Teaching is %"n4

Vicki Dostal Professor Lynne Ensworth MGMT 3120 01 Christina Edgerton !th Grade Lang"age#$rts %ranklin Middle &chool '31() **+#2,*2 Cedar -a.ids /owa

01 &"22ary of /2.ortant E3ents

%ranklin was the 5est e6.erience for 2e as an ed"cator / didn7t want to co2e 5ack to the "ni3ersity4 $t the end of e3ery school day / wo"ld co2e ho2e with an enor2o"s s2ile on 2y face1 E3eryday was so2ething new and e6citing that took .lace and / co"ldn7t wait to share it with 2y fa2ily1 The 2ost 2eaningf"l e6.erience / had while working with 2y 2entor teacher was the tr"st and res.onsi5ility she had in 2e1 8ithin the first day / had already directed and ta"ght the lang"age#arts lesson intended for that day1 / en9oyed working with another ed"cator that didn7t :5a5y; 2e or e6.ect less fro2 2e 5eca"se / was still in college1 My 2entor teacher treated 2e as if / were an ed"cator that had 5een working in the field1 / ne3er felt a great challenge d"ring 2y week of .artici.ation / really felt as tho"gh / 2o3ed thro"gh the school day 9"st fine and witho"t a .ro5le21 $fter 2y week at %ranklin Middle &chool / a2 .leased to say / know / a2 in the right .rofession and cannot wait to ha3e a classroo2 of 2y own1 $ltho"gh / did not ha3e an e6.erience that see2ed too diffic"lt / did find it challenging to re2e25er the st"dents na2es1 There were a fair a2o"nt of na2es / was a5le to recall thro"gho"t the week howe3er when working in a 2iddle school yo" teach o3er 100 st"dents thro"gho"t the day1 /s can 5e a challenge for ed"cators to re2e25er their st"dents na2es fro2 the eight .eriods in a ty.ical school day1 <"st as 2y 2entor teacher had instilled res.onsi5ility and tr"st in 2e and / will do the sa2e for 2y st"dents1 / want 2y st"dent to know that / res.ect care tr"st and s"..ort the2 as indi3id"als1 8hen a teacher allows st"dents to feel a sense of co22"nity the st"dents will s"cceed acade2ically and .ersonally1 To 2ake s"re / re2e25er 2y st"dents7 na2es / will take an i2age of the2 in class and right their na2e "nderneath it1 Than when the school day is o3er /

will look o3er the na2es and i2ages of 2y st"dents to fa2iliari=e and test 2yself1 / won7t 5e that teacher who doesn7t re2e25er her st"dents7 na2es1 C1 Daily <o"rnal -eflections Monday 10>1, ?n 2y first day at %ranklin Middle &chool / learned how to handle a hard sit"ation while re2aining cal21 There was a st"dent who had ke.t co2ing ". to Mrs1 Edgerton7s desk to hand in her 2issing assign2ent1 %ranklin has a .olicy know as :@$P ; where st"dents who do not co2.lete their ho2ework or assign2ents ha3e to carry aro"nd a sheet that indicates what work still is inco2.lete1 ?nce the assign2ent is co2.leted the teacher will sign off for the work1 The st"dent was assigned to finish her lang"age#arts worksheet that was d"e last week when a s"5stit"te was .resent1 The st"dent had 2is5eha3ed in the class and was sent to the office1 The worksheet acco2.anies a reading that the st"dent o53io"sly did not take the ti2e to read1 Mrs1 Edgerton ta"ght 2e how to handle a 5eha3ior iss"e#the st"dent was r"de sassy and A"ick to defend herself1 The st"dent was fr"strated with Mrs1 Edgerton 5eca"se she ref"sed to sign her @$P sheet d"e to the assign2ent 5eing co2.letely incorrect and not e3en close to the 2oral of the story1 Mrs1 Edgerton e6.lained to the st"dent that she needs to try when co2.leting this assign2ent1 &he knowns the st"dent can do 5etter than what she had handed in1

