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Classroom Management Notebook

Heather Bush

TED 626

Instructor: Birdsell

December 21, 2013

Heather Bush December 14, 2013TED 626 Classroom Management Notebook

UNIT 3: CLASSROOM MANAGEMENT NOTEBOOK

Table of Contents

Section 1: Philosophy Statement 4-5

Section 2: Preventative Measures 5-8

Structuring the Classroom Space 5

Daily Schedule, Routines, and Procedures 6

Rules or Norms of Behavior 7

Section 3: Supportive and Corrective Measures 8-10

First Steps - redirecting and warning 8

Consequences 9

Incentives 9

Student Accountability 10

Section 4: Working Effectively with Diverse Students and Families 10-13

Home-School Communication Philosophy and Plan 10

Cultural Considerations with Discipline 12

Legal issues regarding students with special needs 12

Section 5: Strategies for Dealing with Challenging Students and Situation 13-15

Hierarchy of interventions 14

Strategies for building relationships 14

Techniques to break the cycle of discouragement 15

Section 6: Utilizing the Support of Other Educators and Caregivers 16-17

Identifying Needs 16

Documentation 16

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Referral Process 17

Section 7: Legal and Ethical Imperatives Regarding Discipline 17-23

FERPA 17

Compelling State Interests/Duty of Care 18

Student Rights18

Teacher Rights 18

Special Local Policies19

Dress Code (including hair, tattoos, etc.) 19

Objectionable Materials/Prohibited Items 20

Tardies/absences 20

Cell Phone Use 22

Hazing, Harassment, and/or Bullying Policies 22

Cheating, Plagiarism and/or Forgery Policies 23

Section 8: Professional Dispositions and Growth Plan 24

References 27

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Philosophy Statement

Essentially, my philosophy is that all children must be given the opportunity to

succeed in a safe and constructive environment. Students need a well-managed classroom

in order to learn effectively and the classroom teacher will be one of the most important

people in students' lives. It is important that teachers get to know their students and show

that they care about them. As educators, we must be positive role models and strategize

to engage the young mind.

Like many of the discipline models suggest, being consistent with classroom

procedures and expectations can prevent many problems. I believe the majority of student

incentives should be intrinsic, however I also believe in rewarding student success in

many supplementary ways, including student-centered activities like free time and

alternate seating. I enjoyed Coloroso's (2004) descriptions of the jellyfish, brick wall and

backbone philosophies of discipline. The discipline model I most closely identify with is

Coloroso's "Inner Discipline" model. According to Coloroso (2004), teachers need to

teach children how to think, not what to think. My goal is to be the 'backbone' for my

students.

I have been in classrooms where it is apparent that classroom management

strategies are unsuccessful and have found that discipline and reacting to problems end

up being the focus of the teacher instead of the actual learning objectives. Marzano,

Marzano, & Pickering (2003), mentioned this problem when they said, "...only about half

of all classroom time is used for instruction, and disciplinary problems occupy most of

the other half" (p. 27).

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My role as a teacher is to encourage and foster lifelong learning, creativity,

critical thinking and problem solving skills, as well as integrate writing skills, model

appropriate social skills and provide structure and discipline. I take pleasure in spending

time with students in a productive and creative environment. By clearly defining student

expectations and using positive classroom management techniques, I am assured more

effective teaching throughout the year.

Preventative Measures

Structuring the Classroom Space

In structuring the classroom space, special considerations must be taken to ensure

functionality as well as comfort. The map below depicts an elementary school classroom

and one example of an effective classroom setup.

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Rationale: The desks are grouped into tables, which allows for collaboration throughout

the day as well as ease of center activities. All students will have visual access to the

front of the classroom and the whiteboard and screen with this layout, allowing them to

comfortably sit during direct instruction. Aisles are accessible for the teacher to walk

around during group activities. The table in the rear of the classroom allows for small

group instruction as needed or during center activities. The whiteboard provides

additional instruction space in this area. Shelves in the front corner of the classroom

provide an in-class library and the space in that corner is reserved for a reading area.

Shelves also line the side area and would contain manipulatives for math instruction as

well as games for students.

