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Priscilla Farinas
ED 405C
23 April 2014

First Weeks of School Portfolio
Entry 1: Classroom Ecology Plan

Reflection:
Mara Sapon-Shevin (1995) characterized a community of learners as a safe space to
grow, a space that welcomes you fully, that sees you for who you are, that invites your
participation, and that holds you gently while you explore (p. 102). Although this describes part
of the vision that I have for an ideal classroom learning community, the reality of building a safe
and caring classroom environment is often challenging for both teachers and students, and
requires much thought, attention, and time. However, I believe that creating a classroom learning
community with my students is an essential foundation for academic and personal growth and
development. Without a classroom learning community, I think it would be difficult for
educators and students to prosper from the knowledge and experiences that they each have to
share with one another.
As a social justice educator, I feel that a classroom learning community is a support
system where students and teachers participate as teachers and learners. In traditional
classrooms, educators are often viewed as givers of knowledge whereas students are perceived as
recipients of that knowledge. Paulo Freire (1970) explored these antidialogical relationships in
Pedagogy of the Oppressed, and how such dynamics reinforces the system of oppression and
power in public schools. To me, a classroom learning community combats the fixed notions that
teachers are responsible for just teaching and students only play the role of learners. It is
through the creation of a classroom learning community where students and teachers are able to
work collaboratively to transform what education and learning looks and feels likes.
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In my mind, a classroom learning community exists when mutual respect and authentic
care is greatly valued among all members of the learning community. This is apparent through
the interactions and communication that occur within the classroom. For instance, mutual
dialogue and active listening often take place within a classroom learning community, not just
between the teacher and students, but also primarily between students. Within a classroom
learning community students equitably participate in the learning process, and discussion is not
dominated by a selected few. Also, mutual and critical dialogue allows for opportunities where
members of the classroom learning community can learn about each others personal stories and
cultural backgrounds. This is really important when creating a network of support within the
classroom.
Other qualities that I would like to promote as I build community in my future classroom
are empathy and genuine concern for others. For example, one component of community
building that Sapon-Shevin (1995) discussed in her work was the idea that communities call for
opportunities in which students can ask for help and reach out to support others. In a classroom
learning community, the class is not divided into those who need help and those who give
help. Every child is both a teacher and a learner, a person who gives support and receives it (p.
110). As an educator, I think these values are especially important when working with a diverse
group of learners inclusive of English Language Learners, students with special needs, struggling
readers and writers, and gifted students. Because every individual holds diverse funds of
knowledge (Moll et al., 1992) as well as challenges, a classroom learning community is space
where we can learn and practice authentic care and concern for others academic and emotional
well-being.
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I hope that by working collective in a community of learners my students will develop a
sense of ownership, and personal/social responsibility. Drawing from Glassers work on Choice
Theory, I believe that students are competent and intellectual individuals who have many assets
to bring to the classroom. Their engagement and joy for learning will only result when they are
able to contribute to the curriculum and content, the learning process, and structure the classroom
environment. I feel that welcoming students to participate in these aspects of learning will also
foster a sense of self-awareness as they think and reflect about their ideal classroom learning
environments.
Lastly, classroom management plays an important role in the type of learning community
I envision. In my opinion, classroom management is a means to create equitable opportunities for
students to learn. Within tradition classroom settings a form of classroom management is
implemented for the sake of controlling and micromanaging student behavior. However, the
characteristics that define my ideal classroom management lie in the theory of Culturally
Responsive Classroom Management (CRCM), and the concept of a warm demander
(Weinstein and Novodorsky, 2011, p. 238).
The CRCM approach to classroom management emphasizes how definitions and
expectations of appropriate behavior are culturally influenced, and conflicts are likely to occur
when teachers and students come from different cultural backgrounds (NYU Steinhardt, 2008,
p. 2). I experienced this firsthand my first placement. What I had initially perceived as resistant
behavior from a female student transformed as I began to learn more about her family
background. The student shared with me how it was common for conflict to exist between her
and her mother, which could be a factor for her behavior in the classroom. Understanding this
aspect of my students familial and cultural background helped me understand how a students
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behavior can be a reflection of their diverse needs and experiences. After that experience, I
became more critical of how I perceive student behavior. CRCM also highlights how an
uncritical and non-culturally responsive approach to classroom management encourages teachers
to use discipline as a form of classroom management. However, we see how discipline as a
solution to classroom management can be problematic as Alfie Kohn (1995) discussed in his
work.
In addition, the idea of a warm demander (Weinstein and Novodorsky, 2011, p. 238)
encompasses my values of classroom management as a social justice educator. In a system where
students particularly working-class and marginalized students, and students of color have been
ignored and pushed out, it is important to be critical of how the classroom environment and
structure contribute to students alienation and dehumanization. My vision of a classroom
learning community combats the individualistic and isolated nature that exists in most
classrooms in urban schools. As a social justice educator, I strongly feel that classrooms should
be structured places where teachers and learners alike hold high expectations for one another out
of authentic love and care.
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Action Plan:

1) Introduction
a) Learning about Each Other
i) Information I will share with my class:
(1) Educational background- I feel that my educational background is an important
part of my identity. Because I experienced many of the issues that exist within
urban public schools such as the lack of resources and quality teachers, tracking,
and the absence of culturally relevant curriculum, I think sharing this information
will allow me to begin connect with the educational experiences of most of my
students.
(2) Family background- Like my education, my family also plays an important role in
my life. Being raised by a single parent and being the youngest of nine children
are unique characteristics that describe how I am. Also, I think sharing with my
students my values of family is the first step to building a classroom community.
(3) Personal interests/hobbies- I think it is important to share with my students my
personal interests and hobbies because it helps establish rapport with them.
Sharing that I enjoy watching movies, trying new kinds of food, and listening to
music shows my students that I not just a teacher, but a human being like them.
(4) Why I decided to become a teacher- I believe it is necessary to be very explicit
with my students about why I decided to become a teacher. Since my educational
and learning experiences have led me to the field of education, I feel that it is
important to highlight how our learning experiences can influence the future paths
that we decide to take.
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ii) Information I am unsure whether I will share:
(1) Religious, political, and ideological views- It took me a while to think about any
information that I might not share with my students during first weeks of school.
The reason I am not sure if I would share my political and ideological views is
because I do not want any of my students to feel uncomfortable especially if their
own views conflict with my own. For instance, if I share with my students the
personal/internal conflicts that I have had with my own religion, I do not want my
students who may be religious to feel confronted and unsafe.
b) Activities
i) Who Am I Artifact- I think this is a good activity to use to introduce myself to my
class. By sharing a special artifact with my students, they are able to learn more about
who I am. Also, it is a helpful activity for my students to learn more about each other.
ii) Name Activity- Although this may be a common activity to use at the beginning of
the year, it is also good way for students to learn each others names. During this
activity, my students and I would create our own name cards that also depicted a
picture or symbol that is unique to our personal self.
c) Materials Needed
i) Name cards
ii) Markers
iii) Artifacts
iv) Sentence starters-- model how to use the sentence starters with my own artifact
2) Learning About Students
a) Learning about Each Other
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i) What I hope to learn about my student in the first weeks:
(1) Academic goals and personal interests/hobbies- It is important to use the first few
days of the school year to learn about the goals students may have set from
themselves at the beginning of the year. If students have not really thought about
their academic and personal goals then this would be a great opportunity to create
some with my students. Creating goals at the beginning of the year and revisiting
them at the end of the year are few ways students can reflect on their learning
experiences in our class.
(2) The kind of learners they are- This is really important especially as I begin to plan
for future instruction. At my first placement at Stevenson, one student
communicated how they learn best when they are given examples or models. This
piece of information was really helpful when designing how to scaffold student
learning.
(3) Strengths and challenges (academic/personal)- Within the first few weeks of
school, I want my students to share with each other their strengths and challenges.
Be aware of our and others strengths and challenges helps us identify who might
need our own support, and who we can ask for support.
ii) Goals for connecting with students:
(1) Learning each others names
(2) Understanding one anothers goals and interests
(3) Helping students feel comfortable working and communicating in groups
(4) Begin to learn about their families, communities, and cultures
b) Activities
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i) Classroom Yellow Pages- Mara Sapon-Shevin (1995) described this activity in her
work where students create a classroom yellow pages. Here, students share the
(academic and non-academic) areas they can give support and need support. I think I
would modify this activity so that it would also include a brief biography or synopsis
of each student. I would plan to post these in the classroom so they are visible to other
students.
ii) Interview a classmate and create identity poster- I learned of this activity from the
Critical Media Literacy course. Students were asked to pair up and interview one
another about their backgrounds and interests. After the interview, each partner had to
create a poster that represented the person they interviewed. This would be done as
homework. Each poster was to include images, pictures, or symbols that represented
the interviewee. Once everyone had completed their posters, the entire class would do
a gallery walk. I think this activity is a creative, engaging, and relevant way for
students to learn about each other.
iii) Student surveys/exit slips- Although this may be a more traditional way of learning
and gather information about students, I think it is a tangible resource that teachers
can always refer back to.
c) Materials Needed
i) Template for yellow pages
ii) Markers
iii) Poster paper
iv) Magazines, pictures from the internet
v) Glue/tape
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vi) Template for student surveys
vii) Exit slips
3) Classroom Policies and Routines
a) Learning about Each Other
i) Class norms/policies/routines (see attachment)
b) Activities
i) Social contract- I really like the idea of creating a social contract with my students. I
would first have students quick write in response to the following questions: How do
you want to be treated? How do you think others want to be treated? How do you
think I want to be treated? How would you describe the classroom environment that is
favorable to your learning? How should we address conflict if/when it arises?
Students would then share their responses with others in their group. After, they
would create expectations and agreements that collectively address their responses.
Each group shares the expectations/agreements created, putting a check mark if
another group shares a similar idea as theirs. From there, I would write the repeating
expectations/agreements on a larger poster that is visible for the entire class.
ii) Community circles- After learning about community circles and restorative justice, I
would definitely use community circles to build community throughout the school
year. Also, I believe that community circles are a transformative way to honor
students voices and feels as well as address conflict that may arise within the class.
iii) Self-reflections- Having students do self-reflections as a quick write is a great way to
assess where students are at. Often times students are more candid about their own
participation and learning in the classroom when they reflect and write. I would use
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self-reflections as a way for students to self-assess how they may/may not be
upholding the classroom expectations and agreements that we created in the
beginning of the year. I feel these reflections would also inform my own classroom
management strategies.
c) Materials Needed
i) Poster paper
ii) Markers
iii) Lesson plan for community circle
iv) Talking piece
v) Into
vi) Quick write prompt
vii) Reflection journals