T"esday 10>1* Today / learned that it is cr"cial for fac"lty to work together1 The si6th grade Lightening Tea2 2eets e3eryday d"ring second .eriod1 The tea2 de5riefs and disc"sses what is and is not working in their class and st"dents 5eha3iors that day1 The tea2 2eeting are a tool for de3elo.ing lesson .lans and st"dent inter3entions 'when st"dents 2is5eha3e)1 / learned that

working well with yo"r fac"lty will allow yo" to 5etter "nderstand yo"r st"dents not only in yo"r classroo2 5"t o"tside of yo"r classroo2 too1 The teachers work together to 5etter 2eet each st"dents indi3id"al needs1 $nother lesson / learned today was how to 2anage ti2e and 2onitor the st"dents1 Mrs1 Edgerton took half of her class down to the co2."ter la5 while / re2ained in the classroo2 with the other half of the class1 The st"dents were assign2ent to work on their 5ook .ro9ects and late assign2ents1 / was to 2onitor assist and grade not only Mrs1 Edgerton7s st"dents 5"t the other si6th grade lang"age#arts class1 /t was great to ha3e the chance to 2o3e aro"nd and see 9"st how i2.ortant it is to constit"ently 5eing aware of yo"r s"rro"ndings1

8ednesday 10>1! D"ring first .eriod / had to hel. rearrange the classroo2 setting1 The st"dents in 5oth Th"nder and Lightening 'two si6th grade L$ tea2s) were co2ing into Mrs1 Edgerton7s classroo2 to watch the 2o3e $ll &"22er in a Day1 0efore the st"dents entered the 5"ilding / 2o3ed all the desks to the side of the roo2 and stacked e3ery chair1 The classroo2 now was 5are in the center only showing the car.et1 The st"dents were to sit in the center of the roo2 in front of the &2art0oard where the 3ideo wo"ld .lay1 / learned how to work in a new learning en3iron2ent1 / still enforced st"dents to stay on task and re2ain A"iet d"ring the 3ideo1 / 2anaged to .ro2ote learning and ada.tion within the st"dents1

Th"rsday 10>1B Today st"dents were working in the co2."ter la5 on their essays and gro". .ro9ects1 / had one gro". that was ref"sing to get along with one another forcing the2 to not work well together1 / had to address the sit"ation in a .rofessional caring and "nderstanding 2anner1 The

.ro5le2 the st"dents had was an o"tside of school iss"e 'the friends they h"ng o"t with) and ca"sed the st"dents to "se the word gay1 / sto..ed the st"dents and infor2ed the2 that that word is "nacce.ta5le and highly offensi3e at %ranklin we do not "se that word to attack others1 The st"dents "nderstood and a.ologi=ed to one another1 / than had a talk with the two 5oys a5o"t their iss"e and e6.lained :/n life yo" 2ay not agree or get along with e3eryone howe3er yo" still ha3e to 5e a5le to work together and ."sh yo"r differences aside1; / wanted the st"dents to reali=e that life is a5o"t finding an "nderstanding and a co22on gro"nd with others1 The st"dents e3ent"ally ."t aside their iss"es and 2anaged to work on their .ro9ect together1

%riday 10>1+ Today / witnessed an iss"e that indicated 2andatory re.orting1 The si6th grade tea2 had 2et and disc"ssed so2e iss"es or 5i=arre 5eha3ior they had 5een noticing thro"gho"t the week1 ?ne girl had 5een co2.laining a5o"t a 2enstr"al cycle that had lasted o3er a week 'not co22on)1 The fe2ale teachers were concerned and .aid close attention to this st"dent as the week went on1 The st"dent was 5eha3ing oddly and different fro2 her "s"al self1 The teachers disc"ssed and concl"ded that they 5elie3e the st"dent has 5een se6"al assa"lted1 This 5roke 2y heart and frightened 2e1 The teachers disc"ssed that this is a sit"ation they will 5e re.orting and following ". on1 / learned that this is an iss"e yo" ne3er want to see yo"r st"dent go thro"gh howe3er as a teacher yo" need to 2eet with yo"r fellow staff and disc"ss what yo" ha3e noticed hear and are thinking1 $ st"dent in danger is yo"r 2ain .riority to hel. and sa3e1 -e.orting is 2andatory1

