Final+Exam+Scenario

One of the things that I chose to do right away was to make sure that I had all the contact information from the regular teacher and got comfortable with the basic classroom materials. I would also find a nice getting to know you activity to do with the kids, maybe a learning styles related game or survey. I would also make a point to announce the situation to all of the students and open some sort of communication system (like weekly emails) between the teacher and her class. -Monique
 * __ What do you do now, today? __**

A good way to get to know students and get the students to interact with each other is an ice breaker activity like a scavenger hunt, for example have something like "Find someone who has been to another country" or "Find a person in the class that speaks another language". You could also have a reward for the first to finish, and people could get to know their classmates as well as yourself. Afterwords you could discuss it with the students and see who all has done these things by a raise of hands. - Arielle

__Before Returning to the Class:__ My first step in trying to turn the behavior around in this classroom is to figure out what my resources are, and how to use them. I would first reach out to the principal. Being that most principal’s were once teachers themselves, I would ask him what he found to be the best way to keep students inspired, and how he implemented those concepts in his or her classroom. My next few questions would be to ask him for the schools’ policies, where I can find OCPS policies, and if there were any other materials that I would need to know, as if I were an OCPS teacher. I would ask him who the department head of my subject area was, and how I can contact him or her. My last question that I would ask him for is for the name and contact information of any of the teachers that were around my age, and of the teachers who had been there the longest. My next move would be to reach out to those contacts and see if they would be willing to meet with me at some point in that day. I would also call my Mom, Dad, and Sister, and tell them the good news before returning to the class. __Returning to the Class:__ Once I got back to the classroom, I would finish that class as it had been functioning from the time I had been there. As soon as the class ended, I would ask the teacher if we could talk. I would tell her that the principal had offered me the position to take over while she was on leave. I would ask her if she would mind lending me a helping hand as I begin my journey as a teacher. The first thing I would ask her is where everything in the classroom is; meaning where all the textbooks, supplies, class rosters, and any other supplementing school materials I would be needing for the rest of the year. I would also ask her if it would be okay to look at whatever lesson plans she has from the previous weeks, and the next few weeks. I would not want to shock the students by starting something completely different than what they had been covering. I would want to see what they had covered, in order to see where it can go, and I would want to see what she had planned for the next week or so, in order to make my own changes as to what we will be covering in the future. From there, I organize and plan my future lessons, without throwing the students completely off track. Next I would ask her if there is anything that she believes I should know about any of the students in her classes. I would be able to use that information for when I am alone with the class, and can prepare myself for any certain behaviors or unexpected situations, such as allergic reactions or disabilities that cannot be observed. I would also ask her if it would be okay if she would like to keep in contact with the class while she is away, and would get her contact information to send her letters from the students. - Michelle Pascale

I would also add that a new set of rules should be established, because teachers have different preferences. I would also go over the grading scale and any other possible change (ex: hall passes, how to answer the phone, bathroom passes, eating/drinking in class, rewards/punishments, etc). Another thing is...would you tell the students right away? Or wait until the next day to gather your thoughts on your new classroom policies and decide what to tell them and go over the new procedures the following day? - Arielle

Arielle, I would wait until the next day to tell them what has happened for a couple of reasons. The first is because the teacher is still the head of the classroom, and for hypothesizing purposes, does not know herself that you will be taking over the position. So, I would not want to offend her or her authority in the class. My second reason would be because I would want the students to start over on a full day, and it gives me time to gather myself, get ready for the weeks ahead, and plan as much as I can for those weeks. -Michelle Pascale

