Classroom Management
Notebook
Heather Bush
TED 626
Instructor: Birdsell
December 21, 2013
Heather Bush
TED 626
December 14, 2013
Classroom Management Notebook
UNIT 3: CLASSROOM MANAGEMENT NOTEBOOK
Table of Contents
Section 1: Philosophy Statement................................................................................... 4-5
Section 2: Preventative Measures ................................................................................. 5-8
Structuring the Classroom Space .........................................................................................5
Daily Schedule, Routines, and Procedures .........................................................................6
Rules or Norms of Behavior ................................................................................................7
Section 3: Supportive and Corrective Measures ....................................................... 8-10
First Steps - redirecting and warning ..................................................................................8
Consequences .....................................................................................................................9
Incentives ............................................................................................................................9
Student Accountability.......................................................................................................10
Section 4: Working Effectively with Diverse Students and Families .................... 10-13
Home-School Communication Philosophy and Plan .......................................................10
Cultural Considerations with Discipline ...........................................................................12
Legal issues regarding students with special needs ..........................................................12
Section 5: Strategies for Dealing with Challenging Students and Situation ....... 13-15
Hierarchy of interventions ................................................................................................14
Strategies for building relationships .................................................................................14
Techniques to break the cycle of discouragement ............................................................15
Section 6: Utilizing the Support of Other Educators and Caregivers................... 16-17
Identifying Needs ..............................................................................................................16
Documentation .................................................................................................................16
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Referral Process ................................................................................................................17
Section 7: Legal and Ethical Imperatives Regarding Discipline ........................... 17-23
FERPA ...............................................................................................................................17
Compelling State Interests/Duty of Care ...........................................................................18
Student Rights ....................................................................................................................18
Teacher Rights ...................................................................................................................18
Special Local Policies ........................................................................................................19
Dress Code (including hair, tattoos, etc.) ...............................................................19
Objectionable Materials/Prohibited Items .............................................................20
Tardies/absences ....................................................................................................20
Cell Phone Use .......................................................................................................22
Hazing, Harassment, and/or Bullying Policies ......................................................22
Cheating, Plagiarism and/or Forgery Policies .......................................................23
Section 8: Professional Dispositions and Growth Plan .................................................24
References ........................................................................................................................27
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Philosophy Statement
Essentially, my philosophy is that all children must be given the opportunity to
succeed in a safe and constructive environment. Students need a well-managed classroom
in order to learn effectively and the classroom teacher will be one of the most important
people in students' lives. It is important that teachers get to know their students and show
that they care about them. As educators, we must be positive role models and strategize
to engage the young mind.
Like many of the discipline models suggest, being consistent with classroom
procedures and expectations can prevent many problems. I believe the majority of student
incentives should be intrinsic, however I also believe in rewarding student success in
many supplementary ways, including student-centered activities like free time and
alternate seating. I enjoyed Coloroso's (2004) descriptions of the jellyfish, brick wall and
backbone philosophies of discipline. The discipline model I most closely identify with is
Coloroso's "Inner Discipline" model. According to Coloroso (2004), teachers need to
teach children how to think, not what to think. My goal is to be the 'backbone' for my
students.
I have been in classrooms where it is apparent that classroom management
strategies are unsuccessful and have found that discipline and reacting to problems end
up being the focus of the teacher instead of the actual learning objectives. Marzano,
Marzano, & Pickering (2003), mentioned this problem when they said, "...only about half
of all classroom time is used for instruction, and disciplinary problems occupy most of
the other half" (p. 27).
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My role as a teacher is to encourage and foster lifelong learning, creativity,
critical thinking and problem solving skills, as well as integrate writing skills, model
appropriate social skills and provide structure and discipline. I take pleasure in spending
time with students in a productive and creative environment. By clearly defining student
expectations and using positive classroom management techniques, I am assured more
effective teaching throughout the year.
Preventative Measures
Structuring the Classroom Space
In structuring the classroom space, special considerations must be taken to ensure
functionality as well as comfort. The map below depicts an elementary school classroom
and one example of an effective classroom setup.
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Rationale: The desks are grouped into tables, which allows for collaboration throughout
the day as well as ease of center activities. All students will have visual access to the
front of the classroom and the whiteboard and screen with this layout, allowing them to
comfortably sit during direct instruction. Aisles are accessible for the teacher to walk
around during group activities. The table in the rear of the classroom allows for small
group instruction as needed or during center activities. The whiteboard provides
additional instruction space in this area. Shelves in the front corner of the classroom
provide an in-class library and the space in that corner is reserved for a reading area.