D1 Doc"2ents

$1 Teacher /nter3iew 11 8hat takes .lace in yo"r classroo2 5efore the first day of schoolC M"ch .lanning4 The teachers s.end a fair a2o"nt of ti2e reading /owa Transitions to see what the ne6t gro". of st"dents are like their history in the school .ast iss"es or 5eha3iors1 $t %ranklin e3ery st"dent is recorded on an /owa Transition doc"2ent that will 5e .assed on to each grade le3el teacher fro2 .re3io"s years 5efore1 The doc"2ent allows teachers to gain an insight on the st"dents7 e6.eriences and 5eha3iors in .re3io"s grades1 The doc"2ent also indicates any acco22odations or s.ecial needs that will need to 5e 2et d"ring the year1 $s a tea2 teachers will read /EPs and *0, .lans to try to find ways of 2eeting the st"dents needs1 21 8hat ty.es of things do yo" 2ake s"re yo" do on the first day st"dents attend schoolC /t is cr"cial for yo" to address yo"r classroo2 .roced"res and e6.ectations1 /nfor2ing the st"dents on how yo" will r"n yo"r classroo2 and what is or is not tolerated in yo"r classroo2 will allow st"dents to ha3e a clear "nderstanding of what is to 5e e6.ected of the21 Mrs1 Edgerton7s fa3orite saying The 2ore track yo" lay the easier the train gets thro"gh the station is a great 2eta.hor for engaging and g"iding yo"r st"dents thro"gh the school year1 31 8hat 5eha3ior .lan is "sed in yo"r classroo2C /s there a 2odel or .lan "sed thro"gho"t the schoolC P$--T is "sed thro"gho"t %ranklin Middle &chool and stands for Personal 0est $cti3e Listening -es.ect -es.onsi5ility and Tr"stworthy1 Mrs1 Edgerton doesn7t ha3e an indi3id"al .lan or 2odel for her classroo2 5eca"se she doesnDt need one1 8hen Mrs1 Edgerton s.eaks the st"dents listen1 Eer st"dents res.ect her and her classroo2 e6.ectations1 Meaning the schools e6.ectations 'P$--T) is what she "ses and refers to in her classroo2 and she enforces her st"dents to 5e acti3e .artici.ants in school1 ,1 8hat ty.e of grading>assess2ent syste2 do yo" "tili=eC Co"ld / see or ha3e a co.y of the re.orting syste2 yo" "se with caregi3ersC 8hat role does standardi=ed testing ha3e in yo"r c"rric"l"2>school districtC 8hat is yo"r district doing to 2eet the Fo Child Left 0ehind 2andatesC Power &chool is "sed for grading and is a3aila5le to the caregi3ers1 Power &chool is an online .rogra2 that allows teachers to doc"2ent and record each st"dents attendance assign2ents and grades1 Power &chool is a great tool to ha3e 5eca"se it .ro2otes res.onsi5ility for st"dents to 2onitor and check their grades and assign2ents1 Parents ha3e the o.tion to e2ail the teachers thro"gh this .rogra2 with any A"estions or concerns regarding their child1 %ranklin is a standardi=ed school that is foc"sed aro"nd a -ead 1+0 .lan#i2.ro3e2ent .lan1 The -ead 1+0 .lan is centered aro"nd the Fo Child Left 0ehind $ct to teach st"dents how to read "sing .honics#&yste2 ,,1 E3ery st"dent needs to 5e reading at a ,0G d"e to the core standards1 *1 Eow do yo" foster .arent and co22"nity in3ol3e2entC Mrs1 Edgerton relies on e2ail .hone and face#to#face interaction1 /t is always great to incor.orate yo"r st"dents7 fa2ilies or .arents 5y asking the2 if they wo"ld care to 3ol"nteer1 $s a teacher let the .arents know yo" need e6tra hel. and wo"ld greatly a..reciate any hel.1 Mock trials are a great way to allow .arent .artici.ation within the school1 The .arents 2onitor and 9"dge the trial as the st"dents interact1 0ook 0"ddies are great for fellow st"dents in different

