Jeffrey Hamblen Behavior Plan
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Transcript of Jeffrey Hamblen Behavior Plan
Behavior Plan
Jeffrey Hamblen
Morningside College
Professor: Susie Lubbers
Hypothetical Classroom
• Grade level: 11th • Type: Regular • Gender: 60% Female, 40% Male • Socioeconomic Level: Majority upper-‐middle class, minority low class
• Ethnicity: 75% white, 10% black, 10% Hispanic, 5% other • Class Size: 15-‐24 • Other: Small town feel, good school funding
Room Arrangement:
The door will be in the rear, left corner of the room with the teacher
desk in the rear right corner of the room. There will be a large
whiteboard on each wall, with the primary board at the front, center
of the room. The pencil sharpener and wastebasket will be location
in the rear left corner of the room near the door. An additional
wastebasket will be near the teacher’s desk in the rear right corner.
Desks will be arranged in three groupings forming a horseshoe. The
daily schedule will be written up on the whiteboard on the right side
of the room. The school information bulletin board will be posted in
the back left of the room near the door. There will be an additional
large table in the rear center of the room for small conferences or
group work. The two front corners of the room will house the storage
containers for classroom materials and technological items such as
cables.
Classroom Rules
Respect Yourself
Respect Others
Respect Property
Come to Class Prepared
Respect Yourself, Respect Others, Respect Property Consequences:
• 1st offense: A short one on one conversation reminding of the rules and policies
• 2nd offense: An in depth conversation regarding the causes and effects of the misbehavior, may take place before or after school if necessary
• 3rd offense: Written note to parents/guardians, detention served. May include referral to administration if the offense is severe.
Incentives:
• The student(s) will be praised orally for correct behavior when appropriate.
• The class will have a relaxed Friday lesson if the teacher feels that the class was well behaved for the duration of the week.
Come to Class Prepared Consequences:
• 1st offense: a short one on one conversation reminding of the rules and policies
• 2nd offense: a discussion with the student outside of class about possible fixes to the problem behavior
• 3rd offense: a written note to parents/guardians about the behavior
Incentives: • A small amount of oral praise will be given for being prepared when class starts
Rationale for Rules:
Respect Yourself -‐ It is important for each student to feel proud of him or herself in my classroom. Each student has a voice and an opinion and should feel comfortable sharing and participating in class.
Respect Others -‐ Every student is entitled to his/her own opinion and the entire class should listen to it and be a respectful audience.
Respect Property -‐ Items such as desks, books, and other classroom materials belong to the school. They need to be taken care of and treated with respect.
Come to Class Prepared -‐ This rule applies to the beginning of class when all students should have materials ready to go when the bell rings. Pencils should be sharpened, homework and books should not be in lockers, and daily materials should be placed on the desk/table ready to go when class begins.
Consequences: A 3-‐strike penalty keeps things uniform and easy to enforce. The first
violation may be as simple as an accidental slip-‐up so the consequence
reflects the nature of the offense. A quick talk can remind the student of
his/her responsibilities and serve as a reminder to be observant of the
rules and procedures.
The second offense is more severe because to reach this point, the
student has already been reminded of his/her misbehavior and the
rules have been discussed. A more in-‐depth reteaching of the rule is
needed and the student will come in on his/her own time to complete it.
The third offense will result in a detention served that week and a
written note to the parents/guardians explaining the situation. In
addition to the written note home, an email or phone call to the
parents/guardians is in order to discuss possible causes or solutions to
the student’s problem. If the student is unwilling to work this issue out
with me or other involved faculty members, an office referral will be
given.
Incentives: The students will earn trust and respect for complying with the rules.
This extra respect may take the form of more freedom during work
time, a “no homework” pass, and a more fun, relaxed Friday lesson.
Cleanup: The classroom will be left in a state where a person could walk in and
not know that we just got done with class. All students will participate
in cleaning the room in the last minute of class. Desks will be put back
into place, all paper will be picked up off the floor, and all garbage will
be placed in the proper trash receptacle. All borrowed items will be
returned to their designated spots.
Decoration: The classroom will be decorated with a “less is more” philosophy.
Required materials such as bulletin boards with school information and
postings will be displayed near the door for convenient viewing. Other
decorations will consist of motivational posters and math related
posters (ie. the number line). During certain times in the year, students
may complete projects, which they will have the option to hang up in
the room at designated locations.
Enrichment: If a student complete all assigned work before the end of the class
period, the student will be encouraged to help other students who
would like assistance. If the student does not want to help others during
this class period, he/she will be allowed to work ahead in the book,
complete homework from other classes, or quietly read a teacher-‐
approved novel/magazine.
