TED 626

C O U RT N E Y D AV I S

MANAGEMENT
NOTEBOOK

Table of Contents
Section 1: Philosophy of Discipline and Management (3-6)
Section 2: Preventative Measures (7-11)
Section 3: Supportive and Corrective Measures (12-16)
Section 4: Working Effectively with Diverse Students and Families (17-20)
Section 5: Strategies for Dealing with Challenging Students and Situations (21-24)
Section 6: Utilizing the Support of Other Educators and Caregivers (25-28)
Section 7: Legal Issues Regarding Discipline (29-34)
Section 8: Professional Dispositions and Growth Plan (35-36)

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Section 1
Tab 1

Philosophy of
Discipline
IN THIS SECTION:
Beliefs about Classroom Management and
Discipline
Goals of Discipline and Management
System
Approach to Discipline is aligned with one
or more of the models discussed in class.

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Beliefs about
Classroom
Management and
Discipline

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Discipline
Model

Coloroso

Kagan and Scott

Jones

Curwin & Mendler

Approaches to
Classroom
and Teachers Role
GoalDiscipline
or
Beliefs about
in the
Purpose
Behavior
Management Classroom
To get students
to think for
themselves by
realizing a
problem and
create a plan
to solve it.

Teachers have a right

to teach and students
have a right to learn
without being
interrupted by
misbehavior.

To take charge and be

assertive (not
aggressive, hostile or
permissive); clearly
confidently and
consistently express
and model class
expectations.

To meet the
needs of our
students in a
responsible
way.

Students need to hear

that they are capable
of good behavior.
There needs to be
flexibility in how we
manage classrooms.

To bring fun
into teaching
by eliminating
strict and
harsh
discipline.

Students are disruptive

or break rules because
they have needs.
Disruptive behavior is
prevented when
students feel the
teacher is on their side
and these needs are
met in a responsible
way.
Students act out
because the
consequences they
face are actually
rewards. This prevents
learning.

Show students we
believe in them, set
rules, and create a
positive environment
that does not dwell on
negative behavior but
encourages kids to be
internally motivated to
behave positively.
To be on the same side
as students, come up
with solutions with
students to solve
discipline problems,
teach students
responsible ways to
prevent further
disruptions.

To teach
students to be
responsible
rather than
obedient.

To break down learning

into steps to allow
students to easily follow
the learning and
prevent misbehavior
because students do
not understand what
they are learning.

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Personal Philosophy
Being a new teacher, I feel that I need to work on my classroom management. After
viewing the videos from this week and reading from the texts for this class, I feel that I have
a new belief of what entails good classroom management. For management to be effective in
a classroom, I believe that the teacher needs to be calm and in control, but make the
students feel respected and valued. This includes seeing things from the students point of
view and creating a situation where the students feel valued and heard. At my school I often
get students who are disruptive and then ask to go to the deans office. This type of behavior
is exactly what Jones was describing. Students want to be suspended in some cases because
they dont enjoy going to school. This is what I want to avoid in my classroom. I want a
classroom where students enjoy learning and feel respected by me.
To create this environment I believe that teachers need to have clear rules for the
classroom. Marzano suggests giving students input in the classroom rules. A group
discussion will produce a compromise rule or procedure that all can live with (Marzano,
2003, pg. 26). Curwin and Mendler also suggest that by giving students input in the
classroom rules, they feel ownership over the rules and a responsibility to follow them. This
goes with making students feel respected. Additionally, My own behavior is also important in
creating a respectful environment with responsible students. Sometimes it is very difficult to
stay calm when a student is being defiant and trying to get a reaction. I think it is important
to stay calm, understanding, and firm in these situations. Curwin and Mendler also suggest
that teachers should model behavior that they want students to follow. By yelling or
engaging in confrontations, students are likely to remain aggressive. If they feel the
teachers are behaving inappropriately, they will resist efforts to monitor their own behavior
(Marzano, 20023, pg. 33). If I expect students to act in a certain way or follow a rule, I want
to follow the same expectations.
Finally, I believe that teachers need to have a system in place. This means knowing
the students and classroom dynamics. The pacing of the curriculum should be done so based
on the needs of the students in the room. For example, I would not pace myself the same
way in an accelerated classroom as I would in a co-teach classroom. When students are not
challenged at the appropriate level, this invites disruptive behaviors. When these disruptive
behaviors start in my classroom I plan to intervene right away in a respectful manner to my
students. When a student is allowed to be disruptive up to a certain point, it is hard to come
back from that, and much better to address the behavior quietly and personally right away.
By knowing my students, respecting my students, intervening immediately, and setting clear

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Section 2
Preventative
Measures
IN THIS SECTION:
Structuring the Classroom Space (map with
rationale)
Daily Schedule, Routines, and Procedures
Rules or Norms of Behavior

Tab 2

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Classroom Structure

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Classroom Structure
I have decided to structure my classroom with students in tables. In my
room I have the black science tables that fit two students per table. My will
push two tables together so that my students are in groups of four, as I have
my students do a lot of collaborative assignments. I have two teacher desks of
to the side of the room. One desk is for me and the other is for my co-teacher
as I teach two sections of co-taught science and next year will most likely have
more co-taught sections. I have one group that has an extra table at the back
of the room for a group of six. This is set up so that my co-teacher or myself
can lead small groups during assignments.
To minimize distractions in my classroom, the pencil sharpener is placed
on a bookshelf away from the student tables. The bookshelves will also hold
textbooks. I have included the use of some counter space to fold plastic
drawers for students to store their journals. This will allow students to grab
journals as they walk in the classroom and will prevent students from losing or
forgetting journals, as they are used each day in class.