grades to .air ". and get to know one another1 The school has the 2iddle school incor.orate reading .artners thro"gho"t the grades to hel. 5"ild a 5etter co22"nity1 !1 Eow do yo" acco22odate st"dents with s.ecial needsC De.ending on the .ercentage of Learning Disa5ility st"dents 'LD) in the classroo2 'lang"age# arts) the st"dents will 5e re2o3ed fro2 the general class and .laced into a foc"sed or s.eciali=ed classroo2 that will work on literacy skills1 D"ring the year Mrs1 Edgerton will co#teach with the other si6th grade Lang"age#$rts teacher to hel. 5"ild a refined lesson and learn for2 one another1 %ranklin .ro3ides certain st"dents with .ara.rofessionals de.ending on the se3erity of the st"dent7s disa5ility1 B1 8hat is yo"r 5"dget for s"..lies and .rinting for the yearC Eow do yo" get 2aterials yo" needC $s a tea2 the teachers disc"ss and deter2ine the 2aterials needed each year1 The teachers ask st"dents to 5ring .a.er and two sets of .encils1 The teachers ask for two sets of .encils 5eca"se as the year goes on st"dents 5egin to 2is.lace and lose their "tensils ha3ing the teacher hold on to one of the sets will allow the2 to gi3e to the st"dents towards the 2iddle and end of the school year1 +1 Eow 2any ho"rs a day or week do yo" s.end on schoolwork and 2eetings 5eyond the reg"lar school dayC Mrs1 Edgerton arri3es thirty 2in"tes 5efore school and stays thirty 2in"tes after school e3eryday1 Th"s she ty.ically s.ends an ho"r 2ore than she is contracted for1 Eowe3er there are days when she works with st"dents in her classroo2 on .ast assign2ents e6a2s ho2ework or late work1 Mrs1 Edgerton is always reaching o"t to her st"dents and .ro3iding the2 2o2ents to enhance and increase their learning a5ilities1 (1 /nitially how do yo" arrange yo"r classroo2 setting and why do yo" choose that arrange2entC Eow often do yo" change the classroo2 arrange2entC The roo2s are s2all for how long the class si=e is 'aro"nd 30 st"dents .er class .eriod)1 D"e to the si=e of the roo2 Mrs1 Edgerton arranges the desks in rows that are gro".ed in two7s1 This arrange2ent allows Mrs1 Edgerton to ha3e access to the front side and 5ack of the roo2 when 2onitoring the st"dents work 'walking thro"gh the rows)1 Mrs1 Edgerton doesn7t ha3e a certain ti2e for rearranging the desks instead she changes the arrange2ent 5ased on the acti3ity or lesson of that day1 $n e6a2.le is when the st"dents were taking their "nit test the desks were arranged in rows that were single fine#no gro".s or cl"sters of desks1 This arrange2ent .re3ented st"dents fro2 cheating or disc"ssing the answers with other st"dents1 101 8hat content s"59ects do yo" teachC Eow did yo" know what to teach when yo" 5egan in this districtC Do yo" .resent content in the2atic "nitsC Does yo"r district test 5ased ".on district standards in each content areaC Mrs1 Edgerton is a Middle Le3el and &econdary teacher that is co2.etent in Lang"age#$rts M"sic -e2edial Lang"age#$rts and Vocal1 &he has ta"ght for o3er twenty years and lo3es it4 Mrs1 Edgerton is great at incor.orating .erfor2ing arts into yo"r classroo21 Mrs1 Edgerton "ses her 5ody and words to gra5 her st"dents attention and engage the2 in the lesson1 The "nits she teaches are 5ased fro2 a "nit 5ook that lists the 2aterial that is to 5e co3ered in si6th grade

