Classroom and Instruction Management

Classroom Management Philosophy.

My classroom management philosophy is that as a teacher I will create and provide a safe, comfortable, loving environment in my classroom that will encourage student’s participation and engagement in my classroom. Having these attributes in my classroom will maximize the learning opportunities happen in the classroom. To establish procedures, routines and behavior expectations in my classroom I will have them posted in my classroom so that students can be reminded on a daily basis what is expected of them. Also, when teaching the policies, routines and behavior expectations will be done through repetition which will help the students remember what is expected of them. We will also practice any routines to help students learn them. I will also model behavior expectations, policies, and procedures in my class to allow the students to see them in action. I will use classroom management strategies to meet the needs of all students by adjusting to the needs of students, repetition on a regular basis. To get families involved I will send home a letter at the beginning of the year to inform them of the classroom polices, routines, and behavior expectations. Throughout the year I will keep parents up to date about any changes or adjustment that need to be made to anything, especially if it is student specific. If a parent needs to be reached due to their student not following the polices, routines or behavior expectations they will be reached the day of and be informed what happened during class to make them aware of what is happening.

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Student Teaching Evaluation of Performance (STEP) Template. 1

Table of Contents 2

STEP Standard 1 - Contextual Factors: Knowing Your School and Community. 3

STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal 5

STEP Standard 3 - Assessment and Data Literacy. 6

STEP Standard 4 - Unit and Lesson Planning. 7

STEP Standard 5 - Implementation of Instructional Unit 10

STEP Standard 6 - Analysis of Student Learning. 11

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress 13

STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part I:  Community, District, School, and Classroom Factors

You will be completing this portion of the STEP document using the following link:

STEP Standard 1, Part I

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS). 

STEP Standard 1 - Contextual Factors: Knowing Your School and Community

Part II: Demographic, Environment, and Academic Factors

You will be completing this portion of the STEP document using the following link: 

STEP Standard 1, Part II

After completing the e-doc portion, submit the PDF you receive into the Learning Management System (LMS). 

STEP Standard 2 - Writing Standards-Based Objectives and the Learning Goal

Unit Topic:  Geography

Unit Title:  Maps and Globes

National or State Academic Content Standards

Students will use geographic skills on a map and a globe. Students will identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose), compare and contrast the differences between maps and globes, locate your city, the State of Utah and the United States on a variety of maps or on a globe, locate and label the following on a map or on a globe: the seven continents, five oceans, the poles, the equator and using a map or globe students will link cultures/nationalities within your community to their place of origin. (Utah Education Network).

Learning Goal

Students will learn about maps and globes.

Students will be able to identify and locate places using a map or a globe.

Measurable Objectives

Students will be able to locate and identify places on a map or globe using a key or legend 80% of the time.

STEP Standard 3 - Assessment and Data Literacy

Pre-Assessment - Copy and paste the pre-assessment you plan to use to assess the students’ knowledge of the topic prior to implementing the unit lessons. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Name: _______________ Geographic Skills 1.  A globe is _________ while a map is __________. 2.  A _______________ tell us what symbols mean on a map. 3.  The four directions are _________, _________, ________, and __________. 4.  Summit Elementary is located in what city? _________________ 5.  We live in what State? ___________. 6.  We live in what country? ________________________________. 7.  There are ________ continents. 8.  There are ________ oceans.

Pre-Assessment Data: Whole Class - Once you have assessed your students’ knowledge on the topic, collect and analyze the pre-assessment data to determine if you will need to modify the standards, learning goal, or measurable objectives that will be addressed during instruction. Pre-Test: Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LG.Complete. Replace information with your information.  Delete or add columns as needed by highlighting the area, right click, enter "De          Delete” or Insert.”"     "
	Number of Students
Highly Proficient (90%-100%)	1
Proficient (80%-89%)	1
Partially Proficient (70%-79%)	0
Minimally Proficient (69% and below)	19
Pre-Assessment Analysis: Whole Class
Based on the data I received from my pre-assessments I don’t think I will make any changes to my standards or learning goals. I will make sure that I take thought into my lessons and make sure that the learning objectives are clear and able to be understood so that the students understand what is being taught and the end goal.
Based on the information above I will be making sure that my lessons are planned out and prepared beforehand. When creating my lesson plan I will make sure everything is easy to understand and that I have clear instructions. Looking back at the assessment I could have changes some of the questions which could have helped students understand what was being asked. When giving instruction I will make sure that I am giving clear instructions and watching students work to make sure that they are following along and understanding what we are doing. For assessments I will want to do a couple of quick questions like an exit ticket for my assessment about what we learned to help me know what they understood and took from the lesson. I will also use retell as an assessment and have students talk about what we learned and call on students to tell me what they learned.

