Classroom Management Plan

Management Via Motivation and Mutual Respect

Sean Patrick Nash

Dual Credit Biology & Zoology • Benton High School • April 25, 2009
Table of Contents
1.
Teacher - Student Relationships! 2

a. Goal or student outcome: The students will... 2

Action steps for teacher and target dates: 2

Expectations for students: 2

2. Student Responsibility! 3

a. Goal or student outcome: The students will... 3

Action steps for teacher and target dates: 3

Expectations for students: 3

3. Rules and Procedures! 4

~ the devil’s in the details ~ 4

a. Goal or student outcome: The students will... 4

Action steps for teacher and target dates: 4

Expectations for students: 4

4. Disciplinary Interventions! 5

a. Goal or student outcome: The students will... 5

Action steps for teacher and target dates: 5

Expectations for students: 5

5. Classroom organization/Cooperative learning/ Conducting Instruction! 6

a. Goal or student outcome: The students will... 6

Action steps for teacher and target dates: 6

Expectations for students: 6

APPENDIX 7

WORKS CITED 19
1. Teacher - Student Relationships
A keystone to the other factors involved...

a. Goal or student outcome: The students will...

Students will be important partners in creating a collaborative environment both within the classroom as well as
outside of it, in online spaces we collectively own and operate. Students will also be active contributors to the
classroom network, Principles of Biology at: http:/mwsu-bio101.ning.com. Online social networks are new
interactive spaces and are classically the “turf” of younger generations. Interacting in these spaces in a profes-
sional manner is a powerful way to meet students in their world.

b. Action steps for teacher and target dates:

1) Establish clear learning goals in both syllabus and on Principles of Biology website (Syllabus discussed on
day one, and learning goals on POB website are ongoing throughout the year. 2) Support a constructivist ap-
proach to learning, in other words... connect to current student knowledge and skills, and allow choice within
the larger curricular framework. (ongoing) 3) Do not be an “absentee landlord” on the classroom social net-
work. The teacher must be an active participant on the site. If these online spaces are not nurtured, they will
become simply a new way to “hand in homework.” (ongoing) 4) Display student work as both a model of solid
performance as well as a positive affirmation for individual students (ongoing).

c. Expectations for students:

Students will actively contribute to developing and the pursuit of individual learning goals within the frame-
work of the course curriculum. Students will respond to an open approach by actively choosing educational
goals to meet. Students will be active contributors to our classroom network, not only in adding new content,
but in commenting to their teacher and their peers.

d. Supporting documents/resources:

1) Course syllabus: “PRINCIPLES OF BIOLOGY” (attached) 2) Classroom Management That Works by

Robert Marzano, Chapter 4 “Teacher - Student Relationships.” 3) Blogs, Wikis, Podcasts and other Web
Tools by Will Richardson. 4) Principles of Biology - classroom learning network on the Ning platform:
http://mwsu-bio101.ning.com 5) Attached images: student work displays.
2. Student Responsibility
Becoming a self-sufficient and responsible learner in our community...

a. Goal or student outcome: The students will...

...assume a share of the responsibility for the learning environment as well as learning goals for this course, and
contribute to the creation of an openly constructivist learning environment that runs two directions as opposed
to a top-down approach. My job is to identify “big picture” learning goals that address the curricular frame-
work, and then spend the bulk of my energy inspiring students to take responsibility for bringing the learning
to the classroom themselves as well as taking responsibility for their own study habits.

b. Action steps for teacher and target dates:

1) Establish a set of collaborative classroom rules. Facilitate discussion on expectations with: “GETTING TO
KNOW YOU” document on the first day. These expectations will be converted to classroom expectations (I
hate the connotations behind the term: “rules.”) and recorded onto a single PowerPoint slide. This slide can
be pulled out, copied and pasted onto the beginning of any slide show later in the year as needed- though it
rarely ever is. (establish expectations on day one, and implementation is ongoing throughout the year) Of
course, this process also goes a long way toward

c. Expectations for students:

Students will actively contribute to development of both student and teacher expectations on day one of the
course. Students will generate expectations for a model student as well as a model teacher on the “GETTING
TO KNOW YOU” document on the first day. Adherence to these expectations will be expected in both direc-
tions (student & teacher) throughout the year.

d. Supporting documents/resources:

1) First day document: “GETTING TO KNOW YOU” (attached) 2) Classroom Management That Works by
Robert Marzano, Chapter 6, pg. 76 3) Video conversation with Dr. Randy Sprick & Jim Knight of the Kan-
sas Coaching Project: http://thebigfour.ning.com/video/engaging-students-in-classroom
3. Rules and Procedures
Some things are just non-negotiable...