Extra assistance from the teacher will be available 30 minutes before
school starts and 1 hour after school ends pending any required
meetings for the teacher. During study hall or a prep period, the student
will be allowed to come to the room to receive extra help as well.
Homework: Homework will be collected at the end of the class period the day it is
due. The first part of class will be dedicated to answering questions.
There will be no time limit on this section of class, but the help will end
when the students stop asking good, thoughtful questions. The
homework will be graded and returned within 2 days unless otherwise
discussed with the class.
Late work will be collected up to 2 class periods late unless there are
extenuating circumstances, which must be discussed with the teacher
personally. All late work will be worth 50% of the total credit. Answers
must be legible and written in either pen or pencil. The proper heading
must be placed at the top left of the paper. An example heading will be
placed on the board at the beginning of class.
Tests: Tests are extremely important in this class. No make-‐up tests will be
given except in the most extreme situations, which much be discussed
with the teacher before-‐hand. After the student receives the grade,
he/she may retake the test one time for up to a maximum of 5% higher
than their original grade. The retake must be completed before the next
test.
Attendance: All students are expected and required to attend every class. If a student
will be absent due to illness, family issue, or school activity, he/she must
contact the teacher personally. It will be the student’s responsibility to
find out what was missed in class. Any worksheets or other material
handed out in class will be placed in the absent folder, which the
student must check.
Character Counts
The most important part of a student’s education is learning to be
civically and morally responsible. In order to promote good life skills
and improved citizenship, we will be using the Character Counts model.
The school year will be divided into sixths and each section will cover
one of the six pillars of character. Each week, we will select a time to
have a short discussion over the current pillar in which the students will
be expected to participate in the discussion.
The students will complete projects and present information about the
pillar that we are focusing on for that section. For three of the pillars,
students will be allowed to choose their method of presentation. These
options will include a short play, PowerPoint presentation, research
paper, poster presentation, or another appropriate option, which must
be discussed with the teacher ahead of time. The other three pillars will
be completed in collaboration with the English teacher, science teacher,
and social studies teacher. These cross-‐curriculum activities may
include writing, acting, research, or experimentation at the discretion of
the teachers.
Six Pillars of Character
1. Trustworthiness: being honest, having integrity, keeping promises, being loyal
2. Respect: be a good listener, follow all rules, acknowledge classroom roles
3. Responsibility: be accountable for your actions, do your best, think before you act
4. Fairness: be open minded, respect others’ opinions, treat everyone equally
5. Caring: be kind, be compassionate, forgive and forget, be thankful
6. Citizenship: follow all rules, work well with others, stay informed
ELL Students
The modern classroom includes a much higher level of diversity than in
previous years. A large majority of these students are English Language
Learners and these students need extra assistance to break down the
language barrier of the normal American educational system. I will be
employing different strategies too help these ELL students succeed in
mathematics as well as their other subjects.
Strategies 1. Extra Vocabulary: In addition to the regular vocabulary that the
entire class will be covering, I will also incorporate other more
basic terminology to help the student better understand the
concepts. Each ELL student will receive a typed sheet of
vocabulary and identifying words to help him/her develop their
language skills while working on certain types of problems.
2. Visual Aids: For every possible situation, I will include a visual
representation of the problem to assist the student in better
understanding the problem. This may include pictures, videos, or
manipulatives.
3. Partner/Group Work: It is important for ELL students to have a
classmate or group of friends to have conversations with, so I will
be using group work or a think-‐pair-‐share method whenever
applicable. Interest surveys will be taken at the beginning of the
year and these will be taken into consideration when forming
groups to ensure the best reaction between group members.
4. Conferences: I will be taking time to converse one-‐on-‐one with
the students once per day or weekly as needed by the student.
During this meeting we may discuss the pace of the class, any
confusing ideas or topics, the difficulty of the subject, and any
other concerns or questions the student has. This is essential to
maintaining the connection between the teacher and student and
will reinforce that I am always available for help whenever the
student needs it.
5. Parent Contact: I will be making weekly calls or emails to the
parents/guardians of the student. We can discuss the student’s
progress for the week, any concerns, and comment on things the
student needs to improve on or things that the student did well
that week. Cooperation is needed from parents/guardians to
ensure that the learning continues at home and the student will
receive the most assistance.
