Classroom Layout
![Picture](/uploads/1/2/5/9/125962270/editor/physical-classroom-1.jpeg?1605318903)
The teacher's desk will be at the front corner of the room next to the white board that will be portraying the projector screen for all students to see. There will be a variety of posters around the white board and also behind the teacher desk consisting of math content, characteristics that should be practiced in the classroom, and pictures of me in various group settings.
There will be a long table in the back of the room for students to turn in their assignments. There will be a separation by periods for students to turn in their work int. There will also be materials that students may need like pens, pencils, erasers, staplers, hole punchers, paper, and etc. for students to use.
I chose a group-based classroom where students are arranged in groups of four because it supports student-to-student interaction as well as teacher-to-student interaction. We can have whole group discussions easily where all students will be able to face the front easily. I will also be able to identify a smaller group of students within the entire classroom by calling out the group by their number. This will allow for better classroom management by me. I also like this structure because it allows for a lot more opportunities to think-pair-share during the lessons.
On the sides of the classroom, there will be a bookshelf where there will be a variety of books, rulers, calculators, deck of cards, and multiple board games for students to borrow. On the other side of the classroom, there is another white board which I will be writing the agenda for the class week. This will be separated by the different classes I teach for students to know what they are doing for the day and the assignments they have for each day. Students will also be able to write on this side board if they have any questions when they first come into class.
There will be a long table in the back of the room for students to turn in their assignments. There will be a separation by periods for students to turn in their work int. There will also be materials that students may need like pens, pencils, erasers, staplers, hole punchers, paper, and etc. for students to use.
I chose a group-based classroom where students are arranged in groups of four because it supports student-to-student interaction as well as teacher-to-student interaction. We can have whole group discussions easily where all students will be able to face the front easily. I will also be able to identify a smaller group of students within the entire classroom by calling out the group by their number. This will allow for better classroom management by me. I also like this structure because it allows for a lot more opportunities to think-pair-share during the lessons.
On the sides of the classroom, there will be a bookshelf where there will be a variety of books, rulers, calculators, deck of cards, and multiple board games for students to borrow. On the other side of the classroom, there is another white board which I will be writing the agenda for the class week. This will be separated by the different classes I teach for students to know what they are doing for the day and the assignments they have for each day. Students will also be able to write on this side board if they have any questions when they first come into class.
Principles that Guide My Pedagogies
I have a few principles of my own that are shaped by my values and beliefs in designing a classroom community that uplifts all students that may be marginalized in a variety of ways. My principles have also been influenced by a variety of sources which I have included after each principle.
- Teachers should create a habit to adjust and adapt the lessons and classroom environment consistently to relate to changing cultures. (Kohn, 2006)
- Celebration in the growth of our students mastering a second language while ensuring their primary home language instead of focusing on the stage of achievement by comparing them to the standard general White population at school will create a welcoming environment for all students with all backgrounds. (del Carmen Salazar, 2013)
- We have a responsibility of understanding each students’ identity and background which shape their abilities as we strive to teach them in the classroom. (Kokka, 2018)
- The interactions we have with each of our students will shape our view on racial “achievement gaps”, so having awareness in the expectations we place on our students is essential. (del Carmen Salazar, 2013)
- We have to train ourselves to not excuse our biases when we see a group of students on or off campus by the stereotypes we hear in society and instead offer equal views of all to create a more balanced society without predetermined judgement. (Gray, 2019)
I understand that I still have much to learn and grow in rethinking my biases and privileges in order to consciously maintain and sustain anti-racist and anti-oppressive principles in my teaching. I will work to continue unpacking my biases by not placing my experiences in expecting how my students should be supported if they are in a “good” family. I think it can be easy to compare my past and history as a student to the students in my class, and placing that on them creates an assumption that they are me, which isn’t true. I also want to create a dynamic in my classroom where I would be doing my best to relate to all students in my class in each lesson, where even the students who may be behind or having a harder time learning the lesson can still understand and follow along with the lecture. I want to do this naturally when I explain and speak, and I also want to still be able to engage in concepts that may challenge some students if what we are learning is something they are already familiar with. This way, my lecture can engage all of my students in all ranges of their mathematical knowledge to offer inclusivity where students feel they belong in my classroom.
There are a few strategies I have explicitly thought out and created to better navigate a classroom community through contradictions, dilemmas, and tensions of anti-racist and anti-oppressive teaching. These are for me to practice while I teach in order to better support and care for my students.
1. Ensure that when I teach, my lessons will be able to accommodate for students in all levels, where there are explanations of vocabulary words and concepts I expect them to be familiar with as well as opportunities for students of the higher level to be challenged in the class.
2. Remind students that math is not something students are just “good” at, but something everyone can do if they work at it. Use my words to create a safe and positive learning environment for students.