lang"age#arts1 ?nce she has ta"ght those reA"ired she 2ay choose fro2 a list of .ossi5le literat"re readings to incor.orate in the year1 111 Eow do yo" integrate technology into the c"rric"l"2C $t %ranklin e3ery classroo2 has a .ro2ethean 5oard that is "sed to incor.orate technology in the classroo21 The st"dents "se it to watch 3ideos d"ring their literat"re co2.are and contrast "nit 'first st"dents read the 5ook than watch the 3ideo)1 The school "ses two interacti3e online reso"rces for teachers st"dents and .arentsH Can3as and Power &chool1 These two online reso"rces infor2 the st"dents when assign2ents are d"e what assign2ents are 2issing and what they can e6.ect within the ne6t few weeks1 Parents can log in and 2onitor their child7s attendance and grades1 The .rogra2s are great for creating a school co22"nity that works together to .ro2ote acade2ic s"ccess1 121 8hat is the 2ost i2.ortant .iece of ad3ice yo" can gi3e 2e as / enter the teaching .rofessionC Fe3er gi3e ". on yo"r st"dents4 Do not take yo"r work ho2e with yo" ha3e grades finished 5y %riday1 Mrs1 Edgerton e6.lained that it so"nds great to ha3e the weekend to co2.lete yo"r graded assign2ents howe3er how likely will yo" act"ally work on the2 once yo" are ho2eC Most .eo.le will forget to co2.lete the2 or ha3e no ti2e to1 /nstead assign yo"rself a deadline for when to ha3e yo"r grades in the 5ook and assign2ents .assed 5ack to st"dents1 131 8hat is yo"r fa3orite thing a5o"t 5eing a teacher#what 2akes e3erything yo" do worth itC E3ery st"dent has a talent finding it 2ay 5e hard 5"t it7s worth it when yo" ."sh those talents and they 5eco2e so2ething1 $n e6a2.le is a for2er st"dent co2ing 5ack to Mrs1 Edgerton telling her thankf"l yo" always s"..orting 2y writing 5eca"se it enco"raged 2e to write 2y first no3el and 5e ."5lished1 1,1 $s an ed"cator already in the field what is one thing or as.ect that yo" wish yo" co"ld ha3e learned or foc"sed on as a new>first year teacherC Dealing with .arents4 Teachers need to say they are ad3ocates and yo" s"..ort the21 Ea3ing a .ositi3e .arent#teacher relationshi. will only .ro2ote yo"r st"dents to do well in school 5e acti3e citi=ens and hard workers1 1*1 Eow do yo" re2ain organi=ed for yo"rself and for yo"r st"dentsC 8hat 2ethods or o59ects do yo" rely onC Mrs1 Edgerton "ses an assign2ent hand in 2ethod that .ro2otes her st"dents to take res.onsi5ility of their own work1 /n the 5ack of the roo2 are trays that are se.arated 5y class .eriods1 The trays are were the st"dents are to dro. off their ho2ework assign2ents late#work1 This 2ethod allows Mrs1 Edgerton to kee. all .a.ers and assign2ents together rather than ha3ing the2 scattered aro"nd her desk where they co"ld 5e 2iss .laced1 $s for kee.ing herself organi=ed she ad3ised 2e to kee. school life and ho2e life se.arate1 /f yo" don7t se.arate the two li3es than yo" will go :cra=y; and lose slee. for sit"ations a st"dent is going thro"gh that yo" ha3e no f"rther control o3er 'a st"dent li3ing in a .oor condition)1 $s a teacher /t is i2.ortant to do all that yo" can to hel. kee. yo"r st"dents safe howe3er yo" can only do so 2"ch1 $fter yo" ha3e done yo"r .art yo" 2"st let go and li3e yo"r life1

