1.

Student Desk Arrangement

For lecture/demonstrations

Setting up the student desks in pods of five (could be six or more, depending on class size), facilitates group discussion and gets students seated with students outside of their social circle. Having each pod situated as shown allows me to instruct the class either from in front of where the whiteboard is situated, or even from in front of my desk. The projector will work from my computer, and allows for online instruction materials to be projected to the front of the room for all to see.

For whole-class discussion

As a social pod, group discussions will be facilitated by the groups being able to participate both on an individual basis, as well as on a peer-group basis. This will help in not singling out individual students for answers, as having a group consensus gets each voice heard.

For small group work

Group work can either take place in each pod, as previously discussed, or by students situating themselves in different activity groups at the activity tables around the classroom. The environmental literature is accessible to students as they are participating at the activity and experiment tables. 2. Teacher Desk Situated directly across from the classroom entrance door, my desk will help me to verbally greet each student, or group of students, as they enter. If I am utilizing my computer, for online instruction material, I am able to continue instruction to the entire class and keep their attention. 3. Whiteboard With the desks arranged in pods, the best place for the board would be at the front of the room. The sightline is best there for all of the students. To complete in-class work, students can utilize the whiteboard to answer questions as a group or to show examples of what we are discussing. Having the board there, and having the students utilizing it more for discussions and answering, will give each student the extra chance to get their individual voices heard. 4. Place for students to turn in homework or check missed assignments. The assignment table, situated in front of the entrance door, will be great for giving students the opportunity to drop homework off before class starts so time is not wasted in collecting the assignments during instruction time. The students will also be able to check there for lists of missing assignments. They will be better informed of where they are at with completing class work.

5. Computers/Audio-Visual/Instructional equipment In my experience so far, I have not seen a classroom with individual computers (for each student). It would be my expectation that the school would have computer labs that I can reserve for class work. I would lead my classes to and from the labs, and lead the instruction there. However, my personal computer would be accessible for research time needed for students at any time it came up either during or between classes. Hopefully, I will instill my willingness to help in all of my students. 6. Place to show-off student work Since the students have an entire table to turn in assignments, I can also utilize this table to show off exemplary work. As well, I can utilize the wall behind that table to further display their work. It is my intention to cover my walls with environmental paper, mostly having to do with examples of successful theatrical productions and rhetoric materials, and can incorporate past and present student productions as well. This will keep students interested in succeeding in their classroom and production work. B. Routines

Welcoming students to your room

It will be my objective to welcome each and every student into my classroom, by name, every time they enter. This personal welcome will let each student know that I am glad that they are there. I may also get the chance to inquire as to how they are doing personally. I want them to know that I care about their well-being. That will affect how they perform in my classes.

Starting class

A group welcome will always take place, along with a brief introduction of what we will be doing that day. This will be my chance to grab their attention and work to keep it through the remainder of the class. This is the most important part of beginning the day's lesson.

Establishing group rules/expectations

These expectations would be set from the first day of class, but I will remind them every other day of activities. Repeating my expectations will help them keep on track, and also help getting through the material in the units. Time is of value, and having clear and precise expectations is crucial. Using free time I am not expecting working any free time into my lessons. If there is anything like down time in my lesson, it will be time in class for students to complete homework assignments, or work on upcoming research and writing for papers. If free time came,

due to an emergency, I would most likely keep the instruction going by expecting students to do quick writes or work on some sort of exit slip, in order to summarize or synthesize lesson information, to hand in on their way out of class. Doing homework (late work, make-up work for excused absence) I will be assigning homework, even as some teachers are struggling with the concept due to student constraints. Homework is a valuable type of assessment that I will use to ensure completion of readings or theatrical design elements. I cannot see how all of my lesson material can be covered without this type of assessment. I need to know that they are being creative with the material that I am presenting to them. Late work will result in grade reduction, unless the student speaks to me about why it happened. I will, again, go over these expectations on the first day of class. This would be the same for make-up work. All students would know to see me about the situation. Dismissing class Near the end of class time, I will go over homework that is coming up (or due the next time), as well as using that time for reminders of what is coming up for the remainder of the week or the upcoming week. This will help to keep the students in-the-know all of the time. There would be no surprises, as I would be reminding them all of the time. I also believe that thanking them for their attention and great work will help with respect and attention issues. Teacher record-keeping procedures My record-keeping would be online, whether it is on the school's online grading or having to come up with my own. It would be visible to students and their guardians. I think this is important, because this is another way for students to know where they are at for the semester, as well as for the parents to see first-hand what their children are completing. Establishing bathroom procedures or getting a drink I would refer to the school's own guidelines for what is acceptable. If I would need to adjust it, because of behavior issues, I would do so. Again, this would be discussed at the beginning of the semester or as the behaviors appear and clarification is needed. Communicating regularly with parents/guardians or care-givers I believe that parents and guardians should feel like they can contact me at any time, other than instruction time. Just as with the students, I would want the parents to know that I am there to hear their voices as well. If there are concerns at home, it may directly be affecting student work and I would want to know about the situations so that I can perhaps differentiate work with that student to help.

