Classroom Management Plan

Grade 7 Science

Michelle Lee

PSII Classroom Management Plan

Name: Michelle Lee School: Wilson Middle School Teacher Associate: Sadie Stout & Tyler Keraiff University Consultant: Barry Emerson

1. Classroom Management Checklist

Familiarization with School Policies and Procedures: Computer programs for attendance, marks, etc. Dismissal and signout Fire drills and other emergencies Library resources First day school-wide activities Classroom Organization: Desk/table arrangement Teacher desk arrangement Computer arrangement Projector/SMARTboard arrangement Bulletin boards Instructional material storage (student supplies) o Scissors, Glue, Tape o Pens and pencils o Paper, Hole-punch, Stapler o Kleenex Paper and art supplies Safety measures Schedules Bell times Student assemblies, councils, handbook, keys School-wide rules and behaviour expectations Teaching material storage (subject storage, photocopying, materials, etc.) o Class-specific storage, Unit storage o Store photocopying o Lesson plans, Plan book, Grade book Long-term storage Learning centres Lab supplies First day seating arrangement (and assign students a number for classroom use) Where to hand in, and pick up assignments or handout

Students: Class lists Read student profiles Talk to previous teachers about student learning needs Developing Procedures: Entering classroom/start of class Taking Attendance Late procedure Absence procedure Students who lack materials (supplies, handouts) Handing out materials Handling equipment Collecting and returning student work Procedures for hands-on activities Leaving the classroom Procedures for assigning, collecting, handing back homework Develop system for grading and tracking marks Dismissal/closure procedure How to communicate and practice procedures Procedures for group work, individual work, whole class discussion Fire drills Missed assignments (lab experiments, assignments, tests, quizzes, exams) Water and bathroom breaks Text book distribution

Classroom Management Plan

Grade 7 Science

Michelle Lee

Define Classroom Rules/Intervention Plan: Classroom rules Follow-up strategies when rules not followed How to communicate rules Informing families of rules Determine intervention strategies Materials to Collect and Prepare: Textbooks and accompanying materials Supplementary teaching materials Unit plans Lesson plans for first week

Develop action plan for serious misbehaviour Prepare sample formal contracts Develop record-keeping system for behaviour issues

Classroom Management Plan

Grade 7 Science

Michelle Lee

2. Lesson Plans for First Two Days of Practicum

(Plus separate Powerpoint/Notebook slides in a Word document, 6 slides/page)

LESSON 1: Introduction of Self and Unit

March 3 (48 min) OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
GLOs: SLOs: -

LEARNING OBJECTIVES
Students will: 1. get to know Ms. Lee and her classroom expectations/procedures 2. reinforce their understanding of school policy and expectations 3. be introduced to the unit and its components (worksheets, quizzes, assignments, projects, etc.)

ASSESSMENTS
Observations: Participation in class discussion Aware of current/established classroom rules/expectations Able to understand/fill out the KWL chart Key Questions: Who is Ms. Lee? What are classroom expectations while Ms. Lee is teaching? What will we be learning in this unit? What is required of me and my learning?

Written/Performance Assessments: KWL chart, write on little note about the Wilson Way, write about themselves in an Interest Inventory

LEARNING RESOURCES CONSULTED

Developing Scientific Literacy: Ideas and Strategies for Planning, Assessment, and Instruction Alberta Education Program of Studies: Science 7-8-9 Science in Action 7

MATERIALS AND EQUIPMENT

SMARTboard, computer PRINT: KWL charts, Interest Inventories small coloured notes Owl Box

PROCEDURE Introduction (3 min.)

Hook/Attention Grabber: Brain warm-up = greet the class, introduce self briefly o have everyone stand up beside their desk I want you to follow my actions o explain why they are doing it, what I learned from Teachers Convention about engaging the brain Assessment of Prior Knowledge: What are some other ways some teachers keep you engaged in class? Expectations for Learning and Behaviour: Hands up while answering questions, unless I say to shout it out Advance Organizer/Agenda: About Ms. Lee The Wilson Way Name Game Ms. Lees Expectations KWL chart Introduction to the Unit: Structures and Forces Closure

Classroom Management Plan

Grade 7 Science

Michelle Lee

Transition to Body: how Im going to get your attention today is from the old nursery song Head and Shoulders where I will sing out Eyes, Ears, Mouth and Nose That means I want your Eyes, Ears, Mouth and Nose to be looking and hearing me, with your mouth quiet and nose breathing (breathing shows youre alive!)