3. Have my grouping of students in the classroom be completely random unless there are certain supports I need to consider for individual students. Also allow all students to have a voice in their group to give all students an opportunity to be confident in their learning with the support of their group/peers.
- Teachers should create a habit to adjust and adapt the lessons and classroom environment consistently to relate to changing cultures. (Kohn, 2006)
- Celebration in the growth of our students mastering a second language while ensuring their primary home language instead of focusing on the stage of achievement by comparing them to the standard general White population at school will create a welcoming environment for all students with all backgrounds. (del Carmen Salazar, 2013)
- We have a responsibility of understanding each students’ identity and background which shape their abilities as we strive to teach them in the classroom. (Kokka, 2018)
- The interactions we have with each of our students will shape our view on racial “achievement gaps”, so having awareness in the expectations we place on our students is essential. (del Carmen Salazar, 2013)
- We have to train ourselves to not excuse our biases when we see a group of students on or off campus by the stereotypes we hear in society and instead offer equal views of all to create a more balanced society without predetermined judgement. (Gray, 2019)
I understand that I still have much to learn and grow in rethinking my biases and privileges in order to consciously maintain and sustain anti-racist and anti-oppressive principles in my teaching. I will work to continue unpacking my biases by not placing my experiences in expecting how my students should be supported if they are in a “good” family. I think it can be easy to compare my past and history as a student to the students in my class, and placing that on them creates an assumption that they are me, which isn’t true. I also want to create a dynamic in my classroom where I would be doing my best to relate to all students in my class in each lesson, where even the students who may be behind or having a harder time learning the lesson can still understand and follow along with the lecture. I want to do this naturally when I explain and speak, and I also want to still be able to engage in concepts that may challenge some students if what we are learning is something they are already familiar with. This way, my lecture can engage all of my students in all ranges of their mathematical knowledge to offer inclusivity where students feel they belong in my classroom.
There are a few strategies I have explicitly thought out and created to better navigate a classroom community through contradictions, dilemmas, and tensions of anti-racist and anti-oppressive teaching. These are for me to practice while I teach in order to better support and care for my students.
1. Ensure that when I teach, my lessons will be able to accommodate for students in all levels, where there are explanations of vocabulary words and concepts I expect them to be familiar with as well as opportunities for students of the higher level to be challenged in the class.
2. Remind students that math is not something students are just “good” at, but something everyone can do if they work at it. Use my words to create a safe and positive learning environment for students.
3. Have my grouping of students in the classroom be completely random unless there are certain supports I need to consider for individual students. Also allow all students to have a voice in their group to give all students an opportunity to be confident in their learning with the support of their group/peers.
Classroom Norms & Expectations
"Respect is how to treat everyone, not just those you want to impress." - Richard Branson
The fundamental basis of my classroom will be focused around respect. In order for there to be a classroom community that treats each other with respect, I will respect both myself and anyone who enters my classroom. I want students to feel respected and heard in my classroom, which will also allow them to know that I do care for each of them and will do my best to support them in any way. This respect will also be approached for each student in who they are regarding their cultural and linguistic background, so I will do my best to get to know each of you individually!
As I will be treating everyone in my classroom with the same level of respect and care, I will also expect the same thing in return. There will be a variety of options for students to have the freedom, space, and support that they need in my classroom. I will ensure to always be available for my students so that if they have any concerns, they will not hesitate to approach me. I strive for my classroom to offer the support that is necessary for each student individually in order to empower them as well as encourage their learning.
I want to create a classroom environment where there is not only a relationship between the students and I, but also between the students themselves. The network of support does not necessarily have to come from me, but I want to ensure that the students in my class are in some way connected to one another to create a stronger support system.
If there are students that misbehave or disrespect their peers or me in the classroom, I will gently but sternly tell the student to please be mindful of others and to be aware of what they are doing or saying. This is in case they need a reminder in how to behave appropriately or for them to reflect about what they did or said. If this behavior continues or other steps need to be taken, then I will have individual conversations with the student, have lunch/after school detention, contact the parents for a conference to create a plan for the student, and/or report it to the office. I will do my best so that an office report is not necessary, because I want to offer my students as much support to succeed. I am hoping that my patience in these steps will allow for a calm, respectful, and caring classroom environment where all my students have the opportunity and ability to succeed in understanding how to treat others.
Here are some positive statements I have created to uphold and encourage my students:
The fundamental basis of my classroom will be focused around respect. In order for there to be a classroom community that treats each other with respect, I will respect both myself and anyone who enters my classroom. I want students to feel respected and heard in my classroom, which will also allow them to know that I do care for each of them and will do my best to support them in any way. This respect will also be approached for each student in who they are regarding their cultural and linguistic background, so I will do my best to get to know each of you individually!
