Keifer Wollert

10/3/16
Topic Two
Ray
Classroom Management/State Laws
As I continue my time at Montrose High School, I am finding out just how much
emphasis I need to have as a teacher on classroom management. Every day I notice that
there are happenings that require teachers to manage the classroom, and it has got me
thinking about different techniques in which I will apply to my classroom. However,
there are certain techniques that allow students to respond positively to, but then again
there are the techniques that dont work so well and create a negative environment. While
being in class, I wanted to find out what the students felt were the best techniques to use,
as well as get some teacher examples that they feel work well for the students. I wanted
to first get the teachers point of view (considering that I am a teacher) to really get a
grasp of management styles to look for and incorporate into my own classroom.
I have to say that I am very privileged because one of the best teachers at
Montrose High School who incorporates multiple classroom management styles just so
happens to be one of my coordinating teachers, Mr. Scriffiny. Not only have I observed
his management style, but have actually gotten to have good conversations about the
techniques that he uses. One in particular that I really like and get to use in my own
classroom is what he calls SLANT. What this stands for is, Sit Up, Lean Forward,
Activate Thinking, Note Important Information, and Track the Speaker. This, to me, is an
excellent way to manage a classroom for more than just one reason. The first reason as to
why I like this management option is because it is simple and to the point. The simplicity
of it allows students to understand what is being asked of him or her, and really tells them

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what they should and shouldnt be doing. I noticed that this management option was
extremely effective when dealing with freshmen in particular. Being that they are new to
high school, they are still learning the ropes so to speak and havent quite grasped good
classroom management. Another reason as to why I like SLANT is because it is very easy
to refer back to when a student is being disruptive. As a teacher, all that I have to say to
that particular student is the word SLANT and they instantly know what I am referring to.
This is excellent because it fixes the problem without any confrontation, as well as being
quick. Another amazing teacher that I observed was Mr. Yanosky, who is in the science
department here at Montrose High School. Mr. Yanosky is a little more easy going than
Mr. Scriffiny, but has very good management techniques as well. One that he uses in
particular that stood out to me was his Above the Line management skill. This
management technique is simply gauging if students are above the disobedient line or
below it. He also has a poster in his room about Living Above the Line in which he often
refers to when students begin to act up. I love this example of classroom management
because, like Mr. Scriffinys example, it is short and to the point. I feel as though
management techniques such as these are the best to use as a teacher because not only do
they work, but are also easy for students to understand. Students in general are the main
priority at Montrose High School and what they have to say matters to me as a teacher.
So, with this in mind, I felt that it would be a good idea to see which management
techniques they prefer while in the classroom.
The first student that I talked to about management styles was a student named
Andru Aragon. He is a junior at the high school and is also a starter on the football team;
he was a great candidate to ask about his experience with management skills. To his

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credit, he actually liked the idea of SLANT and had Mr. Scriffiny as a freshman, so he
was very familiar with that management style. When asked how he liked it, he said that it
was a good technique to learn as a freshman, and thought that it had a positive impact on
the majority of the class. He also mentioned that because it was taught early in the fall
semester, that after a while it just became routine for the class and there were never any
major issues with classroom management. This was very positive and encouraging to
hear. Another student in which I asked about classroom management was a senior,
Herman Camacho. Herman is a very popular and well-liked student at the high school, so
I figured he would be a great interview candidate. When asked about which management
styles he liked, he simply said ones that arent extremely strict and are easy to follow. He
said that he hates when a teacher is over the top about how they manage their class, and
says that it ruins the environment and makes him not want to go to class as much. This
was a very blunt answer, but an answer that I was glad to hear because he laid it all out
there when talking about the management style that works best for him. I really liked the
fact that he said this because it reminded me about my first few classes taught and how I
approached the students and classroom management. Since I did not know of as many
tactics to use, I bluntly told the students that Ill respect you, if you respect me. I told
them that they are in high school now and are adults so it is time to act as so. However,
this sort of relates to a discipline plan as well. Because I gave them the option of acting
like an adult, it allows the students to make decisions on how they choose to act in the
classroom. Therefore, the students will know that they will face some sort of discipline if
they do not meet my management standards. Thinking back on it this may have been a
little stern but for the most part it has worked. There have been a few bumps in the road

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of course, but for the main part all has been well. For future classes though, I am excited
to try one of the aforementioned techniques in my class just to see how effective I can
make them. As well as classroom management, there are state laws and regulations in
which I have found out that I must follow while in the classroom.
State laws have a huge daily impact on all that I do in the classroom. Each day
there seems to be a new law/rule that I become aware of, which really is great to learn
because the more of these I know, the better that I can be as a teacher. In the classroom, I
must abide by all laws, and follow them well enough that I meet all of the regulations
asked of me. Along with laws about behavior in the classroom, there is also an impact on
curriculum and the planning of daily and unit lessons. State standards are standards in
which I take very seriously, and ones in which I target every day. Each time I sit down to
look at the curriculum and what I am going to teach, I make sure to look up and include
each standard in which I am touching on. By doing this, not only do I know exactly what
I am going to teach, but also I know which points are necessary and what the state is
asking me to teach. I continue to learn each day, and I feel as though learning new
policies allow me to be the best teacher possible, as well as hitting each and every point
in which I intend to.
Montrose High School itself is very interesting too because of the layout of its
demographics. Amazingly it is a school with 1,359 students 9-12, which leads up to a
20:1 student to teacher ratio. That is higher than the state average of 18:1. The student
body itself actually is only 34% minority (state average being 45%) and are mostly
Hispanic. It is very interesting to read the numbers because after being in the school, I
feel as though there is no separation between minorities and the majority. It is great to see

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mixed groups hanging out as well as competing together in athletics. As for athletics,
there is a football, soccer, baseball, softball, tennis, golf, swimming, and basketball team.
This is amazing to see because students have such a great opportunity to compete in
sports. I myself am lucky enough to be one of the assistant football coaches, and have
enjoyed every minute of getting to know the athletes, as well as how the community
responds to the team. Along with athletics, there is a special education program that does
a really amazing job at incorporating these great kids. They even provide multiple
PARAs to each student. A PARA being an adult that follows the students to each class
helping them with their studies. Montrose High School, in all, is a great place to be
located, and a place in which I feel students should feel extremely lucky to be learning at.
There seems to be almost endless opportunities for the students, as well as great
opportunities for teachers to better themselves and be involved with the students.