__** For the rest of the day? **__ __After School:__ After speaking with the teacher whose class I will be taking over, I would want to meet up with the other teachers that I contacted earlier. I would ask each teacher what their approach to learning, and what their own classroom policies are. For the teachers who are around the same age that I am, I would ask them what they may have found to be the most difficult aspect of being a teacher at such a young age. I think it would help me to know how the students reacted to having a teacher that seemed to be closer to their own ages than most of the teachers they have. I think knowing this would be beneficial to me, because I will be able to see how the students might react when they are informed that I will be taking over for their former teacher. For the teachers that had been teachers for many years, I would ask them what they think would be the most important thing they learned from their first year teaching up until the present. Being that it would basically be my first year as a teacher, and going in after the school year had started, being able to apply the lessons learned from experiences could make my own experience smoother inside my new classroom. I could use the knowledge they have learned over their careers and try to use it as a starting point in my teaching career. For the teachers that are in my same subject area, and my department head, I would want to find out as much as I can. Since this is the subject I am going to be sharing with my students, I will want to use whatever resources I can to provide the best experience to my students. Knowing what does and doesn’t work inside the classroom to keep students motivated to learn will help me to begin the class in a new positive way. The teachers in my department could also help direct me in the direction of how to make lesson plans more interesting, and how the students react to such material. They know how the students learning the subject will respond to the topics being covered; knowing how the students might react, positively or negatively, will prepare me for whatever situation I may experience. I will be able to use all of these different opinions and experiences to come up with solutions to any situation that may occur. For the rest of my day after school, I would go home and brainstorm ideas on what I can do, as these students’ new teacher, to show that I truly care about them. I would want to use the next day in class, as a fresh starting point for the students and I. Letting them know that I am there for them, and have an interest in their opinions and learning, shows them that I do care. I would want to plan out what tomorrow’s activity will be, and get the supplies necessary for the completion of the activity. I would want the students to do an activity that explains who they are, and what is important to them. In knowing a little bit about their backgrounds and what they find to be important to them, I can use that information to help keep students interested in the material that we may have to cover. I would be able to relate what might otherwise be defined as boring to the students, to their real world surroundings, and show them that what they may have once seen as dull can actually be fun and interesting. Keeping students motivated to like what they do, will help the students to retain the information they learn, by remembering the fun they had with the activity that we did. -Michelle Pascale

Excellent details, Michelle. Haha, I got kind of carried away with the narrative aspect of the assignment. I also take a few pages out of Dr. Murray's book about classroom culture. I'm just really fond of the idea, and I don't really have any experience in teaching a class for a full semester...yet. Anyways, this part just takes off after the cooperating teacher goes home and the day is done. I spent the rest of that day planning in the classroom. I rearranged the desks in small, four desk groups. Ms Lensu originally set up the desks in single file rows, but the students arranged that set up into an avant garde cluster of social circles. With clearly distinguished groups already assigned, students should have less trouble staying on tasks. I made a point to group students in random groups with varying ability levels with a plan to adjust working conditions as needed. After setting up the classroom, I began to plan my first week curriculum. I felt as though jumping into academics with the class after such an abrupt change of instructors may not be the most feasible endeavor. Instead I began to plan a miniature “getting to know you” unit which would focus on rebuilding the classroom and establishing a culture. Since Monday was Ms. Lensu's last day, I felt that spending the rest of the week reviewing/creating rules and getting to know the students would be appropriate. I planned for each day to begin with bell work and to end with an activity. All of the bell work assignments and activities for this week will revolve around one unit theme: building a community inside the classroom. -Monique

Bellwork to start off the day is a great way to get the students minds ready for school, especially if they are older and have classroom changes when the bell rings and time between classes. - Arielle

__** What do you do for class tomorrow? **__ I would first make sure to arrive early and set up the classroom into small group forms. When the students began to file into the classroom I greeted them at the door instructed them to find their seats and read the directions on the board. The directions read: 1. Find your assigned seat and take out a sheet of paper. Write your name, today's date, my name and your class period at the top left corner. This paper will be turned in and graded as attendance. 2. Quietly, and on your own, take 5 minutes to answer the following questions: What is a community comprised of? What does the term “classroom culture” mean to you? 3. When you are finished turn your paper over and read silently. We will discuss the bell work as a class as soon as everyone is finished. This would be followed by an activity after a brief discussion of the bellwork and the bellwork was turned in. The activity would relate to the bell work normally, but for the first day I would immediately focus on informing the students about the new arrangement and new instructor (me). I would then make sure that there was a plan of communication between the class and the teacher (if they so desired) and then I would proceed to answer a few additional questions. After this I would go over the class rules and procedures and remind the students that I will be enforcing all of the rules and consequences in the teacher's absence. I would then change the subject and do a few getting to know you activities, perhaps a survey or a game. Towards the end of class I would try to spend some time discussing what the lesson tomorrow had in store. -Monique