As I will be treating everyone in my classroom with the same level of respect and care, I will also expect the same thing in return. There will be a variety of options for students to have the freedom, space, and support that they need in my classroom. I will ensure to always be available for my students so that if they have any concerns, they will not hesitate to approach me. I strive for my classroom to offer the support that is necessary for each student individually in order to empower them as well as encourage their learning.
I want to create a classroom environment where there is not only a relationship between the students and I, but also between the students themselves. The network of support does not necessarily have to come from me, but I want to ensure that the students in my class are in some way connected to one another to create a stronger support system.
If there are students that misbehave or disrespect their peers or me in the classroom, I will gently but sternly tell the student to please be mindful of others and to be aware of what they are doing or saying. This is in case they need a reminder in how to behave appropriately or for them to reflect about what they did or said. If this behavior continues or other steps need to be taken, then I will have individual conversations with the student, have lunch/after school detention, contact the parents for a conference to create a plan for the student, and/or report it to the office. I will do my best so that an office report is not necessary, because I want to offer my students as much support to succeed. I am hoping that my patience in these steps will allow for a calm, respectful, and caring classroom environment where all my students have the opportunity and ability to succeed in understanding how to treat others.
Here are some positive statements I have created to uphold and encourage my students:
- It’s okay to not know, but it’s not okay to not try.
- Be respectful of one another.
- Listen because everyone has something to offer. Let's grow together as a community. 커뮤니티로 함께 성장합시다.
让我们共同成长为一个社区。 - Let’s bring each other up. And only up.
- You be you. Be confident in your own identity and while it is important to understand your life experiences that may have been unfair or unequal, those words, expectations, and experiences do not define who you are. Share your trials with others so that no one has to go through life alone and we can support each other. (Kokka, 2018)
Routines and Procedures
What to expect in my daily class:
- Good morning/afternoon! My students will always be welcomed into my class when they first come in.
- Class will always begin with going over a few questions from the homework every day. Students will be expected to take out their homework once they enter my classroom and if they had any confusions or questions on the homework, they may go to the side board and write the problem number they struggled with. When other students come into the class, if they see a problem number written on the side board that they know how to solve, they may write their work and solve it on the side board. I will allow this to be done before the bell rings and during the first 5 minutes of class. During those first 5 minutes, I will expect all students to have taken out their homework and be settled while also solving problems on the side board if they can. After the first 5 minutes, I will go to the side board and with the questions that were already solved, go through it with the class to ensure it was done correctly and that everyone understands how we solved it. If there were any questions that were not solved by a student, then I will solve it in front of the class and ensure students understands how we did that. If there were no questions on the homework, then we will not go over any questions from the homework for the day.
- There will be an agenda on the side board for the week with what we are doing in class as well as their homework. I will go over the agenda every day at the beginning of class so students are aware of what we are doing and what they should be doing.
- At the end of class, we will always summarize, reflect, or engage in discussions on what we did in class, what they learned, or etc. and I will dismiss the students when the class is over.
How my class is organized
- There will be a seating chart for the students that will be changed every month.
- Students may grab classroom resources from the back table when I am not talking and it is appropriate for them to walk around.
- There is a maximum of 2 students at a time to go to the bathroom. Students must ask me if they may go, but I will not allow students to go during the first and last 5 minutes of class and when I am lecturing.
- Students will be allowed to eat in class when we are not doing a lesson. Any drinks are allowed in the class, but any water marks or spills must be cleaned by the student.
- Clear expectations will be set for think-pair-share, group work, etc.
- Students will be expected to raise their hands if they have questions unless I ask the whole class to answer together. If students are working individually, they may come to my desk to ask questions as well.
- Students can talk with partners or people at group table if they have questions, but must do it quietly if it is in the middle of the lecture
- Students can talk to me before or after class, during break or lunch time, or email me to contact me.
- My door will be open during break and lunch for students to hang out in my classroom and eat
Absences/Tardies
For this class, absences and tardies will need to be communicated with me so that I am aware of each student's situation and can ensure safety for each of my students. I do care for each of my students and I will do my best to support you in any way. This communication can be done through email or when the student comes back onto campus verbally. Students who are absent or tardy will have to receive the missed work from a classmate. Documents that were passed out to the class will be the students' responsibility to come to approach me to ask for the things from the day they missed.
Grading
We will be following the grading policy with the grading scale as follows:
A: 90% - 100%
B: 80% - 89%
C: 70% - 79%
D: 60%. - 69%
F: 59% and below
If your grade is close in percentage to the next higher grade like on 89.83%, then I may bump you up based on your work habits and coursework turn-in rate. Grading will be based on 70% assessments and 30% coursework. Assessments include quizzes, exams, and the cumulative final. Coursework will include homework and classwork that will be graded on completion, effort, work shown, and a positive attitude! You will be given 2 courseworks with the lowest scores to be dropped at the end of each grading period. There will also be quiz corrections for each quiz if you get below a 90%.