%1 ?5ser3ation of Teacher Transition TechniA"es 11 Eow does yo"r teacher organi=e the classroo2 for hands#on acti3e lessonsC Mrs1 Edgerton 2o3es the desks aro"nd for easy accessi5ility1 &he will cl"sters desks together gro". in twos or indi3id"ally arrange rows de.ending on the acti3ity or lesson that day1 21 Eow does yo"r teacher gain the attention of the whole gro".C Mrs1 Edgerton "ses her 3oice as an indicator to :=i.#it; and .ay attention1 The st"dents listen to Mrs1 Edgerton 5eca"se they know she 2eans :5"siness; and they res.ect her1 8hen the st"dents 5eco2e rowdy or lo"d d"ring class she raises her 3oice and .ro3ides a stern glare that indicates to :nock it off; as she is talking or teaching1 /n 2y classroo2 / will need to ha3e clear .roced"res so the st"dents "nderstand what is acce.ta5le in 2y classroo21 /nstead of "sing 2y 3oice to get 2y st"dents attention / co"ld "se a school 5ell or cla..ing t"ne1 The so"nds wo"ld indicate to the st"dents they sho"ld sto. what they are doing and direct their attention towards 2e1 31 Eow does yo"r teacher get st"dents in3ol3ed at the 5eginning of each day or each lessonC /s it effecti3eC Mrs1 Edgerton does a great 9o5 relating the content to the st"dents li3es1 &he is a 3ery theatrical .erson so she is great with i2.ersonations silly 3oices and facial e6.ression1 The st"dents 5eco2e really engaged when she introd"ces the lesson or acti3ity for that day 5eca"se she introd"ces the2 with great enth"sias2 and 2akes the2 relata5le1 / co"ld 2ake the content interesting and rele3ant to 2y f"t"re st"dents and 5e enth"siastic and acti3e when introd"cing the lesson1 / sho"ld show 2y st"dents how e6cited /7a2 a5o"t .artici.ating in the lesson1 ,1 Eow does yo"r teacher line#". or dis2iss st"dentsC /s it effecti3eC The class ne3er lined ". instead Mrs1 Edgerton wo"ld tell the2 we were headed to the a"ditori"2 or school .lay1 &he wo"ld walk to the door and lead the class while / chose to follow the 5ackend of the line1 / chose to 5e the last one in the roo2 5eca"se / wanted to 2ake s"re the st"dents were going where they were intended to 'not walking off) and 5eha3ing1 / 5elie3e her 2ethod for walking the class works in a 2iddle school 5eca"se the st"dents sho"ld 5e res.onsi5le eno"gh to walk with their class to another location in the school witho"t ca"sing a .ro5le21 /f / were to change anything a5o"t this 2ethod it wo"ld 5e to ha3e the st"dents walk in straight lines#5ot a cl"ster of .eo.le1 $nother way / co"ld ha3e the st"dents line ". or walk o"t of the roo2 is 5y allowing a res.onsi5le st"dent to lead the way while / re2ained in the 5ack of the line1 *1 8hat are the .ara2eters the st"dents are to follow when 2o3ing thro"gh the hallwaysC /s this effecti3eC %ranklin has st"dents .ass 5etween class .eriods within three 2in"tes1 This three 2in"te .assing ti2e is "sed for the 5athroo2s drinking fo"ntain and to get to yo"r ne6t class1 The three 2in"te .assing ti2e enforces st"dents to kee. on track and refrain fro2 :hanging o"t; in the hallway1 / 5elie3e three 2in"tes is too short of a .assing ti2e1 / know / ha3e tro"5le "sing the restroo2 within three 2in"tes and / ass"2e other st"dents will too1 &t"dents sho"ld ha3e a fo"r or fi3e 2in"te .assing ti2e to allow eno"gh ti2e to gra5 a A"ick drink r"n to yo"r locker "se the