Daily Schedule, Routines, and Procedures

The schedule for the day would look something like this:

Daily Schedule

8:30-9:00 Attendance Homework Check-In Silent Reading

9:00-10:00 Reading, Writing and Language Arts Instruction10:00-10:15 Snack/Recess

10:15-11:00

Learning Centers Reading, Writing, and Language Arts activities Mathematics Art

11:00-11:45

Monday - P.E. Tuesday - Music Wednesday - PE Thursday - Music Friday - PE

11:45-12:30 Lunch12:30-1:45 Monday - Math Homework Review & Math Instruction

Tuesday - Math Instruction Wednesday - Wednesday Envelopes, Library, and Character Ed or

Test Prep (1:40 Dismissal) Thursday - Math Instruction

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Friday - Math Instruction1:45-2:00 Recess

2:00-2:50

Rotations Science Social Studies Art

These daily routines are established to provide a level of stability and consistency -

students know what to expect on a daily basis. Procedures would be taught at the

beginning of the year and may include where and how to line up for class, recess, lunch

and dismissal. Other procedures would be established to determine signals for bathroom

use, getting out supplies, turning in homework as well as other general expectations.

Students would be assigned weekly classroom jobs which would be posted in the

classroom. Having a classroom job encourages them to take responsibility for their

classroom.

Providing students the opportunity to have input in the classroom rules at the

beginning can make it easier to enforce the rules. In my experience, the most effective

classroom behavior management system must be consistent and perceived by the students

as fair, regardless of the type of system. According to Coloroso (2004), "We have an

obligation in our classrooms to allow them to experience elements of democracy, where

they can make choices and be responsible for their own behavior". By allowing students

to help choose appropriate behaviors, teachers create ownership of the rules, thereby

promoting student responsibility.

Rules or Norms of Behavior

School rules would be introduce in the beginning of the school year and then

periodically re-instructed or reminded throughout the year. Students need specific

instruction in the rules and expectations, especially at the beginning of the year/class.

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This idea is consistently reinforced in videos and lectures, such as in the New Teacher

Survival Guide Classroom Management video, which states, "In any new classroom, the

first step is to establish routines so the students know exactly what is expected of them"

(Teaching Channel, 2011). Classroom rules are necessary to ensure that all students have

the opportunity to learn in a safe environment. Being proactive in teaching these

expectations can prevent headaches. I would work with the students to develop the rules

that will govern classroom behavior. The following rules would be posted in the

classroom:

1. Respect others

2. Follow directions

3. Listen to the speaker

4. Raise your hand to share

5. Use an appropriate voice level

6. Manage time wisely

Supportive and Corrective Measures

First Steps - redirecting and warning

It is necessary to have procedures in place to provide correction to undesired

behaviors. Each situation is different and various tools are needed to be successful in

classroom behavior management. According to Marzano, Marzano, & Pickering (2009),

"Good classroom managers are teachers who understand and use specific techniques.

Awareness of and training in these techniques can change teacher behavior, which in turn

changes student behavior and ultimately affects student achievement positively" (p. 11).

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Redirecting students in the event of off-task behavior is a skill that is very helpful to

teachers in the classroom. To redirect behavior, the teacher must draw the student's

attention to something else and get the student to focus their negative energy on to

something positive. Other methods of quick corrective action are verbal warnings, a

stern look, or a predetermined nonverbal signal.

Consequences

Consequences for not following the classroom rules would be developed as a

class. A color-coded behavior chart for students would be in the front of the classroom.

This color coding allows a visual reminder to students of the possible consequences.

Consequences would possibly include:

1. Verbal Warning

2. 2nd Warning (Move behavior card)

3. 3rd Warning (Move behavior card AND Conference with teacher)

4. 4th Warning (Move behavior card AND Phone call home by student)

4. Final (Send to Principal)

Incentives

I believe the majority of student incentives should be intrinsic, however I also

believe in rewarding student success in many supplementary ways, including student-

centered activities like free time and alternate seating. Incentives could include:

1. Smiles, high fives and verbal praise

2. Snacks, stickers or surprises

3. Reward recess or "Fun" Friday time

4. Class store

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5. Movie or party

Student Accountability

Providing students the opportunity to have input in the classroom rules at the

beginning can make it easier to enforce the rules. In my experience, the most effective

classroom behavior management system must be consistent and perceived by the students

as fair, regardless of the type of system. According to Coloroso (2004), "We have an

obligation in our classrooms to allow them to experience elements of democracy, where

they can make choices and be responsible for their own behavior". Students must be

specifically taught to be accountable for their actions. By providing consistent incentives

and consequences, students will understand not only that their behaviors directly impact

others, but also how to accept responsibility for their actions. Additionally, allowing

students to help choose appropriate classroom behaviors helps students to create

ownership of the rules, thereby promoting student responsibility.