Equity Assurances and Policies Write a narrative essay for the section below that will explain how will you plan to create equitable learning opportunities for the following groups within your classroom both in creating a comfortable classroom climate and effective instruction? Environmental Issues and Instructional Policies Gender Physical Disability Special Needs - developmental Special Needs - social/emotional Talented and Gifted Race/Ethnicity Sexual Orientation The most effective way that I can teach my students how to respect each other is to post environmental paper on the walls displaying the single phrase of, Safe Zone. This sign instructs students each and every day to respect each other, and their instructor. This includes each and every student that enters the room, as well as the students in the halls and every other room in the school. I would make it clear that disrespect, of any kind, against any student is unacceptable. My expectations for student respect would be given to them at the beginning of the semester, both verbally and also handed out on paper to take home to parents and guardians. When I discuss respect, this will include the clarification on the Safe Zone also being a No Hate Zone as well. Words of hate and inequality are not welcome, and any student using disparaging commentary will result in a trip to the administrators offices. I would include the rules and regulations of the school, but would add on my own expectations for inside my classroom as I see fit and as situations arise. Any sort of additional educational need, as specified through special education services (IEPs), will be followed and adhered to in all of my classrooms. Differentiation will always appear in my lesson plans, and will incorporate each student need. I have observed one classroom in which a student with hearing issues needed to have the instructor use a microphone. I would have no issue, and have every expectation, to do the same for any student. This would also include any additional needs for the Talented and Gifted students, as either suggested by special education services (IEPs) or as voiced by the students themselves. Effective instruction will come through in a classroom that supports each and every students personal needs for effective learning. I realize that each student is different.

I will expect the students to realize this as well, and to respect each others differences. Not only can the students gain an overall education in my classroom, but they can also learn about each other. In that way, I am supporting them and their differences, but I am also preparing them for the world outside of the educational system. Disciplinary Policies and Professional Ethics A. As a teacher and professional educator, describe in 1-2 sentences how will you handle each of the following situations. Add your remarks to the category as listed.

Classroom or school rule infractions

Each school rule infraction will result in the student reporting to the administrative offices, as they are breaking the expectations as specified for the entire population of students in that school. If students are not meeting the expectations that I have set up for my classroom, I will give them one chance to correct the situation. If they do not change, then the student will be sent to the administration offices.

Student disrespect to you or to other teachers

As spelled out in my classroom expectations, and as advertised on my walls, respect is expected to all. Therefore, the student is not meeting my expectations or those of the school. Again, this would be a time that the principal or vice-principal would need to see the student, record the behavior, and perhaps alert the parents or guardians of the ongoing situation.

Student conflicts in the classroom

Minor, non-threatening disruptions will be dealt with within my classroom. Students will be allowed the chance to settle the differences that they have, along with my scaffolding and attention. However, if there is a threatening situation and I believe that acts of violence may occur, I will send another student for other faculty and try to de-escalate the situation in the classroom until the extra support arrives.

Student inattentiveness or lack of motivation

I would not give up on the student, but keep trying to gain their attention and increase motivation. If it is ongoing, and I cannot break the cycle, I may suggest that the student go to the guidance center for support. Hopefully, since I could not break through the student's emotional wall, they may be able to. This may result in the student getting the attention that they need in order to give their own attention back to me.

Tardiness

Again, this would be reflective of the school's own rules on the issue. If the student does not follow the school rules, I would have the right to let the administration know

that the student is having issues following school codes. Before that happens, I would ask the student if there is anything that they need to talk about. Opening up the lines of communication may help to resolve the issue. Disrupting or offending another student during class As covered in my expectations for respect, students would know that it is unacceptable to disrespect another student. I would point out that saying offensive words to other students is not going to accomplish anything other than hurt feelings. If it continues, I would need to remove the student from the room for the remainder of the class. If they continue to abuse another student, I would have no choice but to seek the help of the administration. Disruptions can come in many forms, and will be dealt with on the level of disruption. If it is a situation where the student is outwardly so angry that they become threatening, they would need to leave the room immediately. Threatening behavior breaks the Safe Zone expectation that I have set for the classroom. Consequences of student cheating Cheating, at the high school level of education, is unacceptable in my classroom. This will result in an immediate zero, whether it has been proven on a paper, on an assignment, on an assessment, or any other work for the class. The assignment will not be able to be made up by the student when cheating has occurred. I will also alert administration, and discuss with them whether or not the parents or guardians should be contacted. B. At what point and under what circumstances should parents/guardians and/or the principal be involved in a classroom management situation? I have briefly discussed this regarding some of the individual circumstances above, however it will depend on the severity of the case. If the student has broken a schoolwide expectation and I am the witness, I will address this with the student and the administration. I think that having a record of behaviors is the best way to be prepared if the parents or guardians need to be involved. In the situations, above, where I stated that the students should report to the administration offices, it should go without saying that I discussed the issue with the student before that happened. I believe that the students should have the chance to explain their actions, and perhaps vent their frustrations, as this may dissolve the situation. Also, if they are reacting out of hurt emotions or from home-life issues, it will give them a chance to talk to someone who cares. This may also result in better classroom performance, as the students will find that I respect them and have given them another chance at an effective education.