Shelves also line the side area and would contain manipulatives for math instruction as
well as games for students.
Daily Schedule, Routines, and Procedures
The schedule for the day would look something like this:
Daily Schedule
8:30-9:00



Attendance
Homework Check-In
Silent Reading
9:00-10:00

Reading, Writing and Language Arts Instruction
10:00-10:15
10:15-11:00
11:00-11:45
Snack/Recess
Learning Centers
 Reading, Writing, and Language Arts activities
 Mathematics
 Art





Monday - P.E.
Tuesday - Music
Wednesday - PE
Thursday - Music
Friday - PE
11:45-12:30
12:30-1:45
Lunch



Monday - Math Homework Review & Math Instruction
Tuesday - Math Instruction
Wednesday - Wednesday Envelopes, Library, and Character Ed or
Test Prep (1:40 Dismissal)
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

Thursday - Math Instruction
Friday - Math Instruction
1:45-2:00
Recess
Rotations
 Science
2:00-2:50
 Social Studies
 Art
These daily routines are established to provide a level of stability and consistency students know what to expect on a daily basis. Procedures would be taught at the
beginning of the year and may include where and how to line up for class, recess, lunch
and dismissal. Other procedures would be established to determine signals for bathroom
use, getting out supplies, turning in homework as well as other general expectations.
Students would be assigned weekly classroom jobs which would be posted in the
classroom. Having a classroom job encourages them to take responsibility for their
classroom.
Providing students the opportunity to have input in the classroom rules at the
beginning can make it easier to enforce the rules. In my experience, the most effective
classroom behavior management system must be consistent and perceived by the students
as fair, regardless of the type of system. According to Coloroso (2004), "We have an
obligation in our classrooms to allow them to experience elements of democracy, where
they can make choices and be responsible for their own behavior". By allowing students
to help choose appropriate behaviors, teachers create ownership of the rules, thereby
promoting student responsibility.
Rules or Norms of Behavior
School rules would be introduce in the beginning of the school year and then
periodically re-instructed or reminded throughout the year. Students need specific
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instruction in the rules and expectations, especially at the beginning of the year/class.
This idea is consistently reinforced in videos and lectures, such as in the New Teacher
Survival Guide Classroom Management video, which states, "In any new classroom, the
first step is to establish routines so the students know exactly what is expected of them"
(Teaching Channel, 2011). Classroom rules are necessary to ensure that all students have
the opportunity to learn in a safe environment. Being proactive in teaching these
expectations can prevent headaches. I would work with the students to develop the rules
that will govern classroom behavior. The following rules would be posted in the
classroom:
1.
Respect others
2.
Follow directions
3.
Listen to the speaker
4.
Raise your hand to share
5.
Use an appropriate voice level
6.
Manage time wisely
Supportive and Corrective Measures
First Steps - redirecting and warning
It is necessary to have procedures in place to provide correction to undesired
behaviors. Each situation is different and various tools are needed to be successful in
classroom behavior management. According to Marzano, Marzano, & Pickering (2009),
"Good classroom managers are teachers who understand and use specific techniques.
Awareness of and training in these techniques can change teacher behavior, which in turn
changes student behavior and ultimately affects student achievement positively" (p. 11).
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Redirecting students in the event of off-task behavior is a skill that is very helpful to
teachers in the classroom. To redirect behavior, the teacher must draw the student's
attention to something else and get the student to focus their negative energy on to
something positive. Other methods of quick corrective action are verbal warnings, a
stern look, or a predetermined nonverbal signal.
Consequences
Consequences for not following the classroom rules would be developed as a
class. A color-coded behavior chart for students would be in the front of the classroom.
This color coding allows a visual reminder to students of the possible consequences.
Consequences would possibly include:
1.
Verbal Warning
2.
2nd Warning (Move behavior card)
3.
3rd Warning (Move behavior card AND Conference with teacher)
4.
4th Warning (Move behavior card AND Phone call home by student)
4.
