume stoplight.

TRANSITIONS
• First, by modeling with the students, through role play.
• Letting them know what is expected of them when they finish
their work and there’s another activity after that.
o For example:
o You should finish at this time, after that all work should
be put (on a table..) then, each group should sit back in
their places, making sure that all materials are
organized and clean and that your place in the
classroom is clean.

SETTING CLEAR EXPECTATIONS FOR HOMEWORK.

 All homework should have a name on the right corner of the
work.
 It should always be handwritten and the student should do all
images. No prints will be accepted.
• In case of an investigation the following questions should be
answered:
o When?
o Why?
o Using what?
o What?

PHYSICAL ORGANIZATION OF CLASSROOM.

• The classroom is organized as a 3 sided rectangle, made up

by 3 big tables. The missing side of the rectangle is the part
where the board is. All stools are around it.

MANAGEMENT PLAN FOR DIFFERENT BEHAVIORS.

MIND WANDERING AND DAYDREAMING.

 Talk to the student and find out if he usually has this behavior
or if it’s only in my class.
  Help him focus by rubbing his back our shoulders.
 Making eye contact with him when explaining.
 Checking on him constantly during the class to make sure he’s
doing what is expected.
 Asking him about what he would like to have included in class
to help him focus better.
 Give him a chance to shine in class.
 Set goals and rewards for his tasks.
 Have patience.
 Make a contract.


REFUSING TO PARTICIPATE IN CLASS ACTIVITIES.

 Ask about the problem. Why he doesn’t want to participate.
 Don’t force him, but give him choices, alternatives.
 Find a way of interesting him in the subject at hand, maybe
work with a classmate during the class.
 Be clear about the expectations you have for the class. State
choices.
 Be clear about the results of all actions.
 Remain calm.
 Look out for small improvements in the behavior.

FAILURE TO COMPLETE CLASSROOM ASSIGNMENTS.

 If it’s because of lack of attention, then give extra time with

a penalty in grades, or ask him to finish it during recess
time.
 If it’s because the student usually needs more time to
finish any assignment:
o Give him extra time after class or at home to finish it.
o Adjust the work to his needs.
o Let him work with another student that could help
him.

FAILING TO BRING MATERIALS

 Contact the home, ask again or the materials.

 Give him something to work with and explain why it is
important to bring materials in order to accomplish the class
goals.

BEING UNDER THE INFLUENCE OF DEBILITATING DRUGS DURING

THE CLASS (FOR M.S. AND H.S.)

 Include him in group work, where other classmates can help

him during the activity.
  Pay special attention to him during class.
 Adjust the level of work to what he can develop during class.

BEING ABSENT OR TARDY

 Contact him afterwards to find out the cause. In case of illness

or that he stayed at home, then give him the information
about the work that is needed for him to catch up, without any
penalty.
 If he is absent, but without excuse, then give him the
information about the work that is needed for him to catch up,
with penalty in his grade.
 If tardy, check it in the list and in Sophia (school system). If
the situation repeats itself, then contact the parents.


CHEATING ON QUIZZES OR TESTS.

 Wait for him to finish the test or exam.

 Talk to him afterwards to find out the reason for his actions.
 Contact the group director and parents.
 Let him retake the quiz or exam with a penalty on the grades.
 Avoid pressuring the student.
 Use the “worried-concerned” approach. Reveal doubt and
disappointment at his behavior, not anger or condemnation.

STRATEGIES FOR EFFECTIVELY HANDLING ISOLATED INCIDENTS AS

WELL AS PATTERS OF DISRUPTIVE BEHAVIORS.

THE CLASS CLOWN

 Don’t ignore the student.

 Give it limits, you can enjoy it for a moment, but then finish it.
 If he stops it, give him special attention.
 In private conversations, use the “time and place” strategy.
 Respond with silence, when he is expecting attention through
his behaviour.
 Don’t answer with: anger, rejection, or sarcasm. Don’t try to
outwit the student.
 Isolate him from audience.
 Explain to the class that good humor is good when done in the
right time and place.
 Be patient.
  Give him appropriate spaces to shine.
 When loosing control of the class, because of laughter after
something he has done, just relax for a bit, join in, laugh, and
then urge the class to come back to the activity in hand. After
that if some of them don’t pay attention, be silent and serious.