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I have found that my students work best when there is a daily routine in the
classroom. Here is the order of the routine that my students follow, how much
time each item takes, and who leads the instruction (myself or my co-teacher,
Olga).
1. As students walk in they grab their science journals from the back of the room
(Before the bell rings)
2. Students answer the In Question posted on the board. This is done on a sheet
of paper students pick up on Mondays. On Mondays they make a goal for the
week and on Fridays they state what steps they took to achieve the goal. As
students answer the question both teachers stamp their paper. Olga then goes
over the answer (5 minutes)
3. We go over the assignment for the day and explain expectations for the
assignment. Olga and I share responsibilities during this time depending on the
assignment.

Here is a list of procedures I implement in my classroom:

-Sharpening pencils: Students may sharpen their pencils anytime without
permission that direct instruction is not taking place.
-Using the restroom: Students raise their hand and ask permission to use the
restroom anytime direct instruction is not taking place. Students sign in and out
on a clipboard and take a pass with them. Only one student is allowed out of the
room at a time.
-Turning in Work: Students turn in work to a back on top of the bookshelf. Work is
to be turned in at the end of the class period during clean up.
-Getting Supplies: Students get their journals before the bell rings.
-Clean up: Students are expected to clean up their area in the last few minutes
of class. This includes putting away journals, turning in work, putting away
supplies and books, and being seated when the bell rings.

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Daily Schedules,
Routines,
and
Rules and
Procedures
Norms of
Behavior

On the left is a poster that I hang in my classroom. These are basic rules that
students are expected to follow. Along with these rules I allow students to
have some say in the classroom norms. In the first week of school I give
students the opportunity to create a list of classroom rules that they think
they should follow. They work on this list as an individual. They then work at
their table groups to make a list combining the lists of all four students. Each
table group shares their list with the class until we have five to ten common
rules the class agrees to follow. These rules are written on a poster with one
student per group writing a rule. I then hang these posters in my room. I
believe this gives my students ownership of the rules and more obligation to
follow them.

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Section 3
Supportive and Corrective
Measures
IN THIS SECTION:
First Steps - Redirecting and Warning
Consequences
Incentives
Student Accountability

Tab 3

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I redirect students in my classroom as a warning for them to

stop their disruptive behavior. I point out the classroom rules
when students are off task. I redirect their attention to their
work.
Strategies to redirect and warn:
-Verbal Warning
-Eye contact
-Standing near a student
-Private conversation about behavior
-Reminder of classroom rules
-Move the students seat

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First Steps:
Redirecting &
Warning

As a middle school teacher I follow a progressive discipline

plan that I have discussed with my supervisor. For minor
discipline issues I redirect students and warn them about
their behavior. For larger discipline issues I follow the above
plan. A combination of things may be noted in a deans
referral. I try not to write many deans referrals, but rather
deal with the behavior issues in my classroom through
private discussion with my students. There are of course
some behaviors that require an immediate referral such as
fighting.

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Consequence
s

My students earn points as a class. I do

not take away points, but incentivize
students to earn points. Individuals cannot
earn points but the entire class has to. At
certain levels my students earn rewards as a
class. Above is a list of things my classes can
earn points for and rewards at different

Incentives
21

Student
Accountabilit
y

To hold students accountable I included them in

created a list of classroom rules. Students have to
sign a contract to follow the rules. If students fail to
follow the classroom rules, outside of progressive
discipline, I have my students write a behavior
essay explaining what rules they have broken, how
they will correct their behavior, and how their
behavior has impacted others in the class.

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Section 4
Working Effectively with
Diverse Students and
Families
IN THIS SECTION:
Home-School Communication Philosophy and Plan
Cultural Considerations with Discipline
Legal issues regarding students with special needs

Tab 4

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Home-School
Communicati
on

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Cultural
Consideratio
ns with
I communicate with
parents in my classroom in a
Discipline

variety of ways. I email parents, make phone calls

home, write postcards, send messages using Infinite
Campus message feature, use remind, and attend
parent conferences.

I always try to consider the background and

culture of my students when disciplining
students. Meeting with parents or making phone
calls home can give me insight into why a
student acts a certain way. The way that parents
act in conferences can be very telling as to why
a student acts a certain way in the classroom. I
try to take into account as many cultural aspects
of a students behavior as I can and discipline
accordingly.