Body (40 min.)

(5 min) About Ms. Lee (5 min) Name Game = Go through each student, have them give their first name, and a food that starts with the first letter of their name (eg. Sam Spaghetti, Alex Apple) (10 min) The Wilson Way = YOUR turn! o each row will get a little piece of paper o Im new to the school, so I want you guys as a row-group to tell me what the Wilson Way is o What do I need to know about this school? Are there rules? If you could phrase it in one sentence, what would it be? o One person per row should be assigned as the writer. I will be walking around the room, but I expect everyone to be giving in at least ONE piece of information for me o You have 5 minutes, then we will discuss o DISCUSSION = what are rules/expectations that you already know? (5 min) Ms. Lees Expectations: Be Responsible, Be Respectful, Be Positive, Be AWESOME! (3 min) KWL chart = explain the purpose of it o I am a teacher who is still learning to become a teacher, so a lot of the time I need feedback on what YOU are learning o This will be daily, I will give you your sheet at the beginning of every class, and there will be a Prime Your Brain on the board that you can answer in K and W o At the end of class for Closure, I will have you write in Lthis can be something new you learned from the class, something that you thought was cool from the lesson, a questi on, something youre confused about, etc. (5 min) Introduction to the Unit: Structures and Forces o hand out unit outline, go over with class o go over assignments, how formative quizzes work, what counts for marks o ask if they have any questions, exit slip (what do you want to learn in this unit?) (2 min) Tomorrow will be a Pre-Assessment = this means its not for marks at all, but I just want to see what you guys remember from back in grade 3 when you first learned this content. o If you dont have an answer, thats okay! Just leave it blank. But I really want you guys to challenge yourselves to see what you knowyou could even make an educated guess. (5 min) Interest Inventory = students can write or drawthis is just to help me get to know you better!

Closure (5 min.)
Consolidation/Assessment of Learning: Give them time to write the L part of their KWL chart, or finish their inventory Owl Box = it will be used occasionally for me to collect answers, ask questions, etc. o but when Im not using it, its a box where you can write an anonymous (or not anonymous) note to me, or write a compliment to another student, tell an (appropriate) joke, or just a positive act of kindness that someone did for you that youd like to share with the class o this is to build classroom community, congratulating people on their successes, or just giving me insight o you can also write anonymous questions, concerns, or if you have an issue, its confidential o this means that the only reason you should be touching the box is to put something inunder any circumstances, dont be taking anything out of the box without my permission; we want to respect each others privacy Transition To Next Lesson: Tomorrow will be a Pre-Assessment o we will start with the content, Classifying Structures

Classroom Management Plan

Grade 7 Science

Michelle Lee

LESSON 2: Pre-assessment & Classifying Structures

March 4 (~48 min) OUTCOMES FROM ALBERTA PROGRAM OF STUDIES
GLOs: STS-K1 Describe and interpret different types of structures encountered in everyday objects,

buildings, plants and animals; and identify materials from which they are made
SLOs: 1.1 = recognize and classify structural forms and materials used in construction (e.g., identify

examples of frame structures, such as goal posts and girder bridges, examples of shell structures, such as canoes and car roofs, and examples of frame-and-shell structures, such as houses and apartment buildings) 1.4 = describe and interpret natural structures, including the structure of living things and structures created by animals (e.g., skeletons, exoskeletons, trees, birds nests) LEARNING OBJECTIVES

Students will: 1. demonstrate their prior knowledge about structures and forces through completing a pre-assessment 2. recognize and classify structural forms and materials in the world around them 3. interpret natural structures, and compare them to manufactured structures

ASSESSMENTS
Observations: I will walk around the class, see if students are writing notes Answering questions, giving examples Written/Performance Assessments: Pre-Assessment test Key Questions: What is a structure? What kinds of structures are there? Where can we see structures in the world around us?

LEARNING RESOURCES CONSULTED

Developing Scientific Literacy: Ideas and Strategies for Planning, Assessment, and Instruction Alberta Education Program of Studies: Science 7-8-9 Science in Action 7 EdQuest: Grade 7 Science in Action http://schools.cbe.ab.ca/b643/pdfs/science/7_D.pdf

MATERIALS AND EQUIPMENT

SMARTboard, computer Pre-Assessment test

PROCEDURE Introduction (3 min.)