5athroo2 and get to yo"r class in ti2e 5efore the ne6t 5ell1 /n 2y classroo2 / will infor2 2y st"dents that the 3oice le3el in the hallway needs to 5e low#A"iet1 My st"dents will not 5e referred to as the disr".ti3e class that walks thro"gh the hallways1 / will re2ind st"dents to 5e .ro2.t and on#ti2e for class 5y re2e25ering to 2o3e A"ickly thro"gh the hallways and that if yo" are tardy / will e6.ect a tardy sli. for2 yo"1 !1 Eow does yo"r teacher wra.#". a lesson or a class .eriodC /s it effecti3eC Mrs1 Edgerton "ses class ti2e wisely1 &he teaches "ntil the last 2o2ent 5efore the 5ell rings to dis2iss her st"dents1 There ha3e 5een 2o2ents when the 5ell rings d"ring the class disc"ssion when this ha..ens she says :8ell off to yo"r ne6t .eriod we will .ick ". where we left off to2orrow1; / "nderstand why she teaches till the last 2o2ent of class 5eca"se there are 2o2ents in teaching when ti2e is foc"sed on another iss"e in the class#5eha3ior anno"nce2ents or interr".tions that take away .ossi5le learning and instr"ction ti2e1 / will kee. an / eye on the ti2e to see when to concl"de or sto. a lesson so that st"dents ha3e eno"gh ti2e to .ack their 5elongings 5efore heading into the hall1 $nother way / will end class is 5y ha3ing a s2all class disc"ssion for the last fi3e 2in"tes to see what the st"dents "nderstand and what we need to foc"s on for ne6t ti2e1 B1 Eow does the teacher 2ake the 2ost of her class ti2eC $ddress the a2o"nt of ti2e s.ent on teacher#led instr"ction and seat work1 /s it effecti3eC Mrs1 Edgerton starts class right on the 5ell4 Ea3ing class start .ro2.tly e3eryday will infor2 the st"dents that it is ti2e to work and learn1 Mrs1 Edgerton relates .re3io"s lessons to the new one with a short introd"ction1 The st"dents are ne3er left with A"estions 5eca"se after the introd"ction she .ro3ides the2 with they know what is e6.ected of the2 and what will 5e co3ered in the lesson that day1 Teacher#led instr"ction is ty.ically 10#1* 2in"tes while 2*#30 2in"tes is st"dent#led thro"gh gro". work class read#alo"d7s silent reading or disc"ssions1 $s for o"t of seat work the roo2s are s2all in %ranklin so the teachers are left with little .ossi5ility of 2o3e2ent in the roo21 Therefore st"dents re2ain in their seats for 2ost of the day1 / ho.e to ha3e 2ore hand#on acti3ities in 2y classroo2 howe3er this will all de.end on the en3iron2ent of 2y classroo2 'si=e)1 /n 2y f"t"re classroo2 / will introd"ce the lessons .ro3ide feed5ack and .ro2ote disc"ssion1 The class will 5e st"dent centered rather than 2e talking or lect"ring in fro2 of the class1 +1 Fote the ways in which st"dents are enco"raged to 5e acti3ely engaged in learning1 %ranklin has a school store that is o.en on .artic"lar days of each 2onth selling candy g"2 and school s"..lies1 The st"dents 2ay ."rchase ite2s fro2 the school store "sing their 0olt 0"cks1 0olt 0"cks are .ro3ided and earned when a teacher or fac"lty 2e25er notices a good 5eha3ior i2.ro3e2ent acade2ically changes in school work leadershi. and signs of e6cellence1 / want to incl"de a :class 9ar; in 2y roo2 that will 5e filled with :chi.s; whene3er a st"dent of 2ine does so2ething good or a..recia5le1 The reward will .ro2ote the class to follow that st"dents 5eha3ior and work 5etter1 The 9ar when f"ll will earn the class a treat that day '.ro3ided 5y 2e)1 / will act as an ad3ocate for .ositi3e 5eha3ior and 2oti3ation for acade2ic s"ccess in 2y classroo21