Final (Send to Principal)
Incentives
I believe the majority of student incentives should be intrinsic, however I also
believe in rewarding student success in many supplementary ways, including studentcentered activities like free time and alternate seating. Incentives could include:
1.
Smiles, high fives and verbal praise
2.
Snacks, stickers or surprises
3.
Reward recess or "Fun" Friday time
4.
Class store
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5.
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Movie or party
Student Accountability
Providing students the opportunity to have input in the classroom rules at the
beginning can make it easier to enforce the rules. In my experience, the most effective
classroom behavior management system must be consistent and perceived by the students
as fair, regardless of the type of system. According to Coloroso (2004), "We have an
obligation in our classrooms to allow them to experience elements of democracy, where
they can make choices and be responsible for their own behavior". Students must be
specifically taught to be accountable for their actions. By providing consistent incentives
and consequences, students will understand not only that their behaviors directly impact
others, but also how to accept responsibility for their actions. Additionally, allowing
students to help choose appropriate classroom behaviors helps students to create
ownership of the rules, thereby promoting student responsibility.
Working Effectively with Diverse Students and Families
Home-School Communication Philosophy and Plan
Going to work with a positive attitude and a 'clean slate' every day has been a goal
of mine when working with children. Marzano et al. call this a "mental set" (p. 65) and
specifically state, "Effective managers approach the classroom with a specific frame of
mind—a specific mental set" (p. 65). With a fresh start each day, both students and
teacher have the opportunity to perform the necessary tasks without added baggage from
the day or days before. In order to accomplish this goal, it will be paramount that
effective classroom procedures and policies are established and consequences applied
fairly. It will also be important to deal with any issues immediately (or as soon as
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feasible) to prevent both teacher and student from hanging on to any resentment or
feelings of discouragement.
As a future teacher, it is also important to me that I look at each student's situation
separately and without judgment. Teachers remaining open-minded and having a
positive attitude about each and every student is vital to both student and teacher success.
In the Power Point presentation, Nature of the Discipline Problem (n.d.), Dr. Pohan
states, "As teachers, we must be extremely careful not to label students as discipline
problems. There's a fine line between naming behavior a problem and labeling a student
as a problem" (slide 15). We will likely treat students that have already been labeled
discipline problems differently without even realizing it. It is important that teachers
remain impartial and give every student the chance for success. By adhering to this
policy, I will ensure that every student has a fresh start in my classroom, free of their
labels. I believe that diverse populations enrich activities and, more important, enhance
the well being of all youth.
I also believe that parent involvement is crucial to student success in school.
Research shows that family involvement promotes student success. Students with
involved parents are more likely to: earn higher grades and pass their classes; attend
school regularly and have better social skills; and go on to postsecondary education
(National PTA, 2013). I would encourage parents to contact me via email and/or
telephone with any questions or concerns. I would be sure to communicate with students'
parent(s) or guardian(s) at the beginning of the year with a welcome letter, translated if
necessary. Then I would continue to apprise them of student progress at intervals
determined by mutual consent at the parent conference or back to school night. If they
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were unable to attend these school wide events, I would make attempts to meet
individually to discuss student strengths and needs. I would be sure to inform them of
significant goals and progress along the way via progress reports and/or teacher news
bulletins, so report cards don't come home with any surprises. As necessary, translators
would be present for these meetings.
Cultural Considerations with Discipline
In today's inclusive classrooms, it is important to recognize the various cultural
considerations with regard to discipline and classroom management. In the book,
Classroom Management That Works, Marzano, Marzano and Pickering (2003) note that,
"effective managers make distinctions about the most appropriate strategies to use with
individual students based on the unique needs of those students" (p. 48). These unique
needs include the student's culture. To ensure fairness, it is imperative that the teacher
follows the set of rules consistently and remains calm while applying any incentives and
consequences. Children do not come from cookie-cutter molds: they are individuals
with various levels of maturity and different strengths and weaknesses, as well as various
home environments with disparate parenting skills and abilities. In order to fit the
diverse needs of every student a teacher is required to recognize the variety of needs
within his/her classroom, which is vital for student success.
Legal issues regarding students with special needs
It is important for teachers to understand the legal issues regarding students with
special needs. Being familiar with the laws related to special needs students is the first
step in understanding the legal issues that may arise. In 1975, the Education for All
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Handicapped Children Act (called IDEA today), a federal law, mandated a free and
public education for all. According to IDEA, the regular education teacher shall:
(1) participate in the development of the IEP of the child;
(2) assist in the determination of appropriate positive behavior interventions and
strategies for the child; and
(3) assist in the determination of supplementary aids and services, program
modifications, or supports for school personnel that will be provided for the child
(The Northeast Regional Education Cooperative, 2001).