Working Effectively with Diverse Students and Families

Home-School Communication Philosophy and Plan

Going to work with a positive attitude and a 'clean slate' every day has been a goal

of mine when working with children. Marzano et al. call this a "mental set" (p. 65) and

specifically state, "Effective managers approach the classroom with a specific frame of

mind—a specific mental set" (p. 65). With a fresh start each day, both students and

teacher have the opportunity to perform the necessary tasks without added baggage from

the day or days before. In order to accomplish this goal, it will be paramount that

effective classroom procedures and policies are established and consequences applied

fairly. It will also be important to deal with any issues immediately (or as soon as

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feasible) to prevent both teacher and student from hanging on to any resentment or

feelings of discouragement.

As a future teacher, it is also important to me that I look at each student's situation

separately and without judgment. Teachers remaining open-minded and having a

positive attitude about each and every student is vital to both student and teacher success.

In the Power Point presentation, Nature of the Discipline Problem (n.d.), Dr. Pohan

states, "As teachers, we must be extremely careful not to label students as discipline

problems. There's a fine line between naming behavior a problem and labeling a student

as a problem" (slide 15). We will likely treat students that have already been labeled

discipline problems differently without even realizing it. It is important that teachers

remain impartial and give every student the chance for success. By adhering to this

policy, I will ensure that every student has a fresh start in my classroom, free of their

labels. I believe that diverse populations enrich activities and, more important, enhance

the well being of all youth.

I also believe that parent involvement is crucial to student success in school.

Research shows that family involvement promotes student success. Students with

involved parents are more likely to: earn higher grades and pass their classes; attend

school regularly and have better social skills; and go on to postsecondary education

(National PTA, 2013). I would encourage parents to contact me via email and/or

telephone with any questions or concerns. I would be sure to communicate with students'

parent(s) or guardian(s) at the beginning of the year with a welcome letter, translated if

necessary. Then I would continue to apprise them of student progress at intervals

determined by mutual consent at the parent conference or back to school night. If they

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were unable to attend these school wide events, I would make attempts to meet

individually to discuss student strengths and needs. I would be sure to inform them of

significant goals and progress along the way via progress reports and/or teacher news

bulletins, so report cards don't come home with any surprises. As necessary, translators

would be present for these meetings.

Cultural Considerations with Discipline

In today's inclusive classrooms, it is important to recognize the various cultural

considerations with regard to discipline and classroom management. In the book,

Classroom Management That Works, Marzano, Marzano and Pickering (2003) note that,

"effective managers make distinctions about the most appropriate strategies to use with

individual students based on the unique needs of those students" (p. 48). These unique

needs include the student's culture. To ensure fairness, it is imperative that the teacher

follows the set of rules consistently and remains calm while applying any incentives and

consequences. Children do not come from cookie-cutter molds: they are individuals

with various levels of maturity and different strengths and weaknesses, as well as various

home environments with disparate parenting skills and abilities. In order to fit the

diverse needs of every student a teacher is required to recognize the variety of needs

within his/her classroom, which is vital for student success.

Legal issues regarding students with special needs

It is important for teachers to understand the legal issues regarding students with

special needs. Being familiar with the laws related to special needs students is the first

step in understanding the legal issues that may arise. In 1975, the Education for All

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Handicapped Children Act (called IDEA today), a federal law, mandated a free and

public education for all. According to IDEA, the regular education teacher shall:

(1) participate in the development of the IEP of the child;

(2) assist in the determination of appropriate positive behavior interventions and

strategies for the child; and

(3) assist in the determination of supplementary aids and services, program

modifications, or supports for school personnel that will be provided for the child

(The Northeast Regional Education Cooperative, 2001).