~ the devil’s in the details ~

a. Goal or student outcome: The students will...

...understand the difference between expectations, which are shared and developed collectively, and rules, pro-
cedures and policies which are generally created by the district and/of building level and modified and adhered
to by me.

b. Action steps for teacher and target dates:

Create careful and specific list of non-negotiable rules and policies such as for grading practices, attendance,
etc., to place on course syllabus under the section on “Miscellaneous policies, etc.” (first day of class, but used
throughout the year). Also, list of course “expectations” mentioned in step #2 of this plan will be created in
the first two days of class, and recorded for the remainder of the year as well. I tend to consider these things
more as “expectations” as opposed to “rules” due to the collaborative nature of their creation. However, they
are expectations of positive behavior by all learners in our classroom community.

c. Expectations for students:

Simple. Students will engage in a discussion of the policies section of this document on the first two days of
class. Due to the non-negotiable of these rules and policies, this discussion is normally more about clarifica-
tion than negotiation as in step #2 of this plan.

d. Supporting documents/resources:

1) Course syllabus: “PRINCIPLES OF BIOLOGY” (attached) Particularly the section entitled: Miscellane-
ous policies, etc.” 2) Classroom Management That Works by Robert Marzano, Chapter 2 “Rules and Proce-
dures” pg. 13. 3) Video interview between Dr. Randy Sprick and Jim Knight entitled: “Classroom expecta-
tions,” found at: http://thebigfour.ning.com/video/classroom-expectations
4. Disciplinary Interventions
The “last resort” when the other four elements do not produce...

a. Goal or student outcome: The students will...

...be aware of the difference between working within collaborative expectations and the types of behavior that
warrant referrals beyond the four walls of our classroom. Once level four on this series of steps is reached, dis-
ciplinary intervention will be handled by building administration as per student/teacher handbook.

b. Action steps for teacher and target dates:

Disciplinary interventions are those things which happen when all of the other elements of management and
motivation do not produce results. IYou will notice the escalation in severity as you move down this list. I do
not print this lis tin DC credit biology as it has never been needed and is technically in the student handbook.
Therefore, I am using a copy of the Zoology syllabus, and particularly the last page and section about resolving
conflict. When student behavior is extreme enough to require intervention formal intervention, these inter-
ventions will generally be followed in numerical order as follows and will be ongoing throughout the school
year:

1) Student-Teacher conference
2) Morning detention with teacher
3) Parent-teacher or parent-teacher-student conference
4) Referral to disciplinary administration

c. Expectations for students:

Students will become aware of this list of interventions on day one of class. At this point, interactions are fairly
black and white. Students will respond to these increasingly invasive steps as they are warranted.

d. Supporting documents/resources:

1) Course syllabus: “*Zoology” (attached) Particularly the final section. 2) Classroom Management That
Works by Robert Marzano, Chapter 3 “Disciplinary Interventions” pg. 27. 3) Video interview between Dr.
Randy Sprick and Jim Knight entitled: “Correcting behavior - groups of students,” found at:
http://thebigfour.ning.com/video/correcting-behavior-groups-of
5. Classroom organization/
Cooperative learning/ Conduct-
ing Instruction
Building a constructivist environment for all in a cooperative and scaffolded way...

a. Goal or student outcome: The students will...

...interact as partners in the learning experiences within our classroom.

b. Action steps for teacher and target dates:

1) Build and maintain a classroom setup that helps to foster collaborative, constructivist work. (completed) Student
knowledge in my room should be student and group-generated as much as can be possible. 2) Both the classroom setup
as well as the instructional strategies employed in my classroom are designed to allow maximum discussion and discourse
both in the classroom as well as outside of it in online spaces. Philosophy for classroom instructional framework is briefly
outlined in page 6 of 7 in the Honors Zoology curriculum outline (attached). A similar document will now be presented
for Dual-Credit Biology as well. (first two days of school)

c. Expectations for students:

Student will rise to the challenge of being active participants in their own learning goals within the framework of the
course goals handed down by MWSU and our district. Students will generally go through a bit of an adjustment period
where they adapt to not being spoon-fed. I, myself, will have to adapt to this fact by realizing that students are not always
ready for such ownership. However, based on past performance, the vast majority adapt enthusiastically within a few
weeks.

d. Supporting documents/resources:

1) Attached images: classroom setup featuring six group tables. There are no individual desks in my room. Laptop carts
that help to move student learning into a self-owned realm as opposed to being slaves to a textbook. 2) Classroom Man-
agement That Works by Robert Marzano, Chapter 2 “Rules and Procedures” pg. 13. 3) Honors Zoology curriculum
page 6 on “gradual release” (attached).
APPENDIX

Supporting documents follow:

*PRINCIPLES OF BIOLOGY course syllabus

*GETTING TO KNOW YOU document

*ZOOLOGY course syllabus

*CLASSROOM DESIGN IMAGES

 PRINCIPLES OF BIOLOGY
August 27, 2008
“Men love to
wonder, and
that is the
seed of sci-
ence.”
Ralph Waldo
Emerson
A collaborative effort linking MWSU
and Benton High School via dual-credit biology
Instructor: Sean Patrick Nash
Welcome to Principles of Biology.
This course is offered with the
cooperation of MWSU, and suc-
cessful completion of the course
will be worth 5 credits for Biology
101 at Western. A grade of “B”
or higher could also be used in
place of Biology 111.
I am excited to be your in-
structor for this course. There are
many really good minds involved
in the frequent updates to this
course. Therefore, you can expect
a very up-to-date experience in
biology this year. As a graduate of
MWSU, and a Biology major, I
am very proud to be involved in
this endeavor.
One of the major reasons I
am behind this program is the
inquiry-based philosophy of the
course. Most of the lab investiga-
tions within the class will be full-
blown open inquiry within a field
of study. The approach closely
follows what is know as a learning
cycle approach. This essentially
means that you will play a direct
role as principle researcher toward
questions you wish to answer at
least five times during the course
of the year.
We will briefly examine the
philosophy behind this approach
within our first week together. For
this and other reasons, it should
be an interesting and fun class for
all of us.
Principles of Biology is a course
that requires in-depth study and
reflection. In a one-year
university-level biology course you
may learn as many or more words
than if you were to take a foreign
language course in the same time
period. Obviously, there is just
too much to remember without
taking the time to study. Be pre-
pared to plan your study schedule
so that you can review important
ideas and concepts, read your
book, and examine online sup-
plements for a small amount of
time each day.
You will find out in the first
two weeks that this class will in-
corporate many different types of
learning activities such as: hands-
on labs, demonstrations, one-to-
one laptop computing activities,
online social networking, coopera-
tive learning, interactive lecture
and large group discussion, jour-
nal activities, current science
reading and original biological
research.
PRINCIPLES OF BIOLOGY August 27, 2008 Online social networking:
taking the study of biology “Equipped with his five
into an online community senses, man explores the
Instructor: Each and every one of us universe around him and
calls the venture: “sci-
Throughout the course of this year, we ence.”
will be utilizing many emerging web
technologies to both broaden and Edwin Powell Hubble
deepen our experience in this class.
Educational social networking, blogging
and podcasting are tools that are begin-
ning to show great promise in schools
across the country.
Our class will heavily use a web
communications tool for networking
between members of our class as well as
with MWSU from time to time.
The URL for this site is:
http://mwsu-bio101.ning.com
As soon as possible, you will need to
navigate to this site and request access
online by filling out a profile. You will
be asked many questions designed to let
others get to know a bit about you as a
person away from school. Also, in com-
pleting your profile, you will be asked
While this networking site will feel will transfer relatively easily to a digital
several questions about class rank, test
very much like Facebook or MySpace in portfolio which can then travel with you
scores, etc. All responses to questions
daily use, it differs in two crucial ways. throughout your future studies.
such as these are completely password-
First, our networking site is content- Your connection to the learning
protected and viewable only by your in-
focused in the field of biology. There- process is a huge personal goal of mine.
structor. These questions will also be
fore, it is highly social, and yet focused on I will not be satisfied if this course is any-
marked with a lock to indicate highest
academics, bringing together the best of thing less than the most relevant and rig-
security for this information.
both worlds. Access and security to our orous experience for all of us involved.
I take your privacy seriously, and I
site is also managed by your instructor, Overall, I think you will find that this
will help you to do the same for yourself.
not by someone you don’t know from online hub for study throughout the
There are few places within our educa-
halfway around the world. course will greatly enhance collaboration
tional system today where students re-
Online discussion forums concerning between all involved. I have a deep-
ceive any instruction on issues and ethics
key course concepts and the use of we- seated belief that this approach will bring
in the use of Internet technology. In
blogs (blogging) as a new genre of con- us all together with a stronger sense of
using these tools heavily to deliver this
nective writing are important core fea- community and the awareness that
course for you, I feel that it is my mission
tures of our course network. You will comes along with genuine personal
to bring you up to speed on current issues
find that much of your work in this class growth.
concerning Internet privacy and safety.