In another federal law, Section 504 of the Rehabilitation Act of 1973 prevents
discrimination due to a disability. California State passed the Master Plan for Special
Education (MPSE) in 1980, requiring disabled students be included into regular
education classes or place in the "least restrictive environment" (Edsource, 2013). These
laws prohibit discipline for conduct related to a student's disability. It is the teacher's
responsibility to be familiar with student IEPs and comply with the behavior management
techniques described in the plan. Consulting with the special education department
would be prudent if any questions or new behaviors arise in the classroom.
Strategies for Dealing with Challenging Students and Situations
While most students conform to classroom rules and discipline policies, there are a few
who make it their mission to be challenging. A multitude of various challenges present
themselves in the classroom so a "one-size-fits-all" intervention plan is not feasible or
practical.
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TED 626
December 14, 2013
Classroom Management Notebook
Hierarchy of Interventions
The first steps in dealing with disruptions would be nonverbal interventions such
as using signals and/or proximity to get the student's attention and hopefully stop the
disruptive behavior. Often a stern look or a hand signal will solve the problem. If these
fail to stop the behavior, then the next steps would include verbal interventions. Verbal
interventions are more disruptive to the teaching process, but may be used effectively.
According to Levi and Nolan (2000), verbal interventions should be used when
misbehavior is potentially harmful to other students or disruptive for a large number of
students" (slide 5). Hints, questions and requests/demands are all verbal interventions as
defined by Levin and Nolan (2000). After exhausting these first interventions, it
becomes necessary to apply consequences for behaviors. Levin and Nolan (2000)
suggest logical consequences for behavior, meaning the consequences match the
behavior.
Strategies for Building Relationships
When dealing with behavior problems, it is important to identify the root cause of
the behavior in order to address the specific student need. One way to help identify the
root cause is to have a good relationship with the student. This allows the teacher to get
to know the student and may provide depth of understanding the problem behavior(s).
According to Levin and Nolan (2000), building relationships is a four-step process:
1. Ask yourself “why” and “what purpose” the behavior is serving
2. Develop a sense of empathy and connection to the student
3. Observe cues and behaviors regarding the personality of the student
4. Monitor your own interactions with the student (slide 3).
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Techniques to Break the Cycle of Discouragement
The cycle of discouragement is represented in the graphic below.
Negative Behavior
Negative Teacher
Unfulfilled Esteem
Needs/ Low SuccessFailure Ratio
Responses,
Punishments, and
Consequences
Levin and Nolan (2000) argue that many of our repeat offenders “suffer from low selfesteem and have a low success-to-failure ratio. Their need for a sense of significance, a
sense of competence or mastery, a sense of power or independence and a sense of virtue
and generosity have not been fulfilled” (192). Teachers must focus on positive behaviors
to help break through this negative cycle. Teachers who question themselves, "What can
I do to help this student's needs?", will be more likely to be able to intervene and avoid
the continuation of the cycle of discouragement.
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Utilizing the Support of Other Educators and Caregivers
Identifying Needs
When a student is still having behavior difficulties in the classroom after the
interventions have been exhausted, teachers will need to enlist help from other sources.
Often, other teachers can be a valuable source of information and strategies and families
may provide additional insight into a student's behavior. Sometimes, in order to identify
student needs, teachers and other staff must formally assess students. The classroom
handout, "Steps in the IEP Process" discusses such assessment as a "foundation" of the
IEP planning process (Smith, n.d.). These assessments are tailor-made to each individual
student and serve to identify the student's specific needs in order to better help the student
achieve success.
Documentation
Documenting the steps taken regarding a specific student's behavior is essential to
helping the student. Teachers may use this documentation to reflect on the processes
used to assist the student. In this way, the teacher can alter methods of discipline and
look back to see what worked (or didn't work). Also, the teacher may document to
provide evidence of student conduct in order to establish a need to begin a referral
process. Teachers may use multiple methods of documentation, however in every method
used, it is imperative to record objectively. These documents should include the date,
time and location of the event, the people involved, and the steps taken to alleviate the
problem. When a teacher records information about a student, it must remain
confidential.
