Notes to

Success
Miss Miranda
Wittrock
2016
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Table of Contents

Philosophy of Classroom Management 2

First Day(s) of School. 3-5

Prevention Strategies 6-11

Intervention Strategies.. 12-16

Family-School Relationships 17-18

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Conducting Classroom Management

"Mathematics is the music of reason." - James Joseph Sylvester

A typical symphony orchestra consists of different sections of instruments:

woodwinds, brass, percussion, and strings. The music they perfect for their concerts consist
of several different parts, all blending together in perfect harmony. Sometimes the
orchestra practices in sections in order to support one another and perfect a specific section.
Each song highlights the strengths of the orchestra as a whole and the concert displays the
unity of the orchestra. This is because the conductor works tirelessly to recognize the
strengths of each member, encourage each musician to improve and bloom in their ability,
and create a concert that gives each musician the opportunity to shine in their success!
The art of great classroom management is similar to the role a conductor plays in
an orchestra. A teacher must be in-tune with their students and be warm, but firm to
create a classroom tone that is engaging and fun, yet respectful and focused. This way
students can perform to the best of their ability. The only way this will occur is if the
teacher has a strong classroom management plan in place. Within this plan, the teacher
must have high expectations of their students and constantly encourage them to strive
towards these high expectations and the personal goals they set for themselves. Just as
rehearsals are often rigorous for an orchestra, practice of these expectations and procedures
may be rigorous for students. After some time, however, their hard work pays off and
they experience success.
It is important to introduce these expectations and procedures on the first day(s) of
school, so there is no misunderstanding of what is expected within the classroom
community throughout the school year. When expectations and procedures are introduced
in the beginning, they are easier to uphold and students will feel less controlled as the
school year proceeds. Less time will be spent on classroom management and more time
will be spent on engaging lesson plans, one of the most effective tools I have as a teacher.
For these reasons, I have included my first day(s) of school strategies, prevention plan,
and intervention plan that will be introduced during the first week of school. In addition, I
have included a parent/guardian letter and strategies on how to include parents and
guardians in their students learning process because students need support at home to
succeed academically. With my classroom management plan, students will be warmly
invited to engage with mathematical concepts in community with one another. They will
be challenged to take control of their competence through curiosity and gain a growing
respect for mathematics and those around them.
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First Day(s) of School

The first days of school are the most important days of the school
year. Students enter the classroom not knowing what to expect. First impressions are
made and the power to set the tone for the rest of the year is in the teachers hands.
Every teacher wants their classroom to run smoothly and without error. Achieving
such a goal may be daunting, but with successful first days of school it is possible!
Below are some ideas and procedures that I believe will help me have a successful
first day(s) of math class.

Physical Environment || Examining the Equation:

Post the eight mathematics Common Core standards in I statements
Cover the walls in funny and motivating math posters make the room come
to life!
Arrange the desks in groups of four to encourage group work and
collaboration
On the first day of class, assign each student a desk
Leave a few bulletin boards blank for students work and/or doodles
Welcoming Atmosphere || Adding to the Other Side of the Equation:
Greet every student at the door and shake their hand
Make name cards that students can decorate and write fun facts about
themselves on throughout the week like:
What is your name story?
If you could have any superpower, what would it be?
What is your favorite (appropriate) song?
Have students introduce themselves to the class and share a fun fact this
way everyone is known!
Play a fun, interactive get-to-know-you game
For example, action syllables: Susie has two syllables in her name. Susie
has to come up two moves for each syllable in her name. She then has
to share her moves with the class and the class has to repeat her moves
and while saying her name.
Respectful Tone || Reflexive Property (a = a):
Do not allow talking while I or another student is talking
Call students out who are talking when they should not be and remind
them to be respectful
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Call on students by name and encourage students to address each other using
names
Build personal relationships by inquiring about students lives
Do not be afraid to make a few jokes, be enthusiastic, and have fun!
Positive Tone for Learning || A Negative times a Negative is a Positive!:
Immediately rid students of any doubt of their math ability everyone is a
math person!
A lot of research has been conducted on this topic, so find a video or
plan an interactive activity to share this information with the class
Introduce students to the difference between a growth mindset and a fixed
mindset in order to encourage students to keep a positive attitude and open
mind in math class
Hold high standards and expect great work from students
Do not hold different standards for different students in the same class
(There can be different standards for different classes depending on the
class level)
Challenge students to persevere and keep trying never give up!
Classroom Policies || Completing the Square:
Respect one another in every way, shape, and form
Treat others the way you want to be treated (the golden rule)
Inform students that I expect hard work and want them to reach above and
beyond on all assignments
Explain the amount of homework that will be given
Communicate the consequences for not turning in homework on time
Go over grading policies towards the end of the first week of class
Communicate the consequences for misbehavior, especially for talking while it
is not permitted and being disrespectful
If students do not quiet down when asked, write a negative number on
the board and keep them for that many seconds after the bell rings
Do not allow students to be on their cell phones during class
However, sometimes cell phone use will be permitted for class activities
Do not allow students to wear inappropriate clothing or accessories such as
hats
Enforce the schools dress code
Essential Procedures || PEDMAS:
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Allow students to leave the classroom (for the bathroom, a water break, to go
to the nurse or office, etc.) by signing out on a clipboard by the classroom door
Require that students turn their homework in by placing it in the correct
periods tray
Have a sign posted above the trays directing students to turn in their
homework
Do not introduce every single procedure during the first week of school, expect
that they know the basic ones
At this point in their educational careers, students should be able to use
their common sense and everything they have learned prior to my
class to know what they should or should not do
For example, do not sharpen a pencil while the I or a student is
talking
Student Responsibilities || Commutative Property:
Through the use of my words and actions, kindly demand that students:
Turn in their homework on time
Be respectful of myself (the teacher) and others
Quiet down when asked
Work hard!
Consistently encourage students to ask questions in order to teach them to
inquire!
Student Engagement || Transitive Property of Equality:
Have students work in groups often
Plan interactive activities, do not always lecture
For example, instead of explaining the grading rubric, cut it up into
pieces and have student pairs reassemble it
Later on, explain its key points
Ask students thoughtful and meaningful questions, not just basic, procedural
questions
Answer students questions carefully and concisely
Demonstrate respect and expect the same in return
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Prevention Plan
All teachers desire to create a safe, respectful environment where
all their students can learn. With a prevention plan in place, this goal is attainable.
Prevention plans help students understand how their teachers run their classrooms
and what is expected of them. When teachers enter the classroom fully prepared
and with thoroughly thought out policies and procedures, they are able to instruct
their students and enforce their authority in a meaningful way. As time goes by, less
time is spent on classroom management and more time is spent on enriching lessons.
A functioning classroom environment, set up by an exemplary prevention plan, will
help students feel comfortable and succeed, fulfilling every teachers desire to create a
safe, respectful environment for their students to flourish in.

Classroom Policy
My classroom policy is Respect math. Respect others. This saying ecompasses
everything I want to promote within my classroom. It came to me when I was
thinking about the saying, Love God. Love others. I understand that some students
do not like math, but my hope is by the time they leave my classroom, they will
have recognized its importance in our daily lives and ultimately have a growing
respect for math. I also want my students to respect those around them and me, their
teacher. Everyone deserves to be treated with recognition and love. Therefore, the
result of adding my desire for my students to respect math and those around them is,
Respect math. Respect others. This policy will define my classroom and never
change.
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Classroom Procedures
There are three types of classroom procedures: class-running procedures,
lesson-running procedures, and interaction procedures. Class-running procedures are
non-academic procedures that create a foundation for an efficient and active
learning environment. Lesson-running procedures are procedures that support
instruction in the classroom. Interaction procedures are those procedures that inform
students when talking is and is not appropriate. Classroom procedures are important
because they are routines that enable class time to run smoothly.

Class-running Procedures:
Administrative Procedures:
Taking Attendance- In order for students to receive credit for daily
attendance, they must be seated in their assigned seat when the bell
rings. A seating chart is in place in order to help take attendance and
group students in ways that will help them succeed.
Procedures for Student Movement:
Entering the Room- Students will be greeted at the door every day
before entering the classroom. This way they feel welcomed and can
be instructed them on what to do once they are in their seats.
Leaving the Room- Whenever students need to leave the room in order
to go to the bathroom, go see the nurse, go to the office, etc. they are
required to sign out and take a hall pass. This way there is a record of
who leaves the classroom, when, and where they went.
Sharpening Pencils- If student needs to sharpen their pencil and there is
an electric sharpener in the classroom, they are only allowed to use it
when no one is talking. Students will not be allowed to sharpen their
pencils while the teacher or another student are talking. It is too
disruptive.
Housekeeping Procedures:
Cleaning Desks- Every Friday the last period of they day is required to
clean their desks off with a Clorox wipe. This way every desk gets
cleaned and one person does not have to clean 30+ desks on their own.

