ABSTRACT

A thorough demonstration of classroom management

and appropriate use of resources provided by school
facilities to lay down the foundation of an appropriate
learning environment for young adults.

Brian Valencia Arvizu

TEL 311 Instruction/ Management in Inclusive
Classrooms

TABLE OF
CONTENTS
Signature Assignment
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Table of Contents

Self-Introduction...2
My Philosophy of Education....3
Learning Environment Layout.4
Procedures and Expectations....8
Rules & Consequences 11
Reference Page 15
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Self-Introduction

My name is Brian Valencia Arvizu, I have had the pleasure of meeting the most unique

and interesting individuals while actively taking part in the teaching experience. My educational

career has opened a pleather of doors that I have had the opportunity to indulge in. I am a firm

believer that no one is truly done learning, but I do believe that people can stop the action of

learning.

The day of a teacher should not end at the sound of the last bell, I believe a teacher

should stay committed to their students and the excuse of being burnt out is something I cannot

stand by and ever admit. I hope to make an impact for students, no matter what it takes, which is

why I am open to having a diverse classroom.

I myself grew up in a Title one area and am more than happy to be a product of said area.

I think a diverse classroom allows for alternate points of views in a classroom. As seen in the

book Black ants and Buddhist, the author is a teacher in an international school and details how

the cultures of other students influenced her decision making in the classroom and how to deal

with a massive amount of real word situations, example being how to teach Columbus without

using giving students the information that has been written in textbooks, and described him more

as a person who unfortunately led to the discovery of the Americas but led to the enslavement of

natives. I think its a must for a classroom.

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My Philosophy of Education.

The person I am today is someone who has an internal fire that cannot be snuffed out. I

have nothing but the constant yearning for self-motivation. This has been my driving force all

through my life. I see myself as a very serious person when it comes to my personal education

but the education of students. Students who actively participate in their education, I believe,

should be able to express themselves through creative means, whether it be performing arts,

sports or painting art works. I value my success, achievements and failures all the exact same

way, for example, just because I succeed in completing something, does not mean I am done,

there is always room for improvement.

The act of educating ones self is the process of guiding and pacing yourself till you can

achieve your own goals and the goals that other set on you by others. Taking feedback from your

students and superiors is important to create and organic curriculum to be better off than the ones

prior, the goal is to make it your own. This can tie into why an individual would want to teach in

the first place, not only force themselves to adapt to new environments but to help guide students

to perceiving education in a whole new light.

Perspective ideally would be key to any classroom. Understanding where each student

lies and finding a nice medium to establish the lessons point of view can better gauge the

direction of conversation if one is needed to help further enhance the lesson as deemed fit and

ever expending the tool box for teachers to use in the future and pass on to other teachers.
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Learning Environment Layout

Upon entering the classroom, students have to their left the document station. This station

will hold all the required papers for the class period and any forms of documents that are needed

to be given out at the beginning of the class. The very same center will be used through the end

of class if new documents are needed to be distributed.

From there, as we proceed right of the document center there will be a shelf divided by

classrooms that will contain the work binders dedicated to each student and labeled for each

class period according per color. In this case the colors of the binders will be up to the class to

decide. This very same binder shelf will hold an attendance binder that the instructor (myself)

will be able to use to appropriately take attendance and keep active record keeping of what

students go in and out of the classroom on official business (I.E Nurse, SRO visit, leaving home

early, etc). These binders will be used almost every day to keep a running log of information

for the day, if students need to take binders home to study for a test, the binders will need to be

checked out to keep track of where they go and for how long.

Following immediately the binder station, there we have the presenters chair. I personally

have issues with my left knee and feel the need to sit for roughly 20 seconds if I have been on

my feet for a long period of time. This chair will not be used for exclusive just this, but this will

be an active pedestal where students and classroom visitors can use to sit and feel comfortably

when presenting a certain subject that does not need to be held to a formal expectation.

Passing by the whiteboard/smart board (in green) is my personal desk. This desk will be

used to do all the grading for the day during afterschool hours. Right in front of said desk is the

teachers podium. From this station the teacher will be able to survey all students from an
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appropriate angel and maintain vision on both the main board and all students at the same time

while presenting a PowerPoint or a video.