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Referral Process
Teachers may need assistance from other school professionals and/or parents if
the classroom interventions do not work. Beginning a referral process requires that the
teacher has documented the student's behavior. Many types of referrals exist, including
special education (IEP) referrals, disciplinary referrals, and counseling referrals. Outside
assistance is sometimes needed when the school professionals cannot help the student and
all avenues of support are exhausted. Outside referrals other than child abuse reporting
require assistance of the administration.
Legal and Ethical Imperatives Regarding Discipline
FERPA
The Family Educational Rights and Privacy Act (FERPA) is a Federal law that protects
the privacy of student education records. FERPA prohibits schools from disclosing
student records without cause. The law provides avenues for parents or guardians to
view information and correct any misinformation. The law also allows schools to
disclose student records in certain situations. Such situations include:
School officials with legitimate educational interest;
Other schools to which a student is transferring;
Specified officials for audit or evaluation purposes;
Appropriate parties in connection with financial aid to a student;
Organizations conducting certain studies for or on behalf of the school;
Accrediting organizations;
To comply with a judicial order or lawfully issued subpoena;
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Appropriate officials in cases of health and safety emergencies; and
State and local authorities, within a juvenile justice system, pursuant to specific State law.
Compelling State Interests/Duty of Care
Since school attendance is mandatory, the state of California expects a certain level of
student care and protection. The California Department of Education (2012) tells us that
"The duty to protect children in the public schools from discrimination, harassment,
intimidation and bullying is the responsibility of the local education agency (LEA)". "As
employees of a school district, public school teachers have a statutory duty to supervise
their students" (Glaeser and Calcagnie, 2005, p.34).
Student Rights
California law protects student rights in many of its statutes. Among these are FERPA,
IDEA, and the California Education Code, all of which provide rights for students.
FERPA protects student information, IDEA ensures that all students receive the
constitutional guarantee of a "free and public education" and the California Education
Code ensures that gifted or exceptional students are educated appropriately.
Teacher Rights
The California Teachers Association published a mini-guide to teacher rights in
education. In it, they outline teacher rights regarding the classroom, administration and
parents. The handout is based upon the California Education Code sections 44811 49091. These rights include, but are not limited to the right to keep records of student
discipline, the right to terminate a hostile or unpleasant parent meeting, and the right to
representation in meetings with administration that may lead to discipline.
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Special Local Policies
The following policies are from the Los Angeles Unified School District Parent-Student
Handbook (2011).
Dress Code
Schools may adopt dress codes that are reasonably related to the health and safety
of students. School dress codes and uniform policies must be implemented in a
manner consistent with the rights set forth in the First Amendment of the United
States Constitution and Section 2 of Article 1 of the California Constitution. The
California legislature has determined that ―gang apparel is hazardous to the
health and safety of the school environment, and therefore, the wearing of such
apparel may be restricted. All dress codes must be gender neutral; students cannot
be disciplined or prevented from wearing attire that is commonly associated with
the other gender.
A. Dress Codes
All students shall be required to show proper attention to personal cleanliness,
health, neatness, safety and suitability of clothing and appearance for school
activities. In every case the dress and grooming of the student shall be clean and
shall not:
Cause actual distraction from or disturbance in any school activity or actually
interfere with the participation of a student in any school activity
Create a hazard to the safety of him/herself or others
Create a health hazard
B. Uniforms
California Education Code section 35183 allows a governing board to adopt a
uniform policy that authorizes schools to require pupils to wear a school uniform.
Some schools, in conjunction with their school-site councils, have elected to
adopt their own student uniform policies. Any uniform policy implemented by
schools must be voluntary and must make provision for participation by
economically disadvantaged students. Parents must be advised of their right to opt
out of the school‘s uniform policy. Students whose parents choose not to
participate in a uniform program may not be disciplined, discriminated against, or
otherwise denied rights and privileges available to other students.
Consistent with the above guidelines, hair, sideburns, mustaches, and beards may
be worn at any length or style, and clothing may be of any fashion, style, or
design, as determined by the student and his parents.