PLEASE REMEMBER THAT YOUR GRADE DOES NOT DEFINE WHO YOU ARE. Your learning is not shaped by your grade, but by your deeper thought process and understanding of the concepts.
Late Work
Late work will be allowed to be turned in with 3 points taken off. Late work will only be accepted within that unit, so once we have completed the unit test, work from that unit will no longer be acceptable and will be missing, which is 0 points.
Homework/Graded Work
Homework in this class will be given every day and due the next day into the turn-in bin at the back of the classroom which students will place in the correct period that they have class with me. Anything that students need to turn in to me will be through the turn-in bin at the back of the classroom on the long table. Any graded work I have will be passed out to the students individually at the beginning of class.
- Good morning/afternoon! My students will always be welcomed into my class when they first come in.
- Class will always begin with going over a few questions from the homework every day. Students will be expected to take out their homework once they enter my classroom and if they had any confusions or questions on the homework, they may go to the side board and write the problem number they struggled with. When other students come into the class, if they see a problem number written on the side board that they know how to solve, they may write their work and solve it on the side board. I will allow this to be done before the bell rings and during the first 5 minutes of class. During those first 5 minutes, I will expect all students to have taken out their homework and be settled while also solving problems on the side board if they can. After the first 5 minutes, I will go to the side board and with the questions that were already solved, go through it with the class to ensure it was done correctly and that everyone understands how we solved it. If there were any questions that were not solved by a student, then I will solve it in front of the class and ensure students understands how we did that. If there were no questions on the homework, then we will not go over any questions from the homework for the day.
- There will be an agenda on the side board for the week with what we are doing in class as well as their homework. I will go over the agenda every day at the beginning of class so students are aware of what we are doing and what they should be doing.
- At the end of class, we will always summarize, reflect, or engage in discussions on what we did in class, what they learned, or etc. and I will dismiss the students when the class is over.
How my class is organized
- There will be a seating chart for the students that will be changed every month.
- Students may grab classroom resources from the back table when I am not talking and it is appropriate for them to walk around.
- There is a maximum of 2 students at a time to go to the bathroom. Students must ask me if they may go, but I will not allow students to go during the first and last 5 minutes of class and when I am lecturing.
- Students will be allowed to eat in class when we are not doing a lesson. Any drinks are allowed in the class, but any water marks or spills must be cleaned by the student.
- Clear expectations will be set for think-pair-share, group work, etc.
- Students will be expected to raise their hands if they have questions unless I ask the whole class to answer together. If students are working individually, they may come to my desk to ask questions as well.
- Students can talk with partners or people at group table if they have questions, but must do it quietly if it is in the middle of the lecture
- Students can talk to me before or after class, during break or lunch time, or email me to contact me.
- My door will be open during break and lunch for students to hang out in my classroom and eat
Absences/Tardies
For this class, absences and tardies will need to be communicated with me so that I am aware of each student's situation and can ensure safety for each of my students. I do care for each of my students and I will do my best to support you in any way. This communication can be done through email or when the student comes back onto campus verbally. Students who are absent or tardy will have to receive the missed work from a classmate. Documents that were passed out to the class will be the students' responsibility to come to approach me to ask for the things from the day they missed.
Grading
We will be following the grading policy with the grading scale as follows:
A: 90% - 100%
B: 80% - 89%
C: 70% - 79%
D: 60%. - 69%
F: 59% and below
If your grade is close in percentage to the next higher grade like on 89.83%, then I may bump you up based on your work habits and coursework turn-in rate. Grading will be based on 70% assessments and 30% coursework. Assessments include quizzes, exams, and the cumulative final. Coursework will include homework and classwork that will be graded on completion, effort, work shown, and a positive attitude! You will be given 2 courseworks with the lowest scores to be dropped at the end of each grading period. There will also be quiz corrections for each quiz if you get below a 90%.
PLEASE REMEMBER THAT YOUR GRADE DOES NOT DEFINE WHO YOU ARE. Your learning is not shaped by your grade, but by your deeper thought process and understanding of the concepts.
Late Work
Late work will be allowed to be turned in with 3 points taken off. Late work will only be accepted within that unit, so once we have completed the unit test, work from that unit will no longer be acceptable and will be missing, which is 0 points.
Homework/Graded Work
Homework in this class will be given every day and due the next day into the turn-in bin at the back of the classroom which students will place in the correct period that they have class with me. Anything that students need to turn in to me will be through the turn-in bin at the back of the classroom on the long table. Any graded work I have will be passed out to the students individually at the beginning of class.