Continuing in the counter clock wise direction, the following four spaces are used for

storage. These storage spaces will vary in what will be placed in them. More than likely the first

storage space will be used to maintain resources for students to use, bigger materials that cannot

be held accordingly in the classroom. Usually these will hold specialty items that need to be

taken out occasionally. The very same darker shade storage containers can be used as

containment for technology if it is available in the classroom or if the school allows for laptops.

Directly in front of the storage bins is a small conference space. This section is divided

into two separate tables. On the Northern portion of the classroom, the first desk will be used for

conferences with parents, or hold extra materials that will be laid out, just in case there will be

more than one document that the document center cant support. The second table on the eastern

side of the class will be used for formal/informal observations or placement for Teacher assistant

or classroom visitors.

Towards the back wall there is a section that will hold the textbooks for the class. At the

very same time this will also serve as the classrooms personal library that will be ever

expanding as years go by. The goal for the library to carry mostly history related books, but will

be open to student recommendations. These textbooks will be available to take home accordingly

but will be expected to return the following day or face a fine (as mandated by school bookstore.)

The south-eastern portion of the classroom will consist of a technology corner.

This open spaced area will have school gifted computers to work on. This open box formation

will allow me to see what students are doing always from wherever I am in the classroom. The
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benefit to this open space is that it encourages collaboration between students if need be, while I

understand secular work will be difficult during that portion, but that is why there is an

incomplete work station directly to the left of the station.

The classroom will hold a few posters, they will vary from historical posters from the

time in history in which we are discussing (if applicable) on one side or the classroom norms,

that are placed out in the open directly to the left of the entire class (South end of room, near

exit.)

The actual arrangement of the classroom is quite an interesting one. The desks allow for

partner work on the spot, but there is a certain section of the desks missing for a reason. During

lectures or interactive activities, I will have a presence not just in front of the class but physically

within the personal space of students. With this gap open, it will allow me to quickly correct

behavior or quickly address questions and approach students with ease. This will eliminate the

need to going around the entire classroom to meet with a student in the dead center while I bump

into bags or purses.

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Procedures

Beginning of class period

o Students will be informed of what they need to pick up according to the

southern whiteboard. Students will then grab the documents that they

need, their binders and their assigned seats. Students will be timed and are

expected to be complete with this within 1:30-2 Minutes.

o Warm up will consist of either someone recapping last class, or I propose

a question of the day to think about while we go over that days lesson.

(usually IB question)

Transition period (During class)

o When it is time to start a brand-new activity, there will be a form of

warning of what will take place, this will allow students to mentally

prepare for the coming transition. While I maintain that warning, I will set

up an actual time limit to cleanup for the following lesson or activity.

This transition portion will need to take place a few times for

students, mostly at the beginning of the school year.

During certain days related to group work, students will use their

desk partners, if they need to be in a larger group, there will be

partners directly behind them to form a group of 4.

End of Class
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o Students will be given an advanced warning of how much time is left of

class and timing for exit ticket will commence 5 minutes for class.

o If students will be in group work for next class, students will sit silently in

desks until either

o 1.) Exit ticket is complete

o 2.) I have dismissed their section of the class

o 3.) Time permits short discussion and answers are

satisfied.

o 4.) Desk will not be moved for next class to save

time. (my apologies to first period.) But final period

will put all desks back to forward facing position

unless told otherwise.

o During the end of class, students will place due materials on document

station facing downward as they place note binder in their cubby section.

Managing work.

o As mentioned in prior section, homework is to be turned in either at the

end of class on their way out.

o If a student forgets to pick up papers from the beginning of class, they can

raise their hand and I will be happy to give them documents they are

missing (seeing as how I will probably already have them in hand after

picking them up.)

o If students need to turn in a surprise quiz or work, they will be pass

documents to the front of class in their row. Students in the gap of the
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classroom will just give their papers to their neighbor on either side of the

larger rows to be passed up.

Student Absences

o I understand life happens and sometimes student need to miss school. The

procedure for missing work will depend on the schools policy. As for

actual classroom policies, students are expected to inform their teacher for

absences they know they will have. If a student will be missing for a day,

an email will be appreciated or a note through another student. If a student

is to miss more than 3 days (periods), during a week, the students parents

will be contacted.

o A student is responsible for his missing work, they are expected to turn in

work like everyone else (or a later date can be established if needed.)

