Horsley_Classroom Management Plan

CLASSROOM MANAGEMENT PLAN
THOMAS HORSLEY
GORDON COLLEGE
17 MARCH 2015

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INDEX
Philosophy and Introduction………………………………………………………………3
Room Arrangement………………………………………………………………………..5
Classroom Rules…………………………………………………………………………..8
Classroom Procedures……………………………………………………………..……..11
Disciplinary Interventions/Behavior Management……………………………..………..18
Student/Teacher Relationships….……………………………………………….....…….23
Instructional Strategies.…………………………………………………………..……....28
Parent Components…..……………………………………………………………….….34
First Week of School Plan………………………………………………………...……..37
Planning a Club.………..…………………………………………………...……..……..40
Conclusion and Reflection………….……..……………..……………..……………..…44
Bibliography………..………..…..…...………………………………………………….47

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PHILOSOPHY AND INTRODUCTION
Students need to feel a sense of belonging in the classroom. They need to feel
valued, important, and worthwhile… because they are. I believe all students are
inherently good and want to learn and develop as human beings, and that often times,
misbehavior on their part, is the fault of their teacher. As stated by Haim Ginott, I believe
good teachers “confer dignity on their students by treating them as social equals capable
of making good decisions.” I approach students knowing that they are “social equals”
who want to learn and actively participate in class. My job is to provide a classroom that
facilitates their learning and development through effective classroom management.
In practice, teaching secondary biology, I have a caring and empathetic approach,
establishing relationships with students from the beginning of a course and fostering
positive relationships amongst the students within a class. I believe that every student can
be reached through a personal connection, a constant willingness to help, and a genuine
belief that she or he can and will succeed. I consciously make an effort to convey my
belief in students in my every interaction. Establishing and maintaining a personal
relationship with students is the foundation of my classroom management. I strive to
provide a safe and comfortable classroom with consistent routines and procedures. In this
way, I seek to minimize common classroom sources of anxiety and stress, and encourage
students to take risks in their learning.
I have an overarching democratic philosophy, and want students to feel that their
input is valued and shapes the classroom. At the beginning of the school year, I discuss a
core set of classroom rules, and use this conversation as a starting point for a democratic
establishment of the most important rules for each class. A copy of the rules, along with
the course syllabus, is sent home for parents and students to sign, acknowledging that
they have read and understand the course expectations. I believe parents should play a
critical part in their child’s learning. I reach out to parents with periodic phone calls,
informing them about what I appreciate most about their child, and to discuss and seek
solutions to their struggles. Additionally, I survey students prior to each unit of study, and
incorporate their interests into instruction. In this way, I strive to make content
meaningful to students, while peaking their interest and fostering their internal
motivation.
Whether in class discussions or one-on-one, I respond to questions with questions,
and prefer to let students derive their own answers and come to their own conclusions.
However, I want students to consider relevant issues and diverse perspectives to better
articulate their own views and broaden their understanding. I prefer to play the role of a
facilitator during such activities, guiding and redirecting discussion only when needed. I
have high expectations, and a constant willingness to help. I let my students know that
they can always come to me or contact me with any questions they may have, and that I
am always willing to spend extra time outside of class going over assignments, course
material, etc.

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I emphasize student responsibility and try to instill a sense of intrinsic motivation
and a love of learning. I do my best to meet this goal not only through my passion as a
teacher, but through carefully constructed lessons, assignments, and discussions. I seek to
provide a broader context to course material, illustrating to students how the material they
are learning is applied within the field of biology. I update course material with current
literature and provide students with concrete, practical examples that I strive to relate to
their daily lives. I find biology fascinating, and I do my best to show students the reason
why this scientific field excites me. In holding their attention and capturing their interest,
students are encouraged to remain focused and put forth the effort necessary to learn class
material. I do not believe in the use of external motivation for learning. I encourage
intrinsic motivation through rewarding students with my praise and approval. They will
derive their own motivation for learning through their own achievement and success in
my class. I structure classroom assignments, activities, and other formative assessments
to support and constantly gauge students’ learning, and administer summative assessment
only when I am sure that the class as a whole is ready to succeed.
I construct units based upon the principles of Understanding by Design, beginning
by forming essential questions and developing summative assessments based on MA
frameworks, then using these questions and assessments as the basis for lesson planning.
I use both formal and informal formative assessment in combination with documenting
students’ progress to guide my teaching. This allows me to modify lessons to cater to
students specific needs, re-teaching material if needed. I want to be straightforward with
students, letting them know exactly what I expect of them and exactly how they will be
evaluated, setting them up to succeed. I construct lessons based on the principles of
Universal Design for Learning. I teach using diverse presentation styles, incorporating
videos, kinesthetic activities, live demonstrations, laboratories, music, guest speakers, etc.
in an effort to fully engage students in learning. I use differing assessments such as
quizzes and exams, collaborative projects, formal writing assignments, and rubrics used
to grade discussions, debates, presentations, or performances, appealing to diverse
student strengths.
I am in complete agreement with Fred Jones in that “the goal of discipline is for
students to assume responsibility for their actions,” and Lee and Marlene Canter when
they emphasize that negative consequences “are brought to bear only when all else fails.”
I believe that negative consequences rarely need be applied when proper preventative
techniques (E.g. relationship building and peaking student interest, etc.) have been
consistently implemented. Furthermore, I make a conscious effort to model the kind of
behavior, trust, and respect that I expect of my students. In a case when a student violates
our mutually agreed upon expectations, I emphasize to that student that they have a
choice, and that they are responsible for the consequences of their choice.
Here, I present my classroom management plan, seeking to articulate the specifics
and supporting details of what I’ve addressed in the philosophy and introduction. I teach
14-15 year old students in 9th
grade biology. Having just made the transition from middle
to high school as they deal with the developmental challenges of adolescence, students
need a teacher who acknowledges, understands, and addresses their affective needs.