My version of this course is also de-

John Dewey:
“Education is a social process; education is
growth; education is not a preparation for life but
is life itself.”
Classroom Resources:
beyond the book
Instructor: Others throughout the globe
The major topics in the course will be
covered by the ESSENTIAL BIOLOGY
text by Campbell, Reese & Simon, as
well as a multitude of other supplemen-
tary sources. Your textbook will also be
accessible to you online throughout this
course. The online resource package will
provide you with access to a large body
of multimedia as well. These are things
that go beyond the two-dimensional na-
ture of the traditional textbook.
signed to introduce basic information
literacy, especially within the field of bi-
ology. There is a sea of free resources for
use on the Internet. More than ever
before, classrooms of the 21st Century
should assist students in making smart,
ethical decisions about the body of
knowledge available to them via emerg-
ing technologies. Navigating the “infor-
mation superhighway” is a big task, but
with smart and simple guidelines, it is
certainly manageable.
Of course, other print resources as
well as in-the-flesh guest speakers, will
also provide us with a rich and well-
rounded experience.
 Miscellaneous policies, etc.
PRINCIPLES OF BIOLOGY August 27, 2008

the devil’s in the details

You have been waiting to ask about...

Although many different types of activities will be •Taxonomy

used to assess your grade, the grading and grade •Chemistry
scale will remain consistent throughout. Approxi- •Cellular structure & function
mately 50% of the quarter and semester grades will •Cellular energetics
rest with exams and daily quiz scores. Another 40% •Cellular cycles
will depend directly on lab reports, online projects, •Molecular genetics
and other away-from-the-classroom, authentic tasks, •Population genetics
leaving the final 10% to be covered by brief daily •Biological evolution
journal writing assignments. Therefore, even if you •Homeostasis
are not the world’s best at high-stakes exams, with •Human reproduction & development
hard work you can ultimately succeed in this class. •Ecology
The course will feature approximately eight
summative exams throughout the year. Smaller One final note:
quizzes will be used on a nearly daily basis to hold
each of us accountable for learning. Most impor- I am not just your teacher during this period. I am
tantly, however, these quizzes will serve as an impor- here to help you to grow and succeed in any way I
tant gauge on how the teaching/learning process is can. If you have questions or concerns please feel
free to share them with me before or after school. I
proceeding. Student data from these assessments is
am always at school around 7:00am, and stay at least
used to adjust instruction on a daily basis. until around 4:00pm.
Any make up arrangements for exams or quiz- As an instructional coach as well at Benton, I
zes should be done prior to missing the exam for am often found throughout the building. However, I
school business. In the event of a missed exam due do have an office/staff development room on 3rd
to an emergency, the exam or quiz must be taken on floor, room #305. Contact me via e-mail at:
the first day back in class. This will not be a problem sean.nash@sjsd.k12.mo.us or via Twitter, username:
once we become accustomed to the mindset of fre- “nashworld.” Parents, also feel free to use these
quent, formative assessment. methods of communication as well as by phone
It is also important to realize that your work will during the day at 816-671-4030.
I look forward to working with you during this
be assessed both independently as well as collabora-
coming school year and in supporting you as you
tively. This instructional decision was not deter- begin your collegiate-level studies.
mined haphazardly. A high grade in this course is
essentially a guarantee of independent mastery of
key concepts and skills in biology. However, our
world is an increasingly complex place, making ef-
Sean P. Nash
fective collaboration also an essential outcome in any
reputable system of learning in 2008.
Your final score for the course will be calculated
on a very simple percentage basis as follows:
•A = 90% - 100%
•B = 80% - 89%
•C = 70% - 79% Charles
Darwin:
•D = 60% - 69% “It is not
•F = <60% the
strongest
of the
Our textbook is entitled: ESSENTIAL BIOLOGY species,
(with physiology) by Campbell, Reece and Simon. nor the
most
The online version of the text with multimedia sup- intelligent
plements and study tools can be found by navigating that sur-
vives, it is
to www.campbellbiology.com and selecting the icon the one
for the textbook identical to ours. that is the
most
General topics of study for Principles of Biology: adaptable
to
•Biology today change.”
•Nature of Science
P R I N C I P L E S O F B I O L O G Y