Post-Assessment – Copy and paste the post-assessment you plan to use to assess the students’ knowledge of the topic after implementing the unit lessons. The post-assessment can be the same as the pre-assessment, a modified version, or something comparable that measures the same concepts. Include the scoring criteria used to determine whether the student Exceeds, Meets, Approaches, or Falls Far Below the learning goal and measurable objectives.

Name: _______________ Geographic Skills 1.  A globe is _________ while a map is __________. 2.  A ______________ tell us what symbols mean on a map. 3. The four directions on a compass are _________, _________, ________, and __________. 4.  Summit Elementary is located in what city? _________________ 5.  We live in what State? ___________. 6.  We live in what country? ________________________________. 7.  There are ________ continents. 8.  There are ________ oceans.

STEP Standard 4 - Unit and Lesson Planning

Note:  When implementing the unit of study, you will be choosing one of these activities to video record, review, and reflect on your teaching later in the STEP process,

	Day 1	Day 2	Day 3	Day 4	Day 5
Title of Lesson or Activity	Me on the map	Map Keys, Legends, Compass Rose	Maps vs. Globes	Continents, Oceans, Equator	Utah
Standards and Objectives What do students need to know and be able to do for each day of the unit?	2.SS.3.2: Demonstrate geographic skills on a map and a globe	2.SS.3.2.A. Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).	2.SS.3.2.B: Compare and contrast the difference between maps and globes.	2. SS.3.2.D: Locate and label the following on a map or a globe: the seven continents, the five oceans, the poles, and the equator	2.SS.3.2.C: Locate your city, the State of Utah, and the United States on a variety of maps.
Academic Language and Vocabulary What academic language will you emphasize and teach each day during this unit?	-Map	-Map Key -Legend -Compass Rose -North -South -East -West	-Globe -Political Map -Physical Map -Topographic Map -Climatic Map -Economic or Resource Map -Road Map	-Continent -Ocean -Equator -Poles	-Capital -Landmark -Monument
Summary of Instruction and Activities for the Lesson How will the instruction and activities flow? Consider how the students will efficiently transition from one to the next.	For day 1, we will start out with a KWL chart about maps to find out what the students know about maps and what they want to learn about maps. Next we will transition to the floor to listen to the story Me On the Map. After listening to the story we will transition back to our desk and work on a small Me On the Map workbook.	I will introduce the new vocabulary for the day. After the vocabulary we will watch a brain pop jr video on reading maps. We will talk about cardinal directions and what they are used for. We are going to practice working with direction with a game which will be played outside if weather is good.	Introduce the vocabulary for the lesson. Discuss what differences and similarities of maps and globes. I will also talk about the different types of maps and what they are all used for. We will also work in our interactive book.	Lesson will start out with introducing vocabulary for the day. We will then watch a Brain Pop Jr. video on continents and oceans. After the video we will do out interactive reader book.	In this lesson we will be locating our state on various maps as well as our town, state capital and important land marks in our state. Students will get a blank state outline and we will locate places as a class. We will also learn a little about the state of Utah as we are working.
Differentiation What are the adaptations or modifications to the instruction/activities as determined by the student factors or individual learning needs?	During the workbook there are places to write where we live. I will write our city and state on the board for students. Also instead of having students draw the city and state I have prepared cut outs of both the city and the state.	If weather is bad students can point to the direction instead of going to it on the playground.	Writing things on the board will help students if they miss or do not know how to spell something.	Using visual aids through the interactive board will help students see a visual of where things are located.	We will work as a class on identifying and locating places in the state of Utah.
Required Materials, Handouts, Text, Slides, and Technology	KWL charts, pencils, crayons, whiteboard markers, glue, the book Me On the Map, Dock cam,	Brain Pop Jr. Video Vocabulary words Pencils	Interactive books Pencils White board markers crayons	Brain Pop Jr. Video Interactive Workbook  Google Maps or Google Earth	Pencils, Blank Utah map White board markers Doc cam
Instructional and Engagement Strategies What strategies are you going to use with your students to keep them engaged throughout the unit of study?	I will be having students partner talk, as well as pulling sticks to call on for the KWL chart.	Hinting that we will be doing a fun activity if we can get though everything has helped encourage and keep students motivated throughout the lesson.	Using a video to help students be engaged as well as working in their interactive workbook throughout the lesson.	Exploring on an interactive globe or map will help students see where things are.	Having them label and locate places in Utah will help them be hands-on ad be interactive with the class.
Formative Assessments How are you going to measure the learning of your students throughout the lesson?	I will ask students the order the book went with Me on the map.	Have them all practice the direction game first before we play it.	To tell me a difference between a map and a globe.	Ask what the continents are and to name an ocean.	Have them point to Salt Lake City as well as our city on their map.
Summative, Post- Assessment What post-assessment will measure the learning progress? Note: This can be the same as the pre-assessment or a modified version of it.	Students will be taking the test that was given as the pre-assessment. I did make some of the questions clearer to understand.