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Overall, I consider my classroom to be very much centered on my relationships with
students. I understand that if my students’ affective needs are not met, “They simply will
not learn (Daniels, 2005).” Through relationships, my overarching goal is to enable
students to succeed, to help them realize their talents and passions, and to promote their
self-efficacy in building their confidence in knowing that they can achieve anything with
hard work.
ROOM ARRANGEMENT
In arranging my classroom, my overarching objective is to construct an
environment that excites and welcomes students, and communicates that this is a “task-
oriented” workspace (Wong and Wong, 2009). From the moment students enter the
classroom they will notice a distinct organization, which provides a variety of spaces for
whole class and small group learning (McCleod, Fisher, and Hoover, 2003). Student
desks will be arranged in rows, with significant space between desks forming wide aisles
(Figure 1). This arrangement is meant to facilitate whole-class interactive instruction and
individual student work. Wide aisles between rows enable me to walk throughout the
room during PowerPoint lectures or seated work periods. In this way I use proximity to
maintain order and focus, inspect students work, and engage in continual formative
assessment through dipsticking, while promoting students’ engagement. Furthermore,
wide aisles permit fluid movement as students enter and exit the classroom and during
transitions between whole-class or individual activities and small group work, taking
place at the six lab benches.
Figure 1. Floor plan depicting my 9th
grade biology classroom

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The student desks are easily moveable, which allows for simple and quick
reconfiguration for lessons involving discussion, debates, or presentations. During class
discussion, I would instruct students to rearrange the desks into a large circle where both
the students and myself could more easily engage with one another. This configuration
promotes student participation while communicating equality, as no single person is
positioned in a leading role, but rather everyone in the classroom is on a level playing
field and able to make eye contact (Saphier, Haley-Speca, and Gower, 2008). To
facilitate a traditional two-sided debate, the desks will be configured into two opposing
“U” shaped clusters. This arrangement supports discussion within each group of students,
while also maintaining engagement between groups, as everyone in each group is still
able to maintain eye contact.
When using an Oxford Debate as part of a lesson, all of the desks will be moved
to the perimeter of the classroom. This allows me to divide the room into three “pie”
pieces using colored tape, designating areas that represent different potential stances on a
particular issue. Students will be able to move freely throughout the debate, changing
their stances by sitting on the floor within one of the three “pie” pieces. During student
presentations, desks will be positioned into a single large “U” shape. In this way, I will
encourage presenters to engage with their audience, whose view will be unobstructed. All
other furniture in the room is in a fixed position. However, given the space available to
establish wide aisles between the default row configuration and the flexibility in having
motile student desks, this is a very manageable classroom that can easily be rearranged to
promote student learning.
The six lab benches within the classroom are an indispensible resource, not solely
for inquiry based laboratory explorations, but for any small group activities and also
accommodating diverse students’ needs. The most obvious advantage in having the lab
benches is having the space to conduct laboratory explorations and demonstrations
fluidly within the classroom. In biology, lab experiences can make seemingly abstract
concepts readily understandable to students, can enhance student engagement through
practical experience, and can promote student literacy in specific laboratory tools used in
biology. Furthermore, the three lab benches located along the same wall as the entry door
(Figure 1) are equipped with full sinks and drainage, which expands the variety of
potential labs and demonstrations. The classroom is also equipped with an eye wash and
safety shower, to be used in the event of a chemical spill during lab. Beyond dedicated
laboratory experiences, the lab benches facilitate small group activities as well as a space
for students to work on long-term collaborative projects.
Perhaps a less obvious advantage of the lab benches is their capacity to
accommodate a diversity of students’ needs. When students have a hard time focusing,
remaining still, or staying in their seat, the lab benches provide an excellent alternative
seating arrangement for them during interactive lecture or individual group work. This
alternative environment might afford these students fewer distractions and/or provide
them a more comfortable working environment, facilitating their engagement in class. As
I am constantly moving around the classroom, I am able to monitor this area of the
classroom in addition to the rows of student desks. Additionally, the lab benches can

