Andrew Janick
ADED 42268
Dr. Judith Melillo
February 20, 2002
Classroom Management Plan
My plan to take over the classroom is very similar to what infrastructure is
already in place through my cooperating teacher. An example of this is taking
role at the beginning of class. After the bell has rung, all students are to be in
their assigned seats. Then, by quickly checking the seating chart, it is easy to
see who is absent from class. This is then written down, and entered into the
grade book at a later time, just in case the student is tardy or something along
those lines.
As for assignments, all homework is posted on a large dry erase calendar
on the wall of the room. Along with the homework assignments, any quizzes or
tests are also posted in advance so the students know what to expect in the form
of assessment. Assignments are kept on the calendar for a few days after they
are assigned so any student who is absence can see that there was an
assignment, as well as helping me remember what I have given the students.
Assignments are turned in by passing them down the rows and then up the rows
to the last person on the left. They are then put in stackable plastic bins that are
designated for each period separately. Grades are entered on the computer
using the Making The Grade program.
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As for being class, I will use problems of the day or a small quiz on a daily
basis to give the students something to work on as soon as they walk through the
door. That way there is less time to talk and more quite, hopefully. I also use a
technique learned during one of my early field experiences, which is turning off
the light after the bell has rung. This usually quiets the students and gets them to
their seats. This is one of my favorites to use. As for discipline problems, minor
one just call for a student to sit in the hall for rest of class or get a detention for a
more serious matter. Major problems involve a referral to the office where the
vice principal in charge of discipline takes over.
Changing the Classroom Culture
As for changing the classroom culture, I feel that the most change is
needed in the instruction. My teacher is wonderful as relating to the students and
does an excellent job. MY thought is that because she does not have the
background in math that I have because her degree is based more in early
childhood education, I will be able to bring more of an understanding of the
concepts to the lessons. Also with my knowledge of some of the research
involved in aiding students with manipulatives such as algebra tiles, I think I will
be able to help the students grasp the concept behind the procedure, not just the
procedure itself. I also have knowledge of different types of examples from the
curriculum classes I have taken, so I hope to incorporate some new techniques
in the classroom that the students have not seen before. I hope to go more indepth into the particular concepts, which I feel that my subject matter
competence should be of much help.
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Icebreaker Lesson Plan
Algebra
Students: 16
Topic:
 Fibonacci Sequences Icebreaker
Objectives:
 Students will grasp the concept of the Fibonacci sequence and of
Fibonacci sequences in general.
 Students will find the connect between the sequence and it’s generalized
form
Prerequisite Knowledge:
 Addition, Multiplication
 Basic understanding of variables
Materials:
 None
Procedure:
Opening:
 “Today students we are going to take a look at a mathematical
phenomenon called the Fibonacci sequence. We are going to connect
this with other similar number sequences, and find out some interesting
properties that these sequences have.”
 Write the Fibonacci sequence on the chalkboard. Ask students what the
relationship between the numbers is, possibly giving a hint.
 Write up a new sequence using two different starting numbers given by
the class. After creating the seventh number, bet the class that you could
tell them what the sum of the first ten numbers in the sequence is, even
though you only have seven so far. Write the sum off to the side. Finish
the sequence up to ten numbers and sum them. You win the bet.
 Ask students to find a connection between the seventh number and the
sum. 11 times the seventh number equals the sum. Write another
sequence so the students believe you.
 Show students how the generalization of any sequence is based upon the
original Fibonacci sequence.
Closing:
 “Now by taking any number in the sequence we can create an algebraic
equation…’
 Move into the basic description of an algebraic equation.
Assessment:
 Informal during the icebreaker
Reflections:
 After lesson
Attached:
Seating Charts, Grade book Printouts