In another federal law, Section 504 of the Rehabilitation Act of 1973 prevents

discrimination due to a disability. California State passed the Master Plan for Special

Education (MPSE) in 1980, requiring disabled students be included into regular

education classes or place in the "least restrictive environment" (Edsource, 2013). These

laws prohibit discipline for conduct related to a student's disability. It is the teacher's

responsibility to be familiar with student IEPs and comply with the behavior management

techniques described in the plan. Consulting with the special education department

would be prudent if any questions or new behaviors arise in the classroom.

Strategies for Dealing with Challenging Students and Situations

While most students conform to classroom rules and discipline policies, there are a few

who make it their mission to be challenging. A multitude of various challenges present

themselves in the classroom so a "one-size-fits-all" intervention plan is not feasible or

practical.

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Hierarchy of Interventions

The first steps in dealing with disruptions would be nonverbal interventions such

as using signals and/or proximity to get the student's attention and hopefully stop the

disruptive behavior. Often a stern look or a hand signal will solve the problem. If these

fail to stop the behavior, then the next steps would include verbal interventions. Verbal

interventions are more disruptive to the teaching process, but may be used effectively.

According to Levi and Nolan (2000), verbal interventions should be used when

misbehavior is potentially harmful to other students or disruptive for a large number of

students" (slide 5). Hints, questions and requests/demands are all verbal interventions as

defined by Levin and Nolan (2000). After exhausting these first interventions, it

becomes necessary to apply consequences for behaviors. Levin and Nolan (2000)

suggest logical consequences for behavior, meaning the consequences match the

behavior.

Strategies for Building Relationships

When dealing with behavior problems, it is important to identify the root cause of

the behavior in order to address the specific student need. One way to help identify the

root cause is to have a good relationship with the student. This allows the teacher to get

to know the student and may provide depth of understanding the problem behavior(s).

According to Levin and Nolan (2000), building relationships is a four-step process:

1. Ask yourself “why” and “what purpose” the behavior is serving

2. Develop a sense of empathy and connection to the student

3. Observe cues and behaviors regarding the personality of the student

4. Monitor your own interactions with the student (slide 3).

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Techniques to Break the Cycle of Discouragement

The cycle of discouragement is represented in the graphic below.

Levin and Nolan (2000) argue that many of our repeat offenders “suffer from low self-

esteem and have a low success-to-failure ratio. Their need for a sense of significance, a

sense of competence or mastery, a sense of power or independence and a sense of virtue

and generosity have not been fulfilled” (192). Teachers must focus on positive behaviors

to help break through this negative cycle. Teachers who question themselves, "What can

I do to help this student's needs?", will be more likely to be able to intervene and avoid

the continuation of the cycle of discouragement.

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Negative Behavior

Negative Teacher

Responses,

Punishments, and

Consequences

Unfulfilled Esteem Needs/ Low Success-

Failure Ratio


Utilizing the Support of Other Educators and Caregivers

Identifying Needs

When a student is still having behavior difficulties in the classroom after the

interventions have been exhausted, teachers will need to enlist help from other sources.

Often, other teachers can be a valuable source of information and strategies and families

may provide additional insight into a student's behavior. Sometimes, in order to identify

student needs, teachers and other staff must formally assess students. The classroom

handout, "Steps in the IEP Process" discusses such assessment as a "foundation" of the

IEP planning process (Smith, n.d.). These assessments are tailor-made to each individual

student and serve to identify the student's specific needs in order to better help the student

achieve success.

Documentation

Documenting the steps taken regarding a specific student's behavior is essential to

helping the student. Teachers may use this documentation to reflect on the processes

used to assist the student. In this way, the teacher can alter methods of discipline and

look back to see what worked (or didn't work). Also, the teacher may document to

provide evidence of student conduct in order to establish a need to begin a referral

process. Teachers may use multiple methods of documentation, however in every method

used, it is imperative to record objectively. These documents should include the date,

time and location of the event, the people involved, and the steps taken to alleviate the

problem. When a teacher records information about a student, it must remain

confidential.