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Legal Issues
Regarding
Students with
Special Needs

Students will special needs may be eligible for special

education accommodations under state law. The
Individuals with Disabilities Education Improvement Act has
defined special education as specially designed instruction
at no cost to parent, intended to meet the unique needs of
a child with a disability. Students can qualify for an
individualized education program or 504 for a variety of
disabilities. Teachers are required to follow the IEP and all
accommodations listed.

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Strategies for Dealing with

Challenging Students and
Situations
IN THIS SECTION:
Hierarchy of Interventions
Strategies for Building Relationships
Techniques to Break the Cycle of Discouragement

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Section 5 of
Hierarchy
Interventions

Tab 5

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Strategies for
Building
Relationships

To show my students I care about their needs and

interests I take time in the beginning of the school
year to have them complete a survey about how
they learn best and about their personal interests. I
use the learning survey to structure my classroom
and activities. I use the interest survey to speak to
students about their interests. I also do little things
every day, such as call students by their name, greet
them at the door, and let them know that they are
welcome to come to me about any issues they are
having in my class or outside of my class.

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Breaking the
Cycle of
Discouragement

Adults Can:
-Be friendly
-Be kind
-Be accepting
-Be organized
-Be mature
-Be helpful
-Be enthusiastic
-Be encouraging

Students Can:
-Feel valued
-Feel cared about
-Be around
supportive adults
-Avoid peer pressure
-Take themselves
seriously as learners
(with help)

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Section 6

IN THIS SECTION:
Identifying Needs
Documentation
Referral Process

Tab 6

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Utilizing the Support of Other

Educators and Caregivers

Identifying Needs
Documentation
What to Document:
- IEP accommodations
- Parent phone calls
-Behavior infractions
-Missing Work
-Inappropriate peer interactions

How to Document:
- IEP accommodations: Paper Chart for quick
reference
- Parent phone calls: Log in Excel
-Behavior infractions: Log in Excel with each
student given their own sheet
-Missing Work: Unsat sent home and returned
signed
-Inappropriate peer interactions: Excel sheet for
behavior infractions or email sent to school
Identify learning needs through: IEPS, observations,
parent conferences, learning style inventory, work
produced, and interactions with other students.

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Referral Process

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Section 7
Legal Issues Regarding
Discipline

IN THIS SECTION:
FERPA
Compelling State Interests/Duty of Care
Student Rights
Teacher Rights

Tab 7

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FERPA
*In Nevada all teachers are required to complete a
video training on FERPA through Pathlore*

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Compelling State
Interests/Duty of
Care

21

Student Rights

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Teacher Rights

Teachers have the

right to a
discrimination free
work place. You cannot
be discriminated
against based on age,
association, religion,
sex, or pregnancy.
We have the right to
form and join unions.

21

School/District
Handbook
Dress Code:
-Shoes with soles
-Shirt straps 3 in wide, no crop
tops
-No sagging and shorts must go
to mid thigh
-No hats
-No clothing that promotes
illegal substances
-No slits in clothing

Prohibited Items:
-Personal Music players
-Skateboards
-Headphones
-Weapons
-Kendamas
-Video game systems

Cell Phone Policy:

Students may use cell phones
for instructional use only

Locker Searches:
Lockers may be searched for
reasons of health or safety at
any time

Tardies:
Tardies will follow a progressive
discipline plan

Cheating:
Students will sign an academic
honor code

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Section 8
Professional Dispositions and
Growth Plan

IN THIS SECTION:
Reflection

Tab 8

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Professional
Disposition and
Growth Plan
When I first took the Professional Dispositions Survey in TED 606, I considered myself emerging in all categories
other than standards of exemplary practice, which I considered myself developed in. This time after taking the
survey again, I only had one change. In the active reflection category I switch my answer to developed. When I first
took the survey I had only taught for three-quarters of a school year. Now I am three-quarters into my second year
teaching and there is a lot that I have worked on. After initially taking the survey I had the plan to allow students to
express their individual cultures in more assignments. I had planned to create a multicultural club at my school this
year, but I did not do that this school year. It is something that I would definitely like to do in the future to become
more aware of different cultures and give students a place where they feel they can share their own culture.
My original goal to become more aware of students cultures and increase cultural awareness at my school
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students and their parents to meet those specific needs. Therefore, in addition to my other goal, I am adding the goal
My strength goal from the last time I took the survey also goes with this goal. My strength goal
to work better with my students based on their individual needs. I know I will meet this goal when all of my
was to understand the perspective of my students. I have been working on this more and more by asking
students feel comfortable in my classroom, are learning, and I have adequately communicated with parents about
students why they are displaying certain behaviors to give them a chance to be heard. With my other two
students needs. Something I plan to do is give my students a survey about my teaching and how comfortable they
goals, however, I will continue to improve in this area as well and improve my classroom management. I
feel in my class. If anything negative is said in the surveys I can then address these issues. To measure if my
am looking forward to working on my goals and continue to work on my classroom management
students are learning, I will give formative and summative assessments. I will also speak to parents through email
strategies in regards to the professional dispositions.
and conferences if I feel I am struggling to reach a student or meet all their needs in my classroom.