Lesson Running Procedures:

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Threshold- Students will be greeted at the door everyday with a

handshake or high five and a smile. Students will be reminded take a
seat and immediately get to work on their warm-up.
Opening Routine- Once students are in their seats and the bell has
rung, they are required to complete a warm up activity. They will not
have any time to mess around. They must get to work right away.
If Students Dont Understand- If students are stuck and need help, they
are require to ask those around them. If they still need help after asking
three classmates, they can ask the teacher. Students should use one
another as resources!
What to do?- If students have completed an assignment before the
class period is over, they should work on their homework assignment.
At no point should they have nothing to work on.
Homework- When students are required to turn in their homework,
they should place it in their periods respective turn-in tray. Students
are responsible for turning in their homework when it is due. No one is
going to collect it. However, a reminder will be given to turn in
homework the day it is due.
Missing Work- If students miss a class or need another
handout/worksheet because they lost theirs, they will be able to find
worksheets and handouts in the Missing Work folder which will be
next to the trays where they turn their homework in.
Late Work- If a student is unable to finish an assignment on time, it
will be accepted for half credit up to a week after it is assigned. After
that, the assignment will not be graded for credit.

Interaction Procedures:
When students attention is needed, there are four different, but
consistent signals that will be given to indicate that their attention is
needed. It is important that these signals are consistent, so students
instantly know their attention is needed. These signals are fun and
interactive! The four signals are:
Bell
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A bell will be rung and students will have until it is done

to finish up their conversations. No one is allowed to
speak after it is done ringing.
Clap Response
A pattern will be clapped and students are required to
clap back a specific rhythm. (Dance moves may occur.)
Lights Out
When the lights go out, students are required to freeze
and not move their mouth or body.
Countdown
When a countdown from 10 begins, students will have
until 1 is reached to quiet down.
Chant
I will start a chant and students will be required to finish
it.
This could be a school chant heard at sporting
events or lyrics from a popular, but appropriate
song.
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Effective Teacher Praise or Discourse

A teachers words have power! Teachers can use their words to create a
healthy, positive learning environment and give their students a sense of control,
competence, curiosity, challenge, and community. A teacher who uses a few key,
quality phrases will help intrinsically motivate their students. It is important to
recognize that the phrases a teacher uses can stick with their students throughout
their life.
When speaking to my students, I plan to be careful in the words and phrases
I use. I do not want to always be telling them what to do, how to do it, or simply
answering their questions. I want to ask them questions that will help us build a
strong teacher/student relationship and further their understanding of mathematical
concepts. Below are a few key phrases I plan to use in my classroom:
How can I help you?
It looks like you made a mistake. How can you fix it?
As your teacher, I open the door to learning about math. Now, you have the
opportunity to walk through it.
I am confident that you will succeed.
I love the way youre thinking.
Wow! I love how you approached this problem.
There is more than one way to answer a math problem. Answer these
questions using correct thinking, but in your own unique way.

Relieving Energy
School is challenging and every student needs a break in order to refresh their
mind and energy. Research shows students need a break every 5-10 minutes! Here
are a few ways I plan to implement breaks into my classroom:
Brain Breaks
These are interactive activities created by a high school math teacher.
Music
I plan to create a playlist of my students favorite (appropriate) songs
and play them from time to time in order to lighten the mood.
Story Time
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I plan to share short, entertaining stories from time-to-time. I will plan

these stories ahead of time, so I do not end up on a bunny trail in the
middle of class.
Hot Seat
During a short break, I may hot seat all of my students and ask them
a random, fun question in order to get to know them better. I will have
each student share their answer with the class.
Gratitude Circle
I would like my students to practice gratitude and I believe I can
implement it by utilizing a gratitude circle.
Roller Coaster
At my brothers high school, one of their traditions is the roller coaster.
Students will stay seated at their desks, strap themselves in, and ride
an imaginary rollercoaster while I direct which way the roller coaster
is going. This allows students to break out of their normal student
behavior and have some fun!
This or That
I will ask my class a this or that question and then they will have to
chose a side of the room depending on their answer to my question. For
example, Candy or chocolate? If you like candy better go to the right
side of the room. If you like chocolate go to the left side of the room.
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Intervention Plan
Step one: accept that my students behavior will never be perfect. Step
two: create an intervention plan so I can handle misbehavior while staying calm
and collected. My students behavior will always be unpredictable, but that does not
mean that my behavior has to be. With the help of my intervention plan, I will
know what to do and how to handle misbehavior in my classroom with grace and
consistency.