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Requirements
Attendance and punctuality: Please be in your seat when the bell rings, as class
begins at that time. Any lateness or emergencies must be discussed with Ms.
Farinas. If you are late or absent, it is your responsibility to check the homework
bulletin board and ask a classmate what you missed. Excused absences (illness,
family emergency) require a note from a parent/guardian or doctor. Each
absence has a one-day grace period.
Coming to class prepared: Prepare for class by completing homework, readings,
and written assignments prior to class. All assignments are posted on the
whiteboard.
Active participation: An important aspect of any classroom learning community is
the active engagement of students and teachers. Your contributions to class
discussions and activities are essential to your learning as well as the learning of
our classroom community. Also, your voice is one of the most significant tools
you have, so it is important that you use it.
Maintenance and organization of class materials:
o 3-ring binder, 2 or 3 rings with pocket inserts
o Six tab subject dividers to separate each academic class
o Zipper pouch to store supplies
o Two or more pens (black or blue ink)
o Two or more pencils
o Two or more highlighters
o Trapper pouches (for papers with no holes)
o Writing paper (8 x 11 College Ruled)
o Flash drive

Grading and Assignment Guidelines
Your grades will mostly be based on your scores from classwork, homework, essays,
individual/group projects, and tests. It is your responsibility to submit work by the
required deadlines. Any work submitted late will not receive full credit.

90%-100% = A
80%-89% = B
70 %-79% = C
60%-69% = D
0%-59% = F

Classroom Policy and Guidelines
Treat all members of the school community and all visitors with care and respect.
Honor the ideas and opinions of others.
Take responsibility of your personal belongings and property.
Utilize positive, appropriate, and humanizing language.
Always keep hands and objects to yourself.
Practice critical thinking, understanding and empathy.
Ask questions if you need clarification or are confused.
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Raise your hand and wait for permission for speaking, getting out of your seat,
and using the restroom.
Honor the signal when your classmates or I are trying to get the classes
attention.
Food and beverages are not allowed in the classroom (only water in a bottle).
Please keep cell phones and electronic devices in your bags/backpacks. If I see
you using it, I will take it.

Consequences
1. Warning
2. Student/Teacher meeting
3. Call Home
4. Student/Parent/Teacher Conference
5. Detention
6. Referral
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Lesson Plans:

Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8
Introduction-
Who Am I
Artifact
Name card
Self-
reflection


Go over
syllabus
Go over
classroo
m
polices
and
procedu
re
Create
Social
Contract
Create Social
Contract
Classroom
Yellow
Pages
Community
Circle
Interview a
classmate
and create
an identity
poster
Gallery
Walk for
identity
posters