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provide for the needs of students with physical disabilities or injuries, as they are readily
accessible to students on crutches or in a wheel chair. Moreover, the lab benches provide
a space where students on IEP or 504 plans can sit and interact with a paraprofessional in
meeting their learning needs.
The classroom has ample storage for class related materials in addition to my
personal belongings. The cabinetry above the lab benches (Figure 1) allow for easy
storage and quick access to all lab related materials. I plan to arrange materials related to
each lab within the cabinets in sequential order according to when I teach the lab during
the school year. Additionally, I will arrange the first cabinet closest to the entry door as a
general lab materials and glassware depot, where students will routinely visit throughout
the school year. In a similar fashion, I will designate the cabinet closest to the windows
on the opposite side of the room as the general classroom materials depot. Here, students
will be able to borrow extra pencils, paper, or other classroom materials as needed. The
tall cabinet near the prep room entrance is lockable, and provides an excellent means to
store my personal belongings.
In communicating to students that the classroom is a task-oriented workplace, I
will designate a portion of the board for daily learning objectives and bellwork
assignments/instructions. Students will become accustomed to looking to the board as
soon as they enter the room for their immediate learning tasks and/or instructions (E.g.
altering the room arrangement in preparation for the lesson). The bulletin board adjacent
the white board will be a space designated for students and myself to share personal
details about their lives. They will have relative free reign as to what they would like to
post. However, I will have to approve any picture or artifact they wish to post. I will
begin the school year by sharing a few details about myself, in demonstrating how the
board is to be used, by posting a picture of me participating in one of my favorite hobbies
and elaborating on its significance. This will be used as a tool to foster relationships in
the classroom.
In constructing an exciting environment in the classroom, meant to get students
engaged with biology, I plan to have class pets, fish tanks, and live plants in the
classroom that can be used as examples of class material. Many of the terrariums and live
plants will be positioned on the shallow table by the windows opposite the entry door.
Additionally, in working as a field biologist in Guyana and Malaysia and traveling to
other natural hot spots, I have taken many wildlife/natural scenes photos as well as
photos of local environmental issues. I plan to print and hang up images in the classroom
that will ultimately be referenced during instruction. In this way, students will have a
direct example of how the material they learn in class is relevant in the real world, and I
will have an opportunity from the moment students walk in the door to share with them
my passion for biology.
Additionally, I plan to have a quote posted at the head of the classroom from
Henry Ford, “Whether you think you can, or you think you can't--you're right.” In
referencing this quote and my own experiences, I want students to develop a strong sense
of self-efficacy.

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CLASSROOM RULES
My overarching goal in establishing classroom rules is to maintain a consistent,
supportive, task-oriented learning community. I take great care to provide students with
my rationale behind rules (Wong and Wong, 2009). I want them to understand that rules
are for their benefit, and that the classroom will be a more enjoyable place for all of us
when the rules are followed. At the start of each new class of students, I present a copy of
the course syllabus, which outlines the classroom rules, or as I prefer to call them,
classroom guidelines. In going through the syllabus, I present guidelines using amusing
YouTube videos to demonstrate expected behaviors and “what-not-to-do’s.” As a class,
we then practice behaviors through role-playing scenarios. In this way, students are more
likely to absorb the guidelines and understand my expectations for their behavior, while I
have an opportunity to build my relationship with students and foster students’
relationships with each other.
Once we have gone over the core guidelines (shown below), I engage with
students in a discussion of which guidelines they consider to be most important and
whether or not they believe the list should be amended. I communicate to students that I
value their input, and that they have a voice in shaping the classroom guidelines
(Marzano, Marzano, and Pickering, 2003). During each discussion, I record guidelines
considered most important by students, and later input them into a Wordle graphic
display (Figure 2). I provide each student a copy of the course syllabus that outlines the
core guidelines with the class Wordle attached. Students and their parents are required to
sign the document, acknowledging that they have read and understand class expectations.
Additionally, I take the five most commonly suggested guidelines from the Wordle, and
work these elements into a set of five overarching guidelines, which I subsequently post
in the classroom.
Figure 2. An example class guidelines Wordle graphic display.