Objectionable Materials/Prohibited Items
STUDENTS’ PERSONAL PROPERTY
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Personal items of value (cell phones, iPods, cameras, electronic games,
radios, CD players and computers, etc.) should not be brought to school since
loss, theft, or damage is possible. Also, such items can be distracting to the
educational process and may be confiscated by school personnel. The District
is not responsible for lost or stolen items (including those in lockers).
GUN FREE SAFE SCHOOLS
The Federal Gun Free Safe Schools Act and California law prohibit the
possession of firearms on school campuses. Pursuant to these laws, any
student found in possession of a firearm will be subject to arrest and will be
recommended for expulsion immediately. The term of expulsion shall be one
year. Upon a finding that the student was in possession of a firearm, the
governing board shall expel the student. ―Possession includes, but is not
limited to, storage in lockers, purses, backpacks, automobiles.
Tardies/absences
LAUSD has an extensive absence and tardy policy, including sections on truancy.
The introduction is as follows:
ATTENDANCE
School attendance is vital to student‘s achievement. Students who develop
patterns of good attendance are much more likely to be successful both
academically and socially.
Attendance Matters!
When students attend school, they get better grades, score better on
standardized tests and are more likely to go to college. It is our
responsibility to teach students the importance of attendance now so they
are prepared for the future. Employers say good attendance demonstrates
responsibility and is a key factor in the hiring and promotion of employees.
It‘s the law. Parents and guardians are responsible for ensuring that their
children go to school. When parents are at work, students should be safe at
school.
LAUSD is working to improve its schools in ways that will make students feel
more welcome, safe and enthusiastic about showing up every day.
Parents Influence Attendance-Get Involved!
Plan family vacations for non-school days only.
Schedule non-emergency medical and dental appointments after school
hours.
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Make sure your child‘s school has your accurate daytime contact information,
including cell phone number and/or e-mail address.
Communicate often with your child‘s teachers.
Gain access to the Family Module and monitor your child(ren)‘s up-to-theminute progress online. Ask your child(ren)‘s school
administrator about the ISIS Family Module.
Make your school aware of any problems that may be causing your child to
miss school.
Every student is expected to attend school on a daily basis, unless there is
valid justification for his/her absence. (EC 48200) Do not allow your child to
have ―parent permitted truancies. These truancies are best described as
absences for reasons other than what the law allows. They may include the
following:
Personal business
Car problems
No clean clothes
Rain
Walk outs/demonstrations
Additionally, this handbook includes a section on compulsory education:
COMPULSORY EDUCATION
Education Code section 48200 states that each person between the ages of 6
and 18 years not exempted under the provisions of Chapter 2 or Chapter 3
(commencing with Section 48400) is subject to compulsory full-time
education. Each person subject to compulsory full-time education and each
person subject to compulsory continuation education not exempted under
the provisions of Chapter 3 (commencing with Section 48400) shall attend
the public full-time day school or continuation school or classes and for the
full time designated as the length of the school day by the governing board of
the school district which the residency of either the parent or legal guardian
is located and each parent, guardian or other person having control or charge
of the pupil shall send the pupil to the public full-time day school or
continuation school or classes and for the full time designated as the length
of the school day by the governing board of the school district in which the
residence of either the parent or legal guardian is located.
Los Angeles City and Los Angeles County have loitering ordinances. These
ordinances prohibit any person under the age of eighteen and subject to
compulsory school attendance from loitering in or upon the public streets,
highways, roads, alleys, parks, playgrounds, or other public grounds during
school hours on days when school is in session. Students who violate these
ordinances may receive a citation, have to appear in court with their
parent/guardian, have a fine imposed by the court, and risk having the
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issuance of their driver‘s license delayed.
Cell Phone Use
CELLULAR TELEPHONES
It is the policy of the Los Angeles Unified School District (LAUSD) to prohibit
the use of cellular phones or any electronic signaling device by students on
campus during normal school hours. Students are permitted to possess
cellular phones, pagers, or electronic signaling devices on campus provided
that any such device shall remain ―off‖ and stored in a locker, backpack,
purse, pocket, or other place where it is not visible during normal school
hours. Students are permitted to use cellular phones, pagers, or electronic
signaling devices on campus before and after school or during school
activities that occur outside of school hours. Students must comply anytime a
request is made by school personnel to cease the use of a cellular telephone,
pager or other signaling device even before or after school. Schools may
adopt more stringent cellular phone policies through the School Site Council.