http://mwsu-bio101.ning.com
 GETTING TO KNOW YOU
NAME: _______________________________________________________

NAME YOU LIKE TO BE CALLED: ______________________________________

E-MAIL ADDRESS (please print clearly): ______________________________________

PARENT/GUARDIAN NAME(s): ________________________________________

MIDDLE SCHOOL -or- HIGH SCHOOL SCIENCE TEACHERS: ______________________________

WHAT EXTRACURRICULAR ACTIVITIES MIGHT YOU PARTICIPATE IN? (sports, band, theater, clubs, etc.)

WHAT DO YOU LIKE TO DO IN YOUR SPARE TIME AWAY FROM SCHOOL?

(hobbies, interests, etc.)

TO THIS DATE, WHAT CLASS/SUBJECT DO YOU DO YOUR BEST WORK IN? Why do you think that is?

LIST THREE ATTRIBUTES OF A GOOD TEACHER.

Then, in your opinion, circle the most important of the three:
________________________ _________________________ _______________________

LIST THREE ATTRIBUTES OF A GOOD STUDENT:

Then, in your opinion, circle the most important of the three:

________________________ _________________________ _______________________

WHAT IS THE BEST MOVIE YOU SAW THIS PAST SUMMER? Why?

WHAT ARE THE NAMES (artist/title/etc.) OF THE LAST THREE CDs YOU PURCHASED?
 P R I N C I P L E S O F B I O L O G Y

Is this glass… half empty or half full? (circle one) & explain why in the space below:

ANY OTHER IMPORTANT CLOSING THOUGHTS, IDEAS, THINGS I SHOULD KNOW AS YOUR TEACHER???
 B E N T O N H I G H

*Zoology Instructors: Mr. Sean Nash

Room 307
sean.nash@sjsd.k12.mo.us

“It is not the strongest of the species that survives, nor the most intelligent that survives.
It is the one that is the most adaptable to change.” - Charles Darwin
The Scientific Study of the Animal Kingdom

Scientific Inquiry Comparative Anatomy
How is research What similarities exist
conducted in between different
zoology? How can I members of the animal
use scientific tools & kingdom? What do
methods to find the differences between
answers to my the wing of a bat and
questions about the wing of a bird
animals? reveal about their
history?
Evolution Classification Animal Interactions Animal Behavior
How does a What makes an How do animals How does an animal’s
population adapt to organism an depend upon other behavior affect its
changes in its “animal?” animals? What is survival and chances
environment? What Is a hawk more closely the difference of reproduction?
factors drive the related to a human or between predator and What is a “social”
evolution of a a dinosaur? How do prey? Is having a animal? How does
species? we know? parasite always reproduction affect
“bad?” behavior?