Contacting parents

o At the beginning of the year, students will have my personal contact

information (Email) and we will be able to set up meetings if needed.

o Students will be able to request meetings with parents as well.

o Half way through the first semester, I will be providing information

regarding student grades and parents will have to sign off on students

progress reports of their current running grades.

o My classroom will always be open to parents.

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Discipline

My choice of discipline will be a mixture of adolescence psychologist, Dr. Laurence

Steinberg is the bigger influence to take into consideration for disciplining and teaching methods

for students. From his book, Age of Opportunity, he dwells into a better understanding of

teaching, parenting, and understanding the youth of tomorrow, through cases of personal

experiences.

The initial rules will consist pertain to common sense rules, that will be always

reinforced during the year and referred to at random. These common-sense rules are to be

enforced as well as the schools and districts rules. All punishments will be dealt on a case by

case basis if severe enough.

Expectations:

I personally believe to be a successful teacher, taking an authoritative approach to your

classroom will bring the more success. This style of parenting can be applied to the classroom, as

expressed by Dr. Steinberg. (Age of Opportunity) The goal for discipline in the classroom is to

expect high and be firm but fair. These common sense rules will be the following.

o Do not disrupt the learning process of other students.

o Consequences: This will be done on a case by case basis unfortunately. If

a student is violating rules of school district and school as stated in student

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handbook, the teacher has the right to escalate to a detention and/or

referral followed by a phone call home.

First Offense: Reiteration of classroom norms (DO not disrupt

classroom environment)

Second Offense: Verbal/ Written Warning

Third Offense: Parent will be emailed or contacted afterschool the

day of offense

Fourth Offense: Student will be asked to leave classroom and

directed to mediation.

Students will be given this statement on the first day of

class. A referral usually leads to suspension which then will

cause the student to miss entire days of class, causing more

damage than actual aide. Certain recommendations and

meetings can be held.

o Respect yourself and respect those around you.

o According to Steinberg, adolescence is a very critical time for students

self-image. We want students and children alike to respect the physical

changes that is going on in their bodies. Self-esteem is among the lowest

for students during this age group and are very susceptible to comments

regarding appearance and weight. Children with High-self-esteem tend to

do better in school. Studies indicate, however, that self-esteem is not a

cause of academic success, but an effect (Eric Publications, 1989)

o Consequences:

First Offense: Reiteration of classroom norms

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Second Offense: Verbal/ Written Warning or ask student to please

exit classroom if needed

Third Offense: Parent will be emailed or contacted afterschool the

day of offense

Fourth Offense: Student will be asked to leave classroom and

directed to mediation

- Steinberg also mentions, through character

development courses, students can better

themselves, personally and allow themselves to see

different perceptions in a welcoming environment,

i.e classroom, as opposed to a hostile environment

where the opinion faces scrutiny. (Steinberg, Ch. 7)

o Do not speak out of turn when someone else is speaking.

o Consequences

First Offense: Reiteration of classroom norms (DO not disrupt

classroom environment)

Second Offense: Verbal/ Written Warning

Third Offense: Parent will be emailed or contacted afterschool the

day of offense

Fourth Offense: Student will be asked to leave classroom and

directed to mediation.

o Choose your words wisely.

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o During the class, we will hold debates and be discussing semi

controversial topics about history, (Nazi Germany, Crusades, Morality of

dropping the Atomic bomb, Racial tensions) and students will be required

to write research based papers on subjects, if a student has questions

regarding certain incidents, they are expected to make sure the question

will not be Sexist, Offensive, Rude, or Racist in any way.

Consequences

First Offense: Verbal Warning and One and One Conversation

after class

Second Offense: Referral to office

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References

Holly, W. J. (1987, October 31). Students' Self-Esteem and Academic Achievement. Retrieved from

https://eric.ed.gov/?id=ED296461

Steinberg, L. (2015). Age of opportunity: Lessons from the new science of adolescence. Boston: Mariner

Books.

Oregon Department of Education . (2000, May). Keeping Kids Connected: How Schools and Teachers Can

Help All Students Feel Good About School...and Why That Matters. Retrieved from

http://www.ode.state.or.us/teachlearn/specialty/alt/keepkids.pdf

Cowhey, M. (2006). Black ants and Buddhists: thinking critically and teaching differently in the primary

grades. United States: Stenhouse.