Dear Parents/Guardians, My name is Mr. Jeffrey Hamblen and your son/daughter is enrolled in my mathematics class this semester. I am looking forward to an exciting year. It is my goal to provide all students with an educationally challenging, yet fun, experience in my classroom. I only have four rules in my classroom. They are to respect yourself, respect others, respect property, and come to class prepared. All students will be encouraged to speak up and have their voice heard in class. In order for each student to have a turn speaking, the rest of the class needs to be a respectful audience. I will be using a 3-‐strike penalty system and encourage you to be an active participant in encouraging proper listening skills. Math is a very demanding course. As a result, there will be homework assignments given almost daily. In accordance with my final rule, it is mandatory for students to be prepared for every class. Each student will need a single subject, college-‐rule notebook, a pocket folder, blue or black pens and pencils. These materials need to be brought to class every day. Hopefully, your son/daughter has brought home their course syllabus and you have both read and signed the syllabus contract. I have written this contract to ensure that both the students and their parents/guardians understand how this course will run. If you have any questions regarding the syllabus or the course, please contact me. I have extremely high expectations of all my students, and for that I will not apologize. I am asking for your help to maintain those expectations by checking with your son/daughter periodically to make sure that his/her work is being done. I am available to help students individually before school, during my prep periods, and after school.
My schedule is as follows:
A-‐Day B-‐Day Prep Period 8:35-‐10:00 Pre-‐Calculus 8:35-‐10:00 Algebra I 10:10-‐11:40 Study Hall 10:10-‐11:40 Algebra I 11:50-‐1:45 Pre-‐Calculus 11:50-‐1:45 Algebra II 1:55-‐3:30 Algebra II 1:55-‐3:30 Once again, I highly encourage all forms of communication. Your child is the most important part of this process and it is in his/her best interest to have a solid line of communication open between home and school. If you ever have any questions or concerns about any part of your child’s education do not hesitate to contact me. You may contact me via email at anytime and I will reply as soon as I can. You may also contact me via telephone before or after school. My contact information is: Email: [email protected] School Phone: 712-‐943-‐5561
Parent Conference Worksheet
Student Name:___________________________________ Date:_______________ Goal: This meeting is to inform the parents/guardians about how their child/children are performing in class. We will communicate and work together to come up with ideas that will maximize student performance and increase the level of learning in the classroom. Classroom Behavior Information: Current Level of Understanding 1 2 3 4 5
Staying on Task 1 2 3 4 5
Participation 1 2 3 4 5
Interactions with Others 1 2 3 4 5
Student Strengths
Areas in Need of Improvement
Questions
Suggestions
Summary:
Follow-‐Up My contact information and schedule are posted in detail in the student’s syllabus. I am always available at [email protected] Signatures
Parent/Guardian: _______________________________________________________
Student: _______________________________________________________
Jeffrey Hamblen EDUC-‐405 Philosophy of Classroom Management 30 October, 2013
Sun Tzu, a legendary Chinese general, once said, “All battles are
won before they are fought.” While my classroom may not resemble a
Chinese battlefield in the year 500BC, I feel that the meaning of Sun
Tzu’s words will still apply to my philosophy of classroom management.
I feel that the best way to keep a classroom running smoothly and
achieve the highest level of student engagement will be to have a
proactive attitude rather than a reactive one. With a high level of
planning, I can prepare for nearly any situation and keep down time to a
minimum. The transitions between activities are the most common
times for students to engage in disruptive behavior, so I will win that
battle by having a set of routines and procedures fully laid out
beforehand.
My goal for a year of teaching will be to have all students take
away meaningful information that can be used later in life. This
information does not need to be purely mathematical. It may be a small
lesson they learned about how to collaborate and work well in groups.
In my classroom, the implicit curriculum will be equally as important as
the explicit curriculum. Our job as educators is to create good citizens. I
will hold students to a very high level of expectations and work with the
students to achieve the most from our year together.
A key part of my classroom management strategy will be
responsibility, both for the students and the teacher. Students will be
responsible for attending all classes, taking their own notes, preparing
for all examinations, and following all classroom rules. My classroom
may be the last step before entering the real world, so I feel that it will
be beneficial to put extra responsibility on the students. Students will be
highly encouraged to work together to achieve the most out of the class.
Entering the world of teaching is more challenging today than
ever before. Every school is experiencing a rise in diversity of both
learning abilities and ethnic backgrounds. As I enter into my student
teaching experience, I will need to use all of my resources to ensure that
I provide the best environment for my students. I will take the many
lessons I have learned in my teacher education program and use them
to develop a fitting classroom management plan that best fits the
classroom I am placed in. Through communication and collaboration, I
will do my best to work with my cooperating teachers to ensure that my
students achieve their goals and work towards a better future.