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Referral Process

Teachers may need assistance from other school professionals and/or parents if

the classroom interventions do not work. Beginning a referral process requires that the

teacher has documented the student's behavior. Many types of referrals exist, including

special education (IEP) referrals, disciplinary referrals, and counseling referrals. Outside

assistance is sometimes needed when the school professionals cannot help the student and

all avenues of support are exhausted. Outside referrals other than child abuse reporting

require assistance of the administration.

Legal and Ethical Imperatives Regarding Discipline

FERPA

The Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects

the privacy of student education records. FERPA prohibits schools from disclosing

student records without cause. The law provides avenues for parents or guardians to

view information and correct any misinformation. The law also allows schools to

disclose student records in certain situations. Such situations include:

School officials with legitimate educational interest;

Other schools to which a student is transferring;

Specified officials for audit or evaluation purposes;

Appropriate parties in connection with financial aid to a student;

Organizations conducting certain studies for or on behalf of the school;

Accrediting organizations;

To comply with a judicial order or lawfully issued subpoena;

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Appropriate officials in cases of health and safety emergencies; and

State and local authorities, within a juvenile justice system, pursuant to specific State law.

Compelling State Interests/Duty of Care

Since school attendance is mandatory, the state of California expects a certain level of

student care and protection. The California Department of Education (2012) tells us that

"The duty to protect children in the public schools from discrimination, harassment,

intimidation and bullying is the responsibility of the local education agency (LEA)". "As

employees of a school district, public school teachers have a statutory duty to supervise

their students" (Glaeser and Calcagnie, 2005, p.34).

Student Rights

California law protects student rights in many of its statutes. Among these are FERPA,

IDEA, and the California Education Code, all of which provide rights for students.

FERPA protects student information, IDEA ensures that all students receive the

constitutional guarantee of a "free and public education" and the California Education

Code ensures that gifted or exceptional students are educated appropriately.

Teacher Rights

The California Teachers Association published a mini-guide to teacher rights in

education. In it, they outline teacher rights regarding the classroom, administration and

parents. The handout is based upon the California Education Code sections 44811 -

49091. These rights include, but are not limited to the right to keep records of student

discipline, the right to terminate a hostile or unpleasant parent meeting, and the right to

representation in meetings with administration that may lead to discipline.

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Special Local Policies

The following policies are from the Los Angeles Unified School District Parent-Student

Handbook (2011).

Dress Code

Schools may adopt dress codes that are reasonably related to the health and safety of students. School dress codes and uniform policies must be implemented in a manner consistent with the rights set forth in the First Amendment of the United States Constitution and Section 2 of Article 1 of the California Constitution. The California legislature has determined that ―gang apparel is hazardous to the health and safety of the school environment, and therefore, the wearing of such apparel may be restricted. All dress codes must be gender neutral; students cannot be disciplined or prevented from wearing attire that is commonly associated with the other gender. A. Dress CodesAll students shall be required to show proper attention to personal cleanliness, health, neatness, safety and suitability of clothing and appearance for school activities. In every case the dress and grooming of the student shall be clean and shall not:Cause actual distraction from or disturbance in any school activity or actually interfere with the participation of a student in any school activity Create a hazard to the safety of him/herself or others Create a health hazard B. Uniforms California Education Code section 35183 allows a governing board to adopt a uniform policy that authorizes schools to require pupils to wear a school uniform. Some schools, in conjunction with their school-site councils, have elected to adopt their own student uniform policies. Any uniform policy implemented by schools must be voluntary and must make provision for participation by economically disadvantaged students. Parents must be advised of their right to opt out of the school‘s uniform policy. Students whose parents choose not to participate in a uniform program may not be disciplined, discriminated against, or otherwise denied rights and privileges available to other students. Consistent with the above guidelines, hair, sideburns, mustaches, and beards may be worn at any length or style, and clothing may be of any fashion, style, or design, as determined by the student and his parents.

Objectionable Materials/Prohibited Items

STUDENTS’ PERSONAL PROPERTY

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Personal items of value (cell phones, iPods, cameras, electronic games, radios, CD players and computers, etc.) should not be brought to school since loss, theft, or damage is possible. Also, such items can be distracting to the educational process and may be confiscated by school personnel. The District is not responsible for lost or stolen items (including those in lockers).