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Following the discussion of core guidelines, I then ask students to suggest teacher
guidelines. I explain to students that I will hold myself accountable for meeting their
expectations, and I encourage them to hold me accountable as well. I ask students to
think back to their favorite past teachers and recall the characteristics that they
appreciated most. I start the discussion by providing examples and explaining potential
expectations (E.g. “Your teacher will grade and return assignments within one week of
the day they were turned in” or “Your teacher will always be prepared for class”). After
having recorded students’ suggestions, I then select the five most commonly proposed
teacher expectations and post them in the classroom next to the five overarching
guidelines. I explain to students that I have high expectations for their behavior and that I
expect them to have high expectations of me.
- Core Guidelines -
Guideline 1 – The Golden Rule
o Treat everyone with respect and dignity.
o Expectations for Guideline:
§ Treat your classmates and your teacher as you would like to be treated.
§ “Pleases, Thank You’s, and You’re Welcome’s”
Guideline 2 – Beginning of Class
o Be in your assigned seat working on the bellwork assignment posted on the
board when the bell rings.
§ E.g. not sharpening pencils, not talking with classmates, not using your
cellphones – in your seat, quietly working.
Guidelines 3 – Be Prepared and On Time
o Have everything you need for class and take it with you when you leave.
§ Must have homework completed and materials necessary for class
(E.g. your binder, writing utensils, textbook, etc.), and must be on time
for the start of class (E.g. in your seat working when the bell rings).
Guideline 4 – Following Directions
o Follow every request the first time it’s given.
§ You are expected to pay attention and follow instructions. We are not
going to waste your instructional time.
Guideline 5 – Uphold the Handbook

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o In this class, we are going to follow the handbook to the T.
§ Your teacher honors the school’s policies and expects you to do the
same.
Guideline 6 –Be Responsible - No Whining, No Excuses
o This classroom is a no whining zone
§ Acknowledge your mistakes and learn from them.
Guideline 7 – Be Professional
o Conduct yourself in a professional manner – do your best and be your best.
§ Be courteous and respectful of your classmates, collaborate
constructively during group work (E.g. practice active listening,
respect others’ opinions, and encourage your teammates), and be
professional (E.g. No swearing, no improper cellphone use, no writing
on desks, etc.).
Guideline 8 – Movement in the Classroom
o Raise your hand and ask permission to leave your seat or the room (E.g.
bathroom).
§ Do not leave your seat or lab bench without first asking for permission
from your teacher by raising your hand (see Classroom Procedures).
§ When leaving the room, pick up a hall pass, and when returning to the
room, put the hall pass back and return to your seat quietly.
Guideline 9 – Safety First!
o Your safety and comfort are priority number one!
§ Keep your hands and feet to yourself, do not clog classroom pathways
with personal belongings, and listen carefully for specific safety
instructions during lab.
Guideline 10 – Ending Class
o The bell does not dismiss you, I dismiss you
§ Remain in your seat working, without packing up your belongings,
until you hear your teacher say, “Alright guys, have a great day!”
-Remember, if you choose to break a guideline, then you choose to accept the
consequences-
- These Guidelines apply in the hallway as well! -

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The core guidelines are meant to prevent the vast majority of potential behavioral
issues. This list has been narrowed down to 10 guidelines in an effort to not overwhelm
students or their parents, increasing the effectiveness of the guidelines in that students
and parents can more readily absorb my expectations (Wong and Wong, 2009). I post
only 5 overarching guidelines in the classroom for this same reason. I communicate to
students from the first day of school that guidelines are not negotiable, and that I will be
swift and consistent in exacting the consequences of students’ choices (McCleod et al.,
2003). Additionally, I let students know that I will not interrupt a lesson to carry out a
consequence, as I will not waste the academic learning time of their classmates (Wong
and Wong, 2009). Instead, I quickly and quietly notify the student that they have chosen
to violate a classroom guideline, and that they must follow out the guideline violation
procedure as outlined in Disciplinary Interventions/Behavior Management.
CLASSROOM PROCEDURES
I consider classroom procedures to be one of the most important aspects of
classroom management, only being surpassed by Student/Teacher Relationships. I
believe that effective procedures make for an effective classroom. Procedures allow
classroom activities to take place seamlessly during instruction, minimizing disruption
and wasted time. In frontloading the school