Section 1: Classroom Arrangement

Section 1: Classroom Arrangement

The seating area in my classroom is arranged to reflect my teaching style, which is learner-centered to support teaching objectives. The learner-centered method focuses on the student and allows students to have group work and discussion and even interactions with one another. The teacher can sometimes present content to the class to guide them. The interaction that students have is in small groups to enable the teacher to control the class and still achieve success in pedagogy.

Classroom Layout

Figure 1: Classroom Layout

My class layout looks like Figure 1 above, where the students are in clusters of four, while the teacher is at the front of the class. This method is learner-centered and allows the students to interact with each other. Through this, they can develop skills like teamwork, communication, and problem-solving. This layout gives the student a safe environment for them to share ideas. It is suitable, especially for small classrooms. However, the layout can increase the noise level and cause distractions (Kaya & Burgess, 2007). It is also less accountable for individual work, thus assessing the individual skill may be difficult. The teacher should, therefore, be aware of these risks and mitigate them for successful class management.

Resources

The resources that are available to students during the instructional period are textbooks, group discussions, and the teacher. The resources that are available for non-instructional times are computers and available internet for the learners to conduct research from. The areas that are off-limits for the students are the teacher’s staff room as they are not instructional areas; rather, they are designed for the teachers to prepare their lessons in.

Section 2: Classroom Behavior Expectations

The research basis for my plan is

1. What is the research basis for your plan? Be sure to share the source and its application to your plan.

The research basis for my plan is the school’s culture and the climate to determine classroom behavior. According to Descamps & Lindahl (1988), there are canned programs like the one proposed by Glasser and Canter. The problem with such a program is that it requires frequent monitoring and changing of data to ensure the plan is successful. The basic classroom rules/expectations are that each student must be involved in the creativity of the plan to suit their needs. This is because it is meant to enhance its learning objectives. I, as the teacher, will monitor compliance by giving rewards to students that comply and punish those that do not comply with the program. My intention for documenting student behavior in my classroom is to monitor the effectiveness of the program and its effect on student behavior.

The role of the parent is to support the set objectives of the plan and to ensure that the learner follows the plan even when attending to assignments given at school. The success of the plan is to give students the opportunity to earn privileges connected to their behaviors. For instance, an extra assignment done on top of the given task can be awarded to reinforce that behavior. A failure to do an assignment can be punished. The parents, teachers, and school will also be involved in meeting the cost of the process both in finances and time. The cost is meant to be less than that of tuition fees.

Section 3: Student Work Expectations

My school has a process for constructing and submitting lesson plans. Once a teacher is finished with a plan, it is submitted to the dean of studies who then evaluates it. I, as the teacher, manage the student work through grading individually or group work for many students. Mastery of content can be through tests or class presentations (Jones & Jones, 2004). The progress is communicated to the parents through a text or through a report form, which is in hard copy at the end of the learning period. The process is documented through a graph that shows the progress of the learner. My instructional responsibility as the classroom teacher is to teach the learners and oversee the teaching of learners by other teachers assigned to my class. As for the learners, I make them accountable for missed work due to absences/disciplinary issues through having a take-home assignment to cover for the undone work.

Section 4:

Use of Support Systems in the School

As the classroom teacher, I utilize the School Counselor by assigning students with issues to the counselor for sessions. I utilize the School Social Worker to assign students with learning disabilities that come from substance abuse or violent homes. This way, they get guidance on how to overcome their challenges. As for the school nurse, I only utilize her services when there is a medical issue with a student in my class, for which I escort the learner to the sanatorium. I utilize the Exceptional Children’s Staff by getting expert advice on how to handle students with exceptions and learning disabilities to ensure that my plan takes the students into account. I have support expectations for school administration in provisions of learning resources and programs. The support expectations I have for my head of department is support for learning programs. For instance, adding more time for learners with disabilities is required.

Section 5: Reflections

The process for reflection/de-briefing in your classroom following a student incident involving behaviors or work completion is through my school’s adopted process that is expected from all staff. In doing this, I involve the dean of studies to inform the class of expectations and the consequences involved in non-compliance. For instance, failure to constantly attend class can be met with ultimate suspension from the school. In the same breath, I reconnect with students following an incident in your classroom through brainstorming with the class. The class can share freely without fear or shame or judgment. In case there is a need for further involvement from the school, school district, or an outside agency, I secure those services through the principal of the school.