THE DISRUPTER. Disruptive talking and Interrupting.

 Find out which are the needs of the student. Probably

attention and success.
 Don’t respond to inappropriate and immature behavior with
rejection.
 Provide him with responsibilities in which he is closely related
to me.
 Provide with positive experiences that will stop disruptive
behavior.
 Give him a space to shine because of good behavior.
 When talking with him, underline feelings. Don’t block
communication.
 Get the student to speak, ask for advice.
 Sit him next to my desk.
 Don’t reject the entire class because of the actions of this
student.
 Give him tasks that he can achieve, so that he feels that
success is something attainable, and thus looks for it through
his work.
 Reinforce a behavior that encourages asking for their turn to
speak. And ignoring others when talking out of turn.
 Talk to him privately after class, or before and question about
what a good behavior in class is, and what you want from him.

BEING DISCOURTEOUS

 Define what respect is with him.

 Ask about how he likes to be treated.
 Teach him what is the appropriate way of talking or relating to
others.
 Discuss with him the possible options when dealing with other
people.
 Role play with him different situations
 Teach by example
 When faced when an attitude that is discourteous ask him to
remember how to he is supposed to respond in a specific
situation and what the choices are, and their consequences.
 Don’t fight fire with fire.
  Try to answer with: What’s wrong?
 Keep the responsibility on him.
 Avoid public confrontation
 Be calm.
 Say “I don’t deserve that kind of treatment…etc.”
 Don’t engage with sarcastic comments.

FAILING TO CLEAN UP

 Ask how he likes to work. In what kind of place

 Explain what is expected of him.
 Show how he should leave the place where he has worked at.
 Make agreements with him.
 Evidence the positive things of working in a clean space.
 Pay special attention to him at the end of class. Ask him to
leave the place as you agreed to.
 Give him praise when doing a good job.

BULLYING

• Use the delay technique. Explain all consequences after some

time and before he gets to do what he has threatened to do.
• Be gentle rather than tough. Be respectful to him.
• Establish a one on one relationship with him, where he can
find someone to talk to about the things that are bothering
him.
• Praise him for appropriate behavior. And call that behavior
“strong”.
• Show that you care, respect and trust them.
• Discuss the problem with the parents.
• Don’t put the student on a position where he feels he must
prove something.

VANDALIZING

 React professionally, don’t take it personal.

 When asking about, or discussing the incident, don’t point
anyone out, ask about the situation itself.
 Talk to the parents about it.
 Make a plan with him that involves restitution, as well as
 short-term goals and school involvement.
 Talk about him, with him. Ask what the problem is.
 Help him find an activity that forces involvement with the
school
 Try to discover possible alternative causes for this behavior.
 Ask, why? And the consencuences.

WAYS OF MOTIVATING STUDENTS.

 Through group work, and points. Extrinsic motivation.

 Provide positive feedback.
 Build a quality relationship with them.
 Let them participate in class and show their work.
 Use different materials for them to use in class.
 Use modeling as a visual way of teaching
 Find out their interests and involve that in the lesson plan.
 Hold realistic expectations.
 Be enthusiastic.
 Reward success.
 Avoid the bummer words: no, can’t, wont, never, maybe, if.
 Stress the importance of goal setting.
 Give them a chance to contribute with something.
 Connect learning to real life.
 Take pictures of them.
 Make them feel like what they are doing or saying is relevant.
 Incorporate different learning styles
 Use rewards and Privilges.
 FOCUS: VISION+ATTITUDE+GOALS+ACTION
 Use strategies as: charts with good points, the rainbow,
popcorn party, etc.
 Offer choices.
 Avoid comparisons.
 Seek role models.
 Use peer models.
 Establish a sense of belonging.
 Adopt a supportive style.