Cell phone use on the school bus is for emergency purposes only; driver
authorization is required. For more information you may call (800) 5228737. The District is not responsible for lost or stolen cellular telephones or
other personal items of value such as iPods, cameras, electronic games,
radios, CD players, computers, etc.
Hazing, Harassment, and/or Bullying Policies
BULLYING AND HAZING POLICY
The Los Angeles Unified School District is committed to providing a safe and
civil learning and working environment. The District takes a strong position
against bullying, hazing or any behavior that infringes on the safety or wellbeing of students, employees, or interferes with learning or teaching. The
District prohibits retaliatory behavior against anyone who files a complaint
or who participates in the complaint investigation process. The policy applies
to all other persons within the District‘s jurisdiction
The LAUSD bullying and hazing policy is written in accordance to federal,
state and California Education Code require that all schools and all personnel
promote mutual respect, tolerance, and acceptance among students and staff.
―All students and staff of public primary, elementary, junior and senior high
have the inalienable right to attend campuses which are safe, secure and
peaceful [Article 1, Section 28(c) of the California State Constitution].
This policy shall encompass behaviors or actions that occur among students,
District employees and associated adults. The policy is applicable in schools,
at school-related activities and events, at District programs and activities,
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traveling to and from school, and all other areas of the District‘s jurisdiction.
(Ed Code 489009(s)).
Bullying is defined as the deliberate antagonistic action or creation of a
situation with the intent of inflicting emotional, physical, or psychological
distress. The behavior may be a single or repeated act and may be electronic,
indirect, non-verbal, psychological, sexual, social, physical or verbal.
Hazing is any method of initiation, pre-initiation, or rite of passage associated
with actual or desired membership in a student organization or student
body, whether or not it is officially recognized by the educational institution.
Parents and students are encouraged to work with their local school site
administration to address any problems or concerns. For more information
or assistance with parent/guardian or student concerns, contact the Human
Relations, Diversity & Equity, 213-241-5337.
CYBER BULLYING
Cyber bullying is bullying that is conducted via electronic communication
technology (e.g., texts, e-mails, blogs, postings). A person who engages in
cyber bullying at school or school-related activities and events is subject to
disciplinary action even if the bullying occurred on a personal electronic
devise. Cyber bullying that occurs off-campus but compromises the safety or
instructional environment of the school may fall under District jurisdiction.
Cheating, Plagiarism and/or Forgery Policies
The LAUSD does not have a section in the handbook regarding plagiarism, however the
student code of conduct section includes the following list of behaviors not permitted:
1. Bullying/intimidation
2. Weapons possession
3. Fights/threats/violence
4. Drug possession/sale
5. Graffiti/vandalism
6. Gang activity
7. Cheating and plagiarism
8. Forgery and falsification
9. Sexual harassment and assault
10. Blackmail and extortion
11. Prejudice and hate crimes
12. Robbery and stealing
13. Fireworks and firecrackers
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Professional Dispositions Survey and Reflection
Reflective thinking and action will impact both teaching and student learning by
creating a positive, engaging classroom climate. Reflective action allows the teacher to
stay involved and connected with students and requires planning, thought and flexibility.
One of my greatest areas of strength is flexibility. In my experience, the ability to remain
flexible and be prepared for change is important to student success as well as teacher
sanity. The word flexible I am referring to can be defined as "characterized by a ready
capability to adapt to new, different, or changing requirements" (Flexible, n.d.). It has
been vitally important as a substitute teacher to be flexible and adapt quickly. Being
flexible in the classroom is an essential part of a teacher's everyday activities. Being
rigid and failing to adapt to the various classroom circumstances ensures misery. To me,
a reflective teacher not only does what is best for students, but also what allows her (or
him) to remain helpful and engaged with the students.
Another area of strength is the understanding of the local education agency
(LEA). I have been involved in education from many various angles. First, as a student
and subsequently as a parent, and then as a substitute teacher. Additionally, I have served
on multiple parent groups (PTA and others), was elected as a member of a School Site
Council, have attended numerous school board meetings, and served as the chairperson
for a school bond committee. I understand policies and procedures along with the many
perspectives of the stakeholders in a district. From a parent's perspective, I have
experienced both a gifted student and a student with special needs. I have participated in
the process from the Student study Team (SST) to the Individualized Education Plan
(IEP) as a parent and I have also participated in planning GATE activities. All of these
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experiences will serve to help me adapt to the workplace as well as approach
circumstances with compassion and empathy.