Subphylum: Vertebrata (vertebrates) words than if you were to take a foreign

Course Description
Welcome to the 2007-2008 school year
and ZOOLOGY in particular. This class
is one year in length, and it will cover
many aspects of the science of animals. It
is designed to be an in-depth, challenging
course. Specific areas of study will in-
clude:
ANIMALIA SYSTEMATICS
Phylum: Porifera (sponges)
Phylum: Cnidaria (corals, anemones, jelly- means that if you have internet access at
fish, etc…)
Phylum: Ctenophora (comb jellies)
Phylum: Platyhelminthes (flatworms)Phy-
lum: Nematoda (roundworms)
Phylum: Annelida (segmented worms)Phy-
lum: Molluska (mollusks)
Phylum: Arthropoda (primarily crusta-
cea)Phylum: Echinodermata (echino-
derms)Phylum: Chordata (chordates)
Subphylum: Urochordata (tunicates)Subphy-
lum: Cephalochordata (amphioxus)
Class: Agnatha (jawless fishes)
Class: Chondrichthyes (cartilaginous fishes)
Class: Osteichthyes (bony fishes)
Class: Amphibia (amphibians)
Class: Reptilia (reptiles)
Class: Aves (birds)
Class: Mammalia (mammals)
The above topics will be covered by the
MODERN BIOLOGY text by Holt and
several other supplementary sources.
Your textbook will also be accessible to
you online throughout this course. This
home, you may not need to lug this text
home! The course is also lab and activity
intensive. For this and other reasons, it
should be an interesting and fun class for
all who are enrolled.
However, this is a subject that REQUIRES
you to study. In a one-year biology
course you may learn as many or more
language course in the same time period.
Obviously, there is just too much to re-
member without taking the time to study.
Be prepared to plan your study schedule
so that you can review important ideas
and concepts, read your book, and
memorize definitions for a small amount
of time EACH DAY. This is much favor-
able to really fouling your time up before
due dates by cramming to get everything
in!
You will find out in the first two weeks
that this class will incorporate many dif-
ferent types of learning activities such as:
hands-on labs, dissection labs, demon-
strations, one-to-one laptop computing
activities, cooperative learning, lecture
and large group discussion, video les-
sons, library research, journal activities,
and current science readings.

Biodiversity is the greatest treasure we
have... Its diminishment is to be
prevented at all cost.
~Thomas Eisner, Chemical Ecologist
As stated above, a key com-
ponent of this course is the
utilization of dissection as a
tool to understand the com-
plex systems of living things
4) Referral to disciplinary ad-
and to see how they all relate
to one another. It is IMPERA-
TIVE that you participate in
these labs. However, some
students always will choose to
be the group member who
“looks” and “observes” while
another might actually do the
“true” dissection work. I have
NO problem with this whatso-
ever. Along with each dissec-
tion, there are many types of
data that will need to be col-
lected, and then recorded. It
would not make really good
sense for the person holding
the “scalpel” to have to also
operate the “pen”… right?
It is important for all of us to
remember that these are NOT
wild animals that were cap-
S E Q U O I
tured in the natural environ-
ment and killed. EVERY
specimen that we will study
this year comes from a bio-
logical supply company that is
in the business of raising
specimens specifically for
laboratory and research use.
Each animal has also been
carefully euthanized in the
most humane way possible.
Although many different
types of activities will be used
to assess your grade, the grad-
ing and grade scale will re-
main consistent throughout.
Approximately 50% of the
quarter and semester grades
will rely on tests and daily
quiz scores. Another 40% will
depend directly on homework
and lab reports and participa-
tion, leaving the final 10% to
be covered by daily journal
A C L U B
writing assignments. There- 2) Morning detention with
fore, even if you are not the teacher
world’s best test-taker, with 3) Parent-teacher or parent-
hard work you can ultimately teacher-student conference
succeed in this class.
Sometime in the first few days ministration
you will need to obtain a 3
ring binder to be used for this
class only. This should be re- * ONE LAST NOTE *
served for ZOOLOGY only.
I am not just your teacher
during this period. I am here
During the first day or two we
to help you in any way I can.
will be forming and discussing
If you have questions or
classroom conduct rules to be
concerns please feel free to
followed by all of us. These
share them with me before or
are things which will make
after school. I am always at
our jobs as student and
school before 7:00am, and
teacher go as smoothly as pos-
other than during wrestling
sible. These rules will be
season, I am almost always
posted during the first week.
available for help after school.
Should some type of a conflict
arise the following plan of ac-
tion will be followed in nu-
merical fashion in order to
resolve it:
1) Student-Teacher conference
C L A S S R O O M A R R A N G E M E N T
L A P T O P C A R T S
S T U D E N T W O R K D I S P L A Y S
WORKS CITED

Marzano, Robert. “Classroom Management That Works.” Alexandria, VA: Association for Su-
pervision and Curriculum Development, 2003

Knight, “Coaching Classroom Management.”

Sprick, Randy. “Video Interview Series with Jim Knight on Effective Classroom Management.”
http://thebigfour.ning.com/video/video/listTagged?tag=management , 2009

Nash, Sean. Personal and original documents and images related to classroom management and
motivation, 2009