STEP Standard 5 - Implementation of Instructional Unit

Implement the unit you have designed. You have already implemented and analyzed the pre-assessment. In this topic, you will implement all lesson activities, correlating formative assessments and the summative post-assessment. Choose one of the lesson activities to video record a 5-10 minute segment, review, and reflect on your teaching. Have your cooperating teacher/mentor review the recording and provide feedback, if possible.                                                                                                                                                                                                                        

Video Recording Link:  https://www.youtube.com/watch?v=8KiK5PMo-Ss

My lesson is the one I turned in for my observation so it is longer and I don’t know how to trim a video.  

Summary of Unit Implementation:

As I look back on each of the lessons, overall I think they went well.  My first lesson was my favorite lesson I taught. It was so fun to see students get into the KWL chart and actually think about things that they knew and wanted to know. They loved the little me on the map booklet we did as well. The next lessons were great as well I was able to include videos from Brain Pop Jr as well as other great activities. On my continents and ocean lesson my teacher showed me these big maps that students could label the oceans and continents as well as the Prime Meridian and the Equator. The students loved the idea. When I taught cardinal location we played a game that was like 4 corners and the students didn’t want to stop. I loved being able to show my creative side and get the students involved in the learning as much as possible.

Summary of Student Learning:

Overall I thought that the students loved and enjoyed this unit. When looking at the students work and measuring what they have learned I did notice that somethings were easier to grasp for some while others I needed to go back over. As I think about a specific student response that caused me to rethink was when a student asked if we were going to be doing an activity today. I responded to the student that I didn’t have any games planned but maybe tomorrow I will think of one, today were going to be working in our interactive book. I did not have any planned an activity for that specific lesson but it allowed me to think and evaluate other lessons and how I could incorporate activities into my future lessons. I thought that this student said this because they may have really enjoyed the game we played for learning cardinal directions or they just want to be doing something else instead of something at their desk since I teach geography at the end of the day right before school ends. I did notice that the student did enjoy working in their interactive since we were cutting and gluing in the book today as well as coloring.

Reflection of Video Recording:

When I look back on my video I thought it was a fantastic lesson. I could see that the students were really involved as well as they wanted to learn. I was really impressed with how well the students did with our KWL chart. My teacher told me that the students have never done a KWL chart in her class so I was really impressed with how well they did. One thing that my teacher discussed with me is watching my time better when giving students think pair share time. One thing I noticed while I was teaching was that I walked around and talked to students to get them involved and thinking. One thing that I need to work on is watching my time, but also giving feedback to students like “I really loved your comment” “I love how you made that connection” just acknowledging students and their comments or what they said during class.   

STEP Standard 6 - Analysis of Student Learning

Post-Test Data: Whole Class - Once you have assessed your students’ learning on the topic, collect and analyze the post-test data to determine the effectiveness of your instruction and assessment.