GUN FREE SAFE SCHOOLS The Federal Gun Free Safe Schools Act and California law prohibit the possession of firearms on school campuses. Pursuant to these laws, any student found in possession of a firearm will be subject to arrest and will be recommended for expulsion immediately. The term of expulsion shall be one year. Upon a finding that the student was in possession of a firearm, the governing board shall expel the student. ―Possession includes, but is not limited to, storage in lockers, purses, backpacks, automobiles.

Tardies/absences

LAUSD has an extensive absence and tardy policy, including sections on truancy. The introduction is as follows:

ATTENDANCE School attendance is vital to student‘s achievement. Students who develop patterns of good attendance are much more likely to be successful both academically and socially.

Attendance Matters! When students attend school, they get better grades, score better on standardized tests and are more likely to go to college. It is our responsibility to teach students the importance of attendance now so they are prepared for the future. Employers say good attendance demonstrates responsibility and is a key factor in the hiring and promotion of employees. It‘s the law. Parents and guardians are responsible for ensuring that their children go to school. When parents are at work, students should be safe at school. LAUSD is working to improve its schools in ways that will make students feel more welcome, safe and enthusiastic about showing up every day. Parents Influence Attendance-Get Involved! Plan family vacations for non-school days only. Schedule non-emergency medical and dental appointments after school hours.

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Make sure your child‘s school has your accurate daytime contact information, including cell phone number and/or e-mail address. Communicate often with your child‘s teachers. Gain access to the Family Module and monitor your child(ren)‘s up-to-the-minute progress online. Ask your child(ren)‘s school administrator about the ISIS Family Module. Make your school aware of any problems that may be causing your child to miss school. Every student is expected to attend school on a daily basis, unless there is valid justification for his/her absence. (EC 48200) Do not allow your child to have ―parent permitted truancies. These truancies are best described as absences for reasons other than what the law allows. They may include the following: Personal business Car problems No clean clothes Rain Walk outs/demonstrations

Additionally, this handbook includes a section on compulsory education:

COMPULSORY EDUCATION Education Code section 48200 states that each person between the ages of 6 and 18 years not exempted under the provisions of Chapter 2 or Chapter 3 (commencing with Section 48400) is subject to compulsory full-time education. Each person subject to compulsory full-time education and each person subject to compulsory continuation education not exempted under the provisions of Chapter 3 (commencing with Section 48400) shall attend the public full-time day school or continuation school or classes and for the full time designated as the length of the school day by the governing board of the school district which the residency of either the parent or legal guardian is located and each parent, guardian or other person having control or charge of the pupil shall send the pupil to the public full-time day school or continuation school or classes and for the full time designated as the length of the school day by the governing board of the school district in which the residence of either the parent or legal guardian is located. Los Angeles City and Los Angeles County have loitering ordinances. These ordinances prohibit any person under the age of eighteen and subject to compulsory school attendance from loitering in or upon the public streets, highways, roads, alleys, parks, playgrounds, or other public grounds during school hours on days when school is in session. Students who violate these ordinances may receive a citation, have to appear in court with their parent/guardian, have a fine imposed by the court, and risk having the

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issuance of their driver‘s license delayed.

Cell Phone Use

CELLULAR TELEPHONES It is the policy of the Los Angeles Unified School District (LAUSD) to prohibit the use of cellular phones or any electronic signaling device by students on campus during normal school hours. Students are permitted to possess cellular phones, pagers, or electronic signaling devices on campus provided that any such device shall remain ―off and stored in a locker, backpack, ‖purse, pocket, or other place where it is not visible during normal school hours. Students are permitted to use cellular phones, pagers, or electronic signaling devices on campus before and after school or during school activities that occur outside of school hours. Students must comply anytime a request is made by school personnel to cease the use of a cellular telephone, pager or other signaling device even before or after school. Schools may adopt more stringent cellular phone policies through the School Site Council. Cell phone use on the school bus is for emergency purposes only; driver authorization is required. For more information you may call (800) 522-8737. The District is not responsible for lost or stolen cellular telephones or other personal items of value such as iPods, cameras, electronic games, radios, CD players, computers, etc.