General Guidelines for Responding to Misbehavior

Dealing with misbehavior can be tricky, but if I stick to these general guidelines, it
will come more easily:
Stay calm- My students need to know that their behavior does not affect me
or my emotions. So, I must remain calm at all times.
Assume the best- I will assume the best of my students, so when they
misbehave and I call them out on it, they will not become defensive. If I
assume the best of them, they will be more willing to re-learn my high
expectations of them as I re-teach/re-frame my behavior expectations.
Preserve the students dignity- I will never draw attention to a students
misbehavior in front of the entire class. Instead, I will talk privately with a
student who is misbehaving or use a lightning quick public correction.
Preserve time on task- I will respond to misbehavior in a way that preserves
time on task and does not distract students from the task at hand.
Appropriately and consistently respond- If I am consistent in how I respond to
misbehavior and my students will be aware of how I respond; then they will
behave accordingly. I do not want them to overstep or push any of my
boundaries.

Appropriate Responses to Misbehavior

There are three types of misbehavior: minor, chronic, and more serious. Each type
elicits a different type of response. I have included specific examples of things I would
say/do in different situations.
Minor Misbehavior- Minor misbehaviors are usually small and not entirely
disruptive. This includes sharpening a pencil during while I am teaching,
talking while I am talking, goofing off, and so forth. With a quick, easy fix, I
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will most likely be able to correct these minor misbehaviors instantaneously.

Either ignoring the minor misbehavior, giving a verbal or nonverbal cue, or
narrating the positive behavior I see will encourage the misbehaving
student(s) to get back to task. Other ways to correct a minor misbehavior
include:
Using proximity
If a student is misbehaving, simply standing near the student
may correct their behavior. Proximity is more powerful than you
think!
Giving a private correction
If a student is acting out, simply approaching them and talking
to them privately may help the student correct their behavior.
The private aspect of this correction is important because I do
not want to draw attention to this student.
Giving a lightning quick public correction
If I noticed some students were not working on an assigned task
I may say to the whole class, I see some pencils not moving. Its
not okay to not try. Remember, mistakes are okay. We learn
from our mistakes. This way I am not singling students out.
Reframing the behavior to be positive
If a student is misbehaving, I will narrate the positive aspect of
their behavior and encourage them to channel the positive
aspect into their work ethic.
Chronic Misbehavior- Chronic misbehaviors tend to occur when students pick
up bad habits. This includes consistently not turning in homework or turning
in homework late, being tardy, being rude, refusing to participate and
complete work, and so forth. To correct chronic misbehavior, I will talk with
students privately and try to reframe their behavior in a positive way. Other
strategies I could use include:
Establishing a new routine
If I notice that students are having a hard time following one of
my policies or procedures, I may have to reconstruct it and
reteach it.
Narrating their positive behavior
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If I notice a student who misbehaves often do something

positive, I will be sure and give them verbal affirmation and
thank them for their cooperation/good attitude.
Using a problem solving process
If a student is constantly misbehaving, I would first try to figure
out what the students triggers are. I would then discuss the
students behavior with them in hopes to correct it. I may have
to set in place new guidelines for this student and/or offer them
extra help.
Helping them increase their awareness and responsibility for
misbehavior: self-monitoring, self-evaluation, behavioral contract
I have attached my behavioral contract at the end of this
document.
Giving a lightning quick public correction
If a student is talking while I am talking, simply calling out
their name will help them get back on task.
More Serious Misbehavior- When students go beyond misbehaving in a
minor or chronic way, I must intervene instantly and appropriately. More
serious misbehaviors usually need to be addressed verbally and in the
moment. More serious behaviors include: fighting, use of profanity, saying to
me: I hate you, arguing with me or another student, and so forth. To correct
more serious misbehavior, I will give a lightning public correction, talk
privately with the student, give an appropriate and logical consequence that
I have thought through ahead of time, and re-establish a positive relationship
with my student.