The two areas of growth I have selected are fairly practical as well as necessary
for a successful career. The first goal is to successfully pass TPA 3, Assessing Learning
Task and TPA 4, Culminating Teaching Experience Task within my student teaching
timeframe (January - May 2014), which is required to obtain my credential. My second
goal is to take and pass the mathematics CSET prior to June 2014. In building an action
plan to achieve these goals, I utilized backwards planning; first setting my goal and then
developing the steps needed to achieve it on time.
To successfully achieve my goal of passing the TPAs, I must follow the steps
below,
focusing on each task, one at a time, in order. For each task, I will:
1. Enroll in TPA task at Taskstream.com by January 31, 2014.
2. View entire TPA task to understand the expectations by January 31, 2014.
3. Review the rubric for the TPA task by January 31, 2014.
4. Review my notes from classes on strategies that may be helpful in the TPA task.
5. Attend at least one TPA town hall meeting at National University by February 28,
2014.
Specifically, for TPA task 3, I will:
1. Begin responding in taskstream by February 10, 2014.
2. Complete responses and submit TPA by March 31, 2014.
Additionally, for TPA task 4, I will:
1. Begin responding in taskstream by April 1, 2014.
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2. Complete responses and submit TPA by May 31, 2014.
My action plan for passing the mathematics CSET is to schedule a date to take the CSET
no later than April 30, 2014, based upon availability. Once scheduled, I will use a study
guide to review for the CSET and complete the online sample tests and tutorials.
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References
California Department of Education. (2012). Duty to protect students: Local educational
agencies responsibility to students. Retrieved from
http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp
California Teachers Association. (2006). Teachers' rights: Mini-guide [Class handout].
Coloroso, B. (2004, March 26). Winning at teaching...without beating your kids [Video
file]. Retrieved from
http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=cl
assroommanagement&clipID=Coloroso_904.flv&subType=CoCo&key=4432207
4722293016710292013
Edsource. Students with special needs. (2013). Retrieved from
http://www.edsource.org/iss_fedlaws_specialed.html
Flexible. (n.d.). In Merriam-Webster Dictionary online. Retrieved from
http://www.merriam-webster.com/dictionary/flexibility?show=0&t=1364583731
Glaeser, B. J. & Calcagnie, K. F. (2005, November). The ABC’s of school liability in
California: A primer for lawyers, school districts and educators. Forum.
Retrieved from http://faculty.fullerton.edu/lorozco/lawglaeser.pdf
Levin & Nolan (2000). Managing student behavior – part 1 [PowerPoint lecture].
National university: Fall 2013. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt2/index.htm
Levin & Nolan (2000). Managing student behavior – part 3 [PowerPoint lecture].
National university: Fall 2013. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt4/index.htm
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Los Angeles Unified School District. (2011). Parent student handbook [PDF document].
Retrieved from
http://notebook.lausd.net/pls/ptl/docs/PAGE/CA_LAUSD/FLDR_ORGANIZATI
ONS/FLDR_OFFICE_OF_SUPE/ENGLISH_3.PDF
Marzano, R. J., Marzano, J. S., Pickering, D. (2003). Classroom management that works:
Research-based strategies for every teacher. Alexandria, VA: ASCD
National PTA. (2013). Programs. Retrieved from
http://www.pta.org/programs/content.cfm?ItemNumber=3038&navItemNu
mber=3341
The Northeast Regional Education Cooperative. (2001). What every general education
teacher must know about special education law [PDF file]. Retrieved from
http://coedpages.uncc.edu/rjrickel/3255/What%20Every%20General%20%20Ed
%20Teacher%20Should%20Know%20about%20EC.pdf
Pohan, C. A. (n.d.). Nature of the discipline problem [PowerPoint slides]. Retrieved from
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt1/index.htm
Smith, D.D. (n.d.). Steps in the IEP Process [Class handout].
Teaching Channel. (2011, September 6). New Teacher Survival Guide: Classroom
Management [Video file]. Retrieved from
http://www.youtube.com/watch?v=9CNeaFhLMXw
U.S. Department of Education. (n.d.). Building the legacy: IDEA 2004. (Sec. 300.8 Child
with a disability). Retrieved from
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2CA%2C300%252
E8%2C
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