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	1	10
Proficient (80%-89%)	1	3
Partially Proficient (70%-79%)	0	1
Minimally Proficient (69% and below)	19	6

Post-Test Analysis:  Whole Class

I could see that there was improvement and the students learned what was taught. We did have a 7 students not take the test due to them being absent from class. Something that surprised me was the minimally proficient test because we reviewed everything right before taking the test. I am happy to see improvement from the pre-test. This shows me that they learned and remembered what I taught.

When I look at my post-test data it tells me that students learned what I was teaching them. I feel that my assessment was went well. After looking at the what questions where missed the most it allowed me to see what needs more teaching, but also allows me for next time to maybe spend more time on some things. When it came to teaching my lessons my students were engaged and loved all the activities I had for them. One struggle I had was trying to fit everything in that I needed and wanted to do for the lesson in 25 minutes. I found this was my only real struggle was to find time for everything. Overall, I could see the students enjoy my lessons and loved doing the activities I had planned for the lessons.

Post-Assessment Analysis: Subgroup Selection Pre-Test - Administer, collect, and score the pre-test. Enter data in the Table for Whole Class Pre-Test Results by LGComplete. Replace information with your information. Delete or add columns as needed by highlighting area, right click, “Delete ” or “Insert.”

The subgroup I am going to do is girls. The class is split pretty evenly between boys and girls and I thought that would be more interesting to see those comparisons.

Post-Assessment Data: Subgroup (Gender, ELL population, Gifted, students on IEPs or 504s, etc.)

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	1	9
Proficient (80%-89%)	0	2
Partially Proficient (70%-79%)	0	0
Minimally Proficient (69% and below)	10	2
Post-Assessment Analysis: Subgroup
Since I did my subgrouping off of gender I don’t know really know how to interpret it. I did have more girls attending class when I gave out my post-assessment but overall the class is about even normally between both genders. When I look at the numbers I found that a lot of the girls were there learning and participating in lessons and wanting to be involved as much as possible, which is why I think had higher scores.
After looking at just my subgroup post-assessment I found that my teaching was affective and that the students learned what was taught. When we did activities during the lessons the girls in the class were the first ones to have their hands in the air ready to volunteer and help. After looking at these scores this shows me that they learned while doing that and had fun while doing it.

Post-Assessment Data: Remainder of Class

	Number of Students Pre-Test	Number of Students Post-Test
Highly Proficient (90%-100%)	0	2
Proficient (80%-89%)	1	1
Partially Proficient (70%-79%)	0	1
Minimally Proficient (69% and below)	11	4

Post-Assessment Analysis: Subgroup and Remainder of Class

I think my overall teaching was effective, but there were a lot of boys missing the day I gave the post-assessment. There were also a lot of boys not paying attention when we were reviewing and we only had so much time to review and take the test so it was hard to stop every 30 seconds to get them to pay attention. I think that if they payed attention and students were not absent the scores for the post-assessment would have been higher.

The next step for learning is to go over things we missed. One thing that I could teach that would tie in continents and oceans and what type of landforms are found on the continent of North America. The standard that it would tie into is Utah 2.SS.3.2.a Identify and use information on a map and on a globe such as physical features.

STEP Standard 7 – Reflecting on Instruction to Improve Student Progress

Improved Practice Based on the Unit of Study

Based on the experience of developing and delivering your instructional unit, list three short-term goals to improve specific areas of your teaching practice based on the unit of instruction and describe your plan to reach each short-term goal.

Short-Term Goal	Plan to Reach the Goal (i.e., professional development, research on the Internet, observation of a veteran teacher, etc.)
1.     Improve teaching timing. Not making lessons to long and not getting everything in or not too short and have an ample of time on hand, but learning how to make lessons fit in the desired time line.	A strategy to reach this goal is to observe and talk to a veteran teacher. Talking and observing a veteran teacher will allow me to learn how to know when to do things so there is not ample amount of time left.
2.     Planning the unit ahead as a whole not day by day.	A strategy for this would be to talk to a veteran teacher for ideas because they have taught it many times.
3.     Making lessons engaging and meaningful	A strategy would be to use the internet as a tool to help find new and fun actives that will help improve lessons. Another strategy would be to talk to veteran teachers who have taught this multiple times are going to have lessons and activities ready to go.