General Consequences of Misbehavior

All misbehavior elicits a consequence. If I have three general consequences for
misbehavior, I will know how to respond appropriately when misbehavior occurs:
Move seats: If a student consistently misbehaves, it may be due to his/her
surroundings. Moving a misbehaving student to a lone table or closer to me
may counteract their misbehavior.
Private discussion: Discussing with a students misbehavior one-on-one
with them will give me a better insight into what is going on with the
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student. It will also give me the opportunity to either reteach my behavior

expectations and/or re-frame their behavior.
Contact parents: If a students behavior is consistently bad, contacting their
parents could help correct the students misbehavior. The discipline of a parent
is a powerful tool I can use if a students misbehavior is consistently disrupting
class.
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Behavior Contract
Handing a student a behavior contract is an easy way to tell my
student that their behavior is unacceptable in my classroom. It gives my student the
opportunity to self reflect and offers me an opportunity to understand the perspective
of my misbehaving student.

Why did I ask you to fill out this behavior contract?

Why are you choosing to behavior the way you are behaving?

How do you plan to correct your behavior?

I am on your team. How can we, as a team, resolve this?

Thanks for answering honestly! Please come talk to me when you are done filling
this out.

Student Signature: _________________________ Date: _____________

Teacher Signature: _________________________ Date: _____________
Teacher Comments:

Parent Signature: __________________________ Date: _____________

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Family-School Relationships
Every student needs the support of both their teacher and
parent(s)/guardian(s). That way there is support at school and at home. When a
students teacher and parent(s)/guardian(s) join forces, a strong partnership is
formed. This partnership creates a safe environment for a student to flourish, in both
the classroom and at home. Ultimately, this furthers a students academic success.

Strategies for Family-School Communication:

New Unit Newsletter/Email: I plan to send out a newsletter (hard copy or
email) at the start of every unit. This way parent(s)/guardian(s) can stay
up-to-date with what content their students are learning and be aware of
any major class assignments/projects coming up in the new unit.

Class Website: I plan to have a class website that both students and
parent(s)/guardian(s) can access to stay up-to-date with class happenings
and extra online resources that will help further students understanding of
class topics.

Parent/Student Online Information System: Almost every school district uses

an online information system that both students and parent(s)/guardian(s)
can access to check assignments and grades. I plan to keep this system
updated at all times.

Personal Phone Calls/Emails: Once a week, I plan to make a phone call home
or send an email to a students parent(s)/guardian(s) who is excelling. I will
congratulate and inform them of their students accomplishments and
encourage them in their success.

Parent Feedback Form: Along with the letter of introduction to

parent(s)/guardian(s) I have attached that will help the
parent(s)/guardian(s) of my students get to know me better and build a
parent/teacher relationship, I will include a parent/guardian feedback form
that will allow parent(s)/guardian(s) an opportunity to express to me their
needs and desires for their student.
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Dear Parents and Guardians,

Welcome to a new school year and a new year of
mathematics! I am excited to guide your teen through the year
as we study (insert class focus here)! As we navigate through
several different mathematical concepts this year, my hope is
that your teen leaves my classroom with a growing respect for
math. I want them to recognize the importance of mathematics and how it applies to their
everyday life. Throughout the school year, I will warmly invite them to engage with
mathematical concepts in community with one another. They will be challenged to take
control of their competence through curiosity and a growing respect of mathematics and
for those around them.
Originally from Orange County, I moved to Santa Barbara to attend Westmont
College. I graduated in three years with a degree in mathematics and a minor in dance.
During my fourth year at Westmont, I earned my secondary teaching credential. I have
always loved mathematics and working with teens, so I knew a career as a mathematics
teacher would suit me well. This decision has been confirmed multiple times through
different experiences: tutoring students privately, working in a math tutoring center over
the summers, and student teaching in both junior high and high school. Teaching
mathematics brings me indescribable joy!
Thank you for entrusting me with your teen and I hope that we will be able to
work together so your son/daughter has the best experience they can in my classroom.
Please continue to encourage your teen in their mathematics ability. Albert Einstein said it
best, "Do not worry too much about your difficulties in mathematics, I can assure you
that mine are still greater." Here at (school name), we
value your involvement in your teens education and
we encourage you to communicate with us. If you ever
have any questions please feel free to email or call me. I
look forward to speaking with you soon!

Thank you,

Miss Miranda Wittrock

Email:
School Phone:
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