Hook/Attention Grabber: bring in various objects, ask students if they are structures they will be able to classify each one of these structures by the end of this class Assessment of Prior Knowledge: KWL = today you wont have to fill in the K or W part of the chart because the Pre-Assessment will do the job for that. You will later have to fill the L chart. What did I say about pre-assessment last class? It means NO STESS, its not for marks, I just want to see where you are! You dont need to try to impress meIm sure as we go along youre going to recognize things that you didnt think of before. Thats a process called remembering and learning! Advance Organizer/Agenda: Pre-Assessment What is a Structure? Classifying structural form o Natural vs. Manufactures (human-built)

Classroom Management Plan

Grade 7 Science

Michelle Lee

o Structural Design Expectations for Learning and Behaviour: This Pre-Assessment is quiet individual time, if you have a question you can raise your hand and ask me We will still treat this like a test so we can get some practice with test-taking. Transition to Body: hand out Pre-Assessment

Body (40 min.)

(15 min) Pre-assessment (3 min) WHAT IS A STRUCTURE? refer back to objects, ask questions about objects around the classroom ask for suggestions for definitions textbook definition = any object that provides support o made up of one or more parts, and it may be large or small CLASSIFYING STRUCTURAL FORMS (5 min) natural vs human-built (manufactured) o natural = not made by people, occur naturally in the environment o manufactured = built by humans, are often modeled after natural structures (15 min) structural design (give & ask for examples of each) o solid structure = solid piece of strong material little/no space inside relies on its own mass to resist the forces acting upon it usually stronger, but also heavier and difficult to move ex. tree trunk, apples, water dam o frame structure = rigid arrangement of parts (structural components) fastened together individually, single components are not as strong as all parts combined can be arranged in 2-dimensions (door frame, fence) or 3-dimensions (chair, skeleton, music stand, house, tower) o shell structure = solid outer surface (rounded or flat), hollow inner area rounded outer surface = stronger curved areas distribute the load around entire surface tennis ball, car body, flowerpot, lunch kit, CD case, snail shell, eggs o frame-and-shell structure = combine solid, frame, and shell use the best of all three forms of structures apartment building, house, Enmax Centre Arena, school building go back to natural vs manufactured o what kind of structural design are these?

Closure (7 min.)
Consolidation/Assessment of Learning: go back to objects, how would we classify these? Feedback From Students: KWL chart = L, what did you learn today? something new, something you already knew, a question Transition To Next Lesson: Next class we will be learning about the FUNCTION of structures o structure follows function!

Classroom Management Plan

Grade 7 Science

Michelle Lee

3. Classroom Rules
1. Be Responsible 2. Be Respectful 3. Be Positive 4. Be AWESOME

4. Classroom Procedures:
1. Attention-Getting Procedure o I will either ask for your attention as a class ; eyes and ears up here or count down o You are expected to stop what youre doing, turn and face the teacher o Be ready to listen and follow instructions 2. Question-Answering Procedures o Put your hand up to answer questions o No shouting outpractice wait time, so everyone has enough time to think! o Teacher will choose who answers (unless stated otherwise) 3. Transition Procedures o Start-of-Day: Come into class, find your o Start-of-Class: Make sure you bring your textbook, paper to write on, and a pen/pencil to write with. Be ready to give responses to the questions that I ask during classinteraction is key! o End-of-Class: I will gather you back in your seats a minute before the bell rings, and I will dismiss younot the bell. o End-of-Day: during homeroom, you will be sitting at your desks until the bell rings. Come and say goodbye to me before you leave! 4. Individual Seatwork and Group Procedures o During individual seatwork, it is a quiet-zone You are allowed to listen to music if you need to on your electronic device When you are finished, raise your hand and I will give you instructions as to what to do next o When working in groups, move to your area/group quickly and quietly Group work is focused and engaged, high energy but low volume Cooperation and communication are key: you are expected to do your part in the group 5. Other Procedures: as appropriate to situation

o o o

During a demonstration, it is expected that you have your eyes and ears towards the front Make predictions of what will happen before I carry out the demonstration In the computer labs, we are quiet, respectful, and on-task Being off task will mean being warned, then being moved to partner with someone else if you do not cooperate Cell-phones and electronic devices are allowed during quiet individual work time Practice responsibility; know when it is the appropriate time to use it If you are off-task, you will be asked to put it away If you remain off-task, your electronic device will be removed until the end of class