**Classroom Management Plan ** **Classroom Materials: **  Students will need to bring a 3 Subject Notebook to class, planner, and writing utensil of either blue or black pen or pencil to write with, and book if they are not kept in the classroom. **Board: **  When students walk into the class, I will greet them at the door. On the board will be the topic of the lesson, the date, bellwork, and the assignment to write in their planner of the homework they will have for that night. They will have the first 7 minutes of class to do their bellwork and write their homework in their planner. I will check off that they have done their bellwork and written in their planner by walking around and stamping or placing a sticker on their work. On another side of the board, there will be a section for students who were absent the day prior. It will have the bellwork, homework, and any assignments that they missed that need to be completed with a deadline. Any important announcements will be said once the 7 minutes of bellwork is done and the class is quiet. The announcements will also be written at the top of the white board. **Passes: **  For each 9 weeks, students will be given a variety of passes. The pack will contain 3 bathroom passes, 2 tardy passes (less than 10 minutes late for class), and 1 homework pass. Students will not be able to use the homework passes on certain assignments, which will be specified in the syllabus.  To use the restroom, students will need to raise their hand and present their bathroom pass, but only once their bellwork has been completed and if students have written down their homework for that night. If students are tardy, they will need to turn in their tardy pass with their name, date, and time arrived in class to me when they arrive. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Talking: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> There will be no talking in the classroom once the bell rings. If students want to speak, they must raise their hand. If there is a classroom discussion, role play, or group project going on, student volume will be kept down to a low volume. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">How to Get Assignments/Papers/Instructions/Projects, etc.: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be given instructions to assignments in written form with a detailed account of what is expected, when it is due, and how to get information for the assignment if necessary. In the last 5-10 minutes of class, I will go over the instructions and ask if there are any questions. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Assignments/Turn in Papers: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will turn in their homework assignments or papers before bellwork and planner checks, and drop them in the assigned basket on the shelf by my desk for their class before the bell rings. If students did not finish their assignments, they will get an Incomplete (0%) until they finish it or use a homework pass if applicable. A letter grade will be deducted for each day the assignment is late. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Grading Scale: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Grades will be based on a variety of attendance, participation, homework, in class and out of class assignments and projects, papers, quizzes, and tests/exams. Attendance will be worth 10%, Homework will be worth 10% of student’s grade, Assignments/Projects/Paper(s) will be worth 25%, Participation will be worth 10%, Quizzes will be worth 20%, and Tests/Exams will be worth 25%. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> A: 90-100% <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> B: 80-90% <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> C: 70-80% <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> D: 60-70% <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> F: under 60% **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Computers: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be allowed computer time if time permits, or if classroom assignments, projects, or papers require their use. At the end of class, after the lesson is complete and work has been distributed, discussed, assigned, and understood by the students, they will get a chance to quietly read a book, work on homework, or use the computers for research at the end of class. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Phone: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> When classroom phone rings, I will answer it. If I am not in the room, students should answer, “Ms. Cusmano’s classroom, how can I help you?” **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rules: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. Be respectful to Ms. Cusmano as well as yourself and one another. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Be responsible and practice safe environment techniques. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Raise your hand to speak. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. Electronics (iPods, Cell Phones, any electronic device) should be OFF and put away. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">If electronics are seen being used, on, or in sight there will first be a warning to put it away. The second time I will take it until class is over. Third offense, you will need a parent or guardian to pick it up after school. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">5. Drinks, candy, snacks, and gum should be used at a minimum. Drinks must have a cap. Gum may not be smacked, and must be thrown away once done. · <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">If there is gum under seats or desks, trash on the floor from candy, gum, or snacks, food and drink privileges will be taken away. Desks must be cleared everything, including all food and drinks during quizzes and tests. Food and drink privileges may be revoked at any time, for as long as I see fit. This may be for only one class, or can apply to all. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Consequences: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">1. First offense for breaking rules is a verbal warning and students name on the board with an explanation of the behavior they need to correct and how to correct it. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">2. Second offense is after school detention, or lunch duty (student’s choice). <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">3. Third offense is phone call home and ISS. <span style="font-family: "Times New Roman","serif"; font-size: 12pt;">4. Fourth offense is Referral and sent to office. **<span style="font-family: "Times New Roman","serif"; font-size: 12pt;">Rewards: ** <span style="font-family: "Times New Roman","serif"; font-size: 12pt;"> Students will be rewarded for positive behavior individually as well as a class as a whole. Individually, if a student is doing well, they will get a fake $1 “Buck”. With this, they can keep and add to use how they please. Each assignment will be worth a number of points, and for example, a Homework assignment, since it is 10% of their grade, students can save ten Bucks, and it can be worth a homework pass. Students may only use Bucks for Homework passes or Quizzes. If the entire class is quiet and diligently working on their assignments, I will place a marble in a glass jar at my desk. The students will be able to hear the marble drop because it will be in a glass jar, and each marble is worth one minute of free time at the end of class for either doing homework for another class, reading quietly, socializing (in a whisper), or using computers. <span style="font-family: "Times New Roman","serif"; font-size: 12pt; line-height: 200%;"> - Arielle Cusmano

The First Official Day of Class: My next step would be to be honest with the students, and let them know what is happening; that I will be taking over for their previous teacher, for the remainder of her pregnancy. I will let them know that she is in no trouble, but that women who are expecting need more rest than usual. Then, I would let the students know that we have her address, and that we can send her cards and letters throughout the rest of the school year, so that they can keep in touch with her. I would let them know that this change may be somewhat of a shock, but that I want them to know that I am there for them, and that if they need help with anything, then they are more than welcome to come to me, and I will help them as much as I am able to. After asking if they have any questions about what has taken place, and answering them, I would inform the students of the new classroom rules and policies regarding behavior. I would direct their attention to a sign that explains each rule in case they need to be reminded of those rules. The first rule of my classroom would be that learning shall not be disturbed in any way, the second rule would be that respect shall be given in any way possible, and my last rule would be that every student will have the same opportunities in my class as their classmates. I would then explain my bathroom, absence, homework, and tardy policies. From there, I would tell them that we will be moving on to the day’s activities. I would let them know, that today we wouldn’t be doing normal class work, and that it would be more of a fun day. I would then instruct the students to write their names on their table tents and to decorate it with appropriate pictures, words, and symbols that represent who they are. I would ask them to write their full name, as well as nicknames, email, parents names, home phone number, and birthday on the inside of the cards. Once we are done with that activity, I would stand up and get the attention of all the students; I would then "formally" introduce myself to the class. I would give them a little background information about myself, and pass out pictures of my family, and myself. I would tell them about the different schools attended, places I’ve been, my family, and things that I like to do outside of school. After telling the students about myself, I would ask them to tell me a little about themselves. I would inform the students that they would be doing a poster board (that I will provide them with) all about themselves and that when they had finished them, we would hang them up in the classroom where I had made space earlier in the day. I would let them know that they can include anything they wish, as long as it is not offensive or distasteful according to school policies. I would let them know that the things I told them about, they can tell me about. I would have them add things that most people don’t know about them in the poster, and to add their future plans in it as well. I would let them organize the poster however they wish, and inform them that, as long as they complete the poster and are as creative as possible, they will earn an A for this project. I would walk around the room, and ask everyone how it is going and if anyone needs help. By being in close proximity to the students, not only can I monitor their behavior, but I will be able to observe their work so that I can see their progress. I would remind the students of the time they have left in ten minute intervals. At the end of the class, I would let my students know that if they are not done, we will allude the last ten minutes of class for the rest of the week to work on their poster boards, and that if they would like to take them home to work on, then they are allowed to do so as well. I would also inform the students of what we will be working on tomorrow, so they know what to expect as the days assignments. I would let them know how excited I am to be their teacher, and to finish out the school year with them. I would also thank them for their excellent participation, and ask them to straighten up their workspace, and if they would please put everything back where they found it. -Michelle Pascale

The Second Day: For the second day of class, I would again greet all the students at the door with a smile, and ask that they take their seats as quickly as possible. Once everyone is inside and seated, I would direct the students’ attention to the board at the front of the classroom. There I would have the day’s assignments, and time allotted for each, written out for the students to see. I would explain that this is a daily planner that I will put up for them every day, so that they know exactly what we will be doing each day. I also plan to put a brief overview of what we will be covering for the week up on Mondays. I think letting the students know what to expect will allow them to be prepared for what to expect in our lessons. Once the students are settled, and have had a moment to observe the day’s lessons, I would inform the students that we would begin the class as if it were any other normal day, and that, that is how we will continue the class for the remainder of the year. During the lesson, I would surprise the students by rewarding those who attempted to answer questions, and partake in the activities, with pieces of candy. I have found that students are more willing to work and participate in the lesson, when they are rewarded for their efforts. I would, however, not use this method as an everyday means. Once students begin to participate regularly, I would begin to reduce how many times I give out rewards over the rest of the year, and would eventually only give them out for outstanding work, hard work, and for completing tasks that no one else volunteered for. I would try to include the class as a whole, rather than individualize the work for the day. Students seem more eager to work when they can work with their peers, and actively engage in group or class discussions/activities. In order to keep class conduct in a positive manner, I would try to be as observant of what is going on in my classroom as much as I am physically able to. I would walk amongst the students in the classroom, using proximity to eliminate any unwanted behaviors. I would address the students in a respectful way, and reward good behaviors. If a student does decide to act out, or behave in ways that I do not allow in my classroom, I would use some different forms and levels of punishment, depending on the severity of the behavior and how many times that behavior has occurred. I want to eliminate bad behaviors immediately by means of consistency, and follow through with the firmness of my rules. If those two methods of behavior modifications are not used, the students will begin to think that they can "get away" with more, and not be punished for it. Therefore, the teacher loses control over his/her class. I would use different forms of punishment from cleaning different areas of the classroom, to writing extra papers, to the schools policy on punishments if the students’ conduct calls for it. The Remainder of the Week: For the remainder of the week, I would continue to use my method of respect and rewards in order to keep my classroom under control. I think building a happy classroom culture is the key to my students’ success, and I would continue to try and build that familial bond inside my classroom, by using group work, class discussions, and group activities as much as possible. I would continue to greet my students at the door each morning, or before each class, and will keep myself available to help the students’ as much as I can, if they need extra help. I would remain consistent in my policies, and treat each student with equal respect. As for my lessons, I would continue to leave the days’ activities up for the students’ benefit. I would, myself, stay organized, and would try to have the next months lessons planned in advance. I would continue to find ways to keep the activities stimulating, and different ways I can keep the students motivated to learn. I would continue to meet with my department head, and other English teachers to learn as much as I can from their experiences and the best ways they have found their students learn. -Michelle Pascale
 * __ What do you do for the rest of the week? __**

Hopefully, all bad behaviors have been significantly reduced within the following two weeks, and students conduct has improved, as well as their participation and motivation to learn. If this is the case, I would continue to follow through with my methods of teaching, and move on to new subject matter. At the end of the two weeks I would implement a type of suggestion box, where students can propose different activities, or materials, they would like to cover. I would let them know beforehand, that that does not necessarily mean that we will be able to do these things, but that I will try my best to incorporate as much as I am allowed. I believe giving the students some choice in their subject material facilitates their eagerness to learn and motivates them to participate in classroom activities. I also believe that when a student has fun learning, they are more likely to retain the information given to them by relating it back to their experiences while learning the material. -Michelle Pascale
 * __ Second week? __**

For the rest of the semester I think it is wise to stick to a schedule and routine. Routine meaning bellwork at the beginning of class, then lecture/activity, then summary of what was learned, etc. - Arielle
 * __ The rest of the semester? __**

I totally agree, Arielle. It is probably best not to reinvent the wheel entirely and just stick to the previous teacher's planned curriculum, with the inclusion of bellwork as a daily tradition. -Monique

I think I was definitely thinking along the same lines as you both :-)

For the rest of the semester, or year, I would remain constant in my ways of teaching, and how my lessons are planned. I would continue to follow through with rewards and punishments, as outlined above, and would continue to use different methods of classroom management to keep control of my students. The rest of the semester/year would continue to run as my first day, second day, and even the two weeks after, if those methods prove to be effective in changing the students’ behaviors. Which I believe they will. I will continue to learn about my students, and build a familial classroom culture. I would integrate engaging activities into boring lesson plans, I would continue to respect each student equally, and will maintain my classroom policies with consistency and firmness when needed. I will remain observant to my students’ behaviors, and consistent in my rewarding and punishing of those behaviors. I will be the best teacher I can possibly be to my students. -Michelle Pascale