Hazing, Harassment, and/or Bullying Policies

BULLYING AND HAZING POLICY The Los Angeles Unified School District is committed to providing a safe and civil learning and working environment. The District takes a strong position against bullying, hazing or any behavior that infringes on the safety or well-being of students, employees, or interferes with learning or teaching. The District prohibits retaliatory behavior against anyone who files a complaint or who participates in the complaint investigation process. The policy applies to all other persons within the District‘s jurisdiction The LAUSD bullying and hazing policy is written in accordance to federal, state and California Education Code require that all schools and all personnel promote mutual respect, tolerance, and acceptance among students and staff. ―All students and staff of public primary, elementary, junior and senior high have the inalienable right to attend campuses which are safe, secure and peaceful [Article 1, Section 28(c) of the California State Constitution]. This policy shall encompass behaviors or actions that occur among students, District employees and associated adults. The policy is applicable in schools, at school-related activities and events, at District programs and activities,

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traveling to and from school, and all other areas of the District‘s jurisdiction. (Ed Code 489009(s)). Bullying is defined as the deliberate antagonistic action or creation of a situation with the intent of inflicting emotional, physical, or psychological distress. The behavior may be a single or repeated act and may be electronic, indirect, non-verbal, psychological, sexual, social, physical or verbal. Hazing is any method of initiation, pre-initiation, or rite of passage associated with actual or desired membership in a student organization or student body, whether or not it is officially recognized by the educational institution. Parents and students are encouraged to work with their local school site administration to address any problems or concerns. For more information or assistance with parent/guardian or student concerns, contact the Human Relations, Diversity & Equity, 213-241-5337.

CYBER BULLYING Cyber bullying is bullying that is conducted via electronic communication technology (e.g., texts, e-mails, blogs, postings). A person who engages in cyber bullying at school or school-related activities and events is subject to disciplinary action even if the bullying occurred on a personal electronic devise. Cyber bullying that occurs off-campus but compromises the safety or instructional environment of the school may fall under District jurisdiction.

Cheating, Plagiarism and/or Forgery Policies

The LAUSD does not have a section in the handbook regarding plagiarism, however the

student code of conduct section includes the following list of behaviors not permitted:

1. Bullying/intimidation 2. Weapons possession 3. Fights/threats/violence 4. Drug possession/sale 5. Graffiti/vandalism 6. Gang activity 7. Cheating and plagiarism 8. Forgery and falsification 9. Sexual harassment and assault 10. Blackmail and extortion 11. Prejudice and hate crimes 12. Robbery and stealing 13. Fireworks and firecrackers

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Professional Dispositions Survey and Reflection

Reflective thinking and action will impact both teaching and student learning by

creating a positive, engaging classroom climate. Reflective action allows the teacher to

stay involved and connected with students and requires planning, thought and flexibility.

One of my greatest areas of strength is flexibility. In my experience, the ability to remain

flexible and be prepared for change is important to student success as well as teacher

sanity. The word flexible I am referring to can be defined as "characterized by a ready

capability to adapt to new, different, or changing requirements" (Flexible, n.d.). It has

been vitally important as a substitute teacher to be flexible and adapt quickly. Being

flexible in the classroom is an essential part of a teacher's everyday activities. Being rigid

and failing to adapt to the various classroom circumstances ensures misery. To me, a

reflective teacher not only does what is best for students, but also what allows her (or

him) to remain helpful and engaged with the students.

Another area of strength is the understanding of the local education agency

(LEA). I have been involved in education from many various angles. First, as a student

and subsequently as a parent, and then as a substitute teacher. Additionally, I have served

on multiple parent groups (PTA and others), was elected as a member of a School Site

Council, have attended numerous school board meetings, and served as the chairperson

for a school bond committee. I understand policies and procedures along with the many

perspectives of the stakeholders in a district. From a parent's perspective, I have

experienced both a gifted student and a student with special needs. I have participated in

the process from the Student study Team (SST) to the Individualized Education Plan

(IEP) as a parent and I have also participated in planning GATE activities. All of these

24


experiences will serve to help me adapt to the workplace as well as approach

circumstances with compassion and empathy.

The two areas of growth I have selected are fairly practical as well as necessary

for a successful career. The first goal is to successfully pass TPA 3, Assessing Learning

Task and TPA 4, Culminating Teaching Experience Task within my student teaching

timeframe (January - May 2014), which is required to obtain my credential. My second

goal is to take and pass the mathematics CSET prior to June 2014. In building an action

plan to achieve these goals, I utilized backwards planning; first setting my goal and then

developing the steps needed to achieve it on time.

To successfully achieve my goal of passing the TPAs, I must follow the steps

below,

focusing on each task, one at a time, in order. For each task, I will:

1. Enroll in TPA task at Taskstream.com by January 31, 2014.

2. View entire TPA task to understand the expectations by January 31, 2014.

3. Review the rubric for the TPA task by January 31, 2014.

4. Review my notes from classes on strategies that may be helpful in the TPA task.

5. Attend at least one TPA town hall meeting at National University by February 28,

2014.

Specifically, for TPA task 3, I will:

1. Begin responding in taskstream by February 10, 2014.

2. Complete responses and submit TPA by March 31, 2014.

Additionally, for TPA task 4, I will:

1. Begin responding in taskstream by April 1, 2014.

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2. Complete responses and submit TPA by May 31, 2014.

My action plan for passing the mathematics CSET is to schedule a date to take the CSET

no later than April 30, 2014, based upon availability. Once scheduled, I will use a study

guide to review for the CSET and complete the online sample tests and tutorials.

26


References

California Department of Education. (2012). Duty to protect students: Local educational

agencies responsibility to students. Retrieved from

http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp

California Teachers Association. (2006). Teachers' rights: Mini-guide [Class handout].

Coloroso, B. (2004, March 26). Winning at teaching...without beating your kids [Video

file]. Retrieved from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?

projectID=classroommanagement&clipID=Coloroso_904.flv&subType=CoCo&k

ey=44322074722293016710292013

Edsource. Students with special needs. (2013). Retrieved from

http://www.edsource.org/iss_fedlaws_specialed.html

Flexible. (n.d.). In Merriam-Webster Dictionary online. Retrieved from

http://www.merriam-webster.com/dictionary/flexibility?show=0&t=1364583731

Glaeser, B. J. & Calcagnie, K. F. (2005, November). The ABC’s of school liability in

California: A primer for lawyers, school districts and educators. Forum.

Retrieved from http://faculty.fullerton.edu/lorozco/lawglaeser.pdf

Levin & Nolan (2000). Managing student behavior – part 1 [PowerPoint lecture].

National university: Fall 2013. Retrieved from

http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt2/index.htm

Levin & Nolan (2000). Managing student behavior – part 3 [PowerPoint lecture].

National university: Fall 2013. Retrieved from


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Los Angeles Unified School District. (2011). Parent student handbook [PDF document].

Retrieved from

http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATI

ONS/FLDR_OFFICE_OF_SUPE/ENGLISH_3.PDF

Marzano, R. J., Marzano, J. S., Pickering, D. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: ASCD

National PTA. (2013). Programs. Retrieved from

http://www.pta.org/programs/content.cfm?

ItemNumber=3038&navItemNumber=3341

The Northeast Regional Education Cooperative. (2001). What every general education

teacher must know about special education law [PDF file]. Retrieved from

http://coedpages.uncc.edu/rjrickel/3255/What%20Every%20General%20%20Ed

%20Teacher%20Should%20Know%20about%20EC.pdf

Pohan, C. A. (n.d.). Nature of the discipline problem [PowerPoint slides]. Retrieved from


Smith, D.D. (n.d.). Steps in the IEP Process [Class handout].

Teaching Channel. (2011, September 6). New Teacher Survival Guide: Classroom

Management [Video file]. Retrieved from http://www.youtube.com/watch?

v=9CNeaFhLMXw

U.S. Department of Education. (n.d.). Building the legacy: IDEA 2004. (Sec. 300.8 Child

with a disability). Retrieved from http://idea.ed.gov/explore/view/p/%2Croot

%2Cregs%2C300%2CA%2C300%252E8%2C

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http://www.pta.org/programs/content.cfm?ItemNumber=3038&navItemNumber=3341

http://www.pta.org/programs/content.cfm?ItemNumber=3038&navItemNumber=3341

Documents

Classroom Management Notebook - hbush.weebly.comhbush.weebly.com/uploads/2/6/8/7/...notebook_pdqp.docx · Web viewLike many of the discipline models suggest, being consistent with