Classroom Management Plan

Grade 7 Science

Michelle Lee

5. Relationship-Building Plan
Building Relationships With Students: The main focus will be learning student names, showing students that I am a human and someone they can relate to, getting to know their interests, and in that way building a mutual trust. I want to make it clear to students that I do have high expectations of them and their learning, but that is because I believe that they can achieve great things. Here are some methods of building those relationships with students: o Having students fill out an Interest Inventory at the beginning of my time there, so I get to know their interests a bit better. This will help me be able to find ways to relate to them, ask them about specific things about their lives, and hopefully build trust that will help them feel safe to share their lives with me. o Being positive and enthusiastic, which will hopefully get them excited and engaged in what they are learning. This can spark new ideas and examples from the students, which is what science education is meant to encourage! o Be consistent with classroom management. Students like to feel like the teacher has things under control and can keep a safe environment. Students need to feel safe in able to build relationships and learn. o Be human. Sharing relevant personal stories will help students know that I am someone they can relate to, not just some dictator telling them what to do in class. This also lets them know that if they have a bad day or a good day, they are human too and thats okay! Building Relationships Between Students: I plan to provide opportunities for students to work with each other, exercising communication and teamwork in the classroom. This includes doing Think-Pair-Shares with partners, group work, group challenges and projects, and giving peer-feedback to each other. I also need to pro-active with my classroom management so students know what is expected of them when we do activities that involve partners or groups; I will model proper teamwork, as well as reinforcing good behaviour by positive feedback. Building Classroom Community: I want to be able to create an atmosphere where students feel safe and comfortable to not only learn, but also share their lives in honesty and trust. I will do this by: o Differentiating for diverse student needs (students who are ELL, learning disabilities) o Intentionally being aware of the mood and place that students are by reading their body language and engagement during class. o Openly discussing misconceptions or issues in the class to bring awareness and get rid of any tensions that may arise. o Use positive reinforcement much more than punishment. Give examples of good behaviour, and verbally recognize those who are on task and engaged so others can then follow suit. o Relating to students interest and culture through incorporating examples into lessons that students can relate to. o Keep a positive atmosphere where students always feel like they are fully capable of doing whatever is expected of them in class. Reassure students that they can still succeed even when they are challenged in class.

Classroom Management Plan

Grade 7 Science

Michelle Lee

6. Intervention Plan
The Wilson Way is honesty, respect, responsibility, fairness, caring, citizenship, and perseverance. The school focuses on fostering a positive character that practices each of those characteristics. Intervention Strategies: 1. Low-Key Responses: This is short verbal or physical cues for students causing distractions in the classroom. This would involve circulating the room, using proximity, or simply saying their name to get their attention. o This indicates to students that they need to take responsibility for their own learning 2. Addressing the Issue: If the distraction continues, address their name more firmly and ask them to stop. If it still continues, give them a warning (before moving on to implied choices) o This is showing respect by not trying to embarrass students, but giving them the opportunity to recognize something they are doing is not an effective thing to be doing in class. o Giving them a warning is a means of making them aware that they need to practice fairness, as their distraction is not being fair or conducive to the rest of the class learning. 3. Implied Choices: If they are still off-task, give them the choice to. o (During class) either focus or be moved to another area in the classroom where they will not be distracting to others o (Individual work) either work quietly and focus, or o (Group work) either cooperate with the group, or work independently on the same content o This practices responsibility for their learning, fairness to the rest of the students, and perseverance to focus and work. 4. Informal Chat: Take the student aside or have them remove themselves from the classroom and go to them to talk about their actions and why it is inappropriate in the classroom. Ask the student what is going on, ask them if they understand why they were being moved or pulled aside. o This is practicing honesty between the teacher and student, as well as encouraging the student to take responsibility for their actions. Its showing caring through the teacher asking the student personally, instead of in from of the entire class. 5. Defusing a Power Struggle: If things get out of hand, take a step back, ensure that other students are safe, dont engage in the power struggle by arguing back or becoming more aggressive.

7. Reflections on Classroom Management

A. Successes/Strengths: B. Problem Areas/Areas for Growth: C. Alternative Strategies/Things to Try