Jack Hullman D095 Task 1

A1. My future class would be a self-contained 3rd grade classroom with multiple
subjects. One instructional activity would be collaborative group work, and another
would be station-based learning.
A2. As the classroom manager my philosophy is to ensure the learning
environment is safe, accepting, and positive. I would have multiple responsibilities
in establishing a positive, safe, and productive learning environment that is
inclusive for the diversity of the student population. One responsibility is to make
sure the class has and understands the norms for the learning environment. We
would develop these norms as a class on day one using my expectations for them
as a guide. The norms would be what the students think and want the learning
environment to be. These norms would also be flexible, so if they aren’t working
well or need altered for certain activities, we could change them.
A second responsibility is to get to know my students as individuals. This
would allow me to have a diverse learning environment using the cultures of my
students in lessons and in representing their cultures throughout the learning
environment. This would give the students a sense of acceptance and belonging. It
would also help their classmates understand them and their culture better, allowing
for more culturally sensitive individuals.
Another responsibility is to make my students feel welcome and appreciated
every day in class. I would be sure to greet every student at the door first thing in
the morning. I would make sure they knew I was happy they are there. I would also
make sure to give ample praise throughout the day to encourage participation in the
lessons. For every mistake a lesson is learned, and I would make sure to show them
the positives of every situation they are in.
A3. Goals:
1. Morning greetings
2. Positive reinforcement throughout the lessons
3. A culturally inclusive learning environment
A4. The layout for my classroom for collaborative group learning would be five
desks per group with four of them in a square facing each other and the fifth on the
side of the four. The fifth desk off on the side would be the group communicator. If
the group had a question to ask me, they would have the group communicator
initiate the question to me. The supplies and worksheets needed by the groups
would be in the front of the class and the group communicator would be
Jack Hullman D095 Task 1

responsible for acquiring what was needed. I would begin the lesson in the front of
the classroom with the white board and explain what was expected while also
going over the norms and procedures for collaborative group learning as a
reminder. I would then roam the classroom during these sessions listening and
giving positive reinforcement and advice as I go. If a group had a question, I would
go to them to see what the needed.
A4a. The layout could easily change to a circular desk set up of five desks for
station-based learning. After the students quickly and quietly rearranged the desks,
I would have signs for each station labeling them “station one”, “station two”, and
so on. There would be the needed supplies and worksheets for each station paced
in the middle of each station on a small table of sorts. I would then move back to
the front of the classroom to discuss what each station will be achieving for the
lesson and go over the norms and procedures for station-based learning. Certain
stations would require a more active role by me, but I would make sure to build in
time to check on each station to make sure everyone was understanding the station
and kept on task.
A5. One routine that I would implement for structure in the classroom is how to
come into the room to start the day and after lunch, recess, PE, and music. The
procedure for entering the classroom after each of these is to look at the
whiteboard and follow the instructions written down. Each time they enter they
would enter knowing what the next lesson was going to be as I would address what
to expect when they return before they left. For example, before they leave for
music, I would let them know to expect a direct instruction lesson on types of
triangles upon returning. I would remind them that the instructions for returning
would be written on the whiteboard. Once they returned, they would see the
instructions on the whiteboard and follow them. The instructions would be
something like this: 1) get geometry textbook and open to page 124, 2) have
notebook and pencil, 3) have calculator and protractor, 4) store unneeded supplies
in your cubby hole.
A5a. These procedures will be communicated through direct instruction to
the students at the beginning of the year and daily for the first week. Then at
the beginning of each week when they start show they know what to do and
don’t need a daily reminder.
Another routine would be how to act outside of the classroom going to and
from each of those activities. The procedure for out of classroom transitions would
Jack Hullman D095 Task 1

be to stay in line and no talking by having one hand raised with a finger about 6
inches from their mouth, like a “shushing” gesture. This will be a constant
reminder to remain quiet outside of the classroom so we don’t disturb other
classes.
A5a. These procedures will be initially communicated through direct
instruction and a round of in class practice, walking around the classroom in
line and quietly with the “shushing” gesture. After words there would be a
reminder on a poster at the line up point of the classroom.
A6. Classroom rules:
1. Respect everyone
2. Actively listen to who is speaking
3. Give each task your best effort
A6a. These classroom rules will be the base of our norms, rules, and procedures
throughout the year. I will communicate these rules to the students and have a
brainstorming session for the creation of our norms around these basic rules. With
the first rule of respecting everyone the other two rules will fall into place. If you
respect everyone then you will listen actively to the speaker out of that respect.
You will also give your best effort to each task out of respect for the teachers time,
and respect for yourself by not wasting that time.
A6b. These classroom rules will be communicated initially through a class wide
conversation about these rules. Discussing each one and describing what they
mean to them. From there the rules will have a permanent place at the front of the
classroom for a private reminder to the student or for me to refer to when the rules
aren’t being followed.
7. In order to help students adhere to the norms, rules, and procedures I will
use ample positive reinforcement when I see them following the correct actions. If
a student has entered the classroom and is ready to go after following the
whiteboard instructions, I will give them praise in order to let them know they did
well and to indicate to other students that that is the example for what to do. If a
student is being disruptive during a lesson, I will first let them know that they are
doing something correct or have in the past known what to do and remind them
that they need to alter their actions. If issues persist, they maybe moved to a desk
away from others but still able to hear the instructions. When they are finally doing
Jack Hullman D095 Task 1

what they are supposed to I will praise the change and correct actions so they know
that they have made the correct changes.
8. All students will be actively involved in a productive collaborative learning
environment by being part of the discussion on norms in the classroom. We will
use the classroom rules to develop a learning environment and set of norms that the
students want to be a part of and how they think things should be done. Their roles
in the learning environment are to help develop and follow the norms they helped
develop. By helping with the creation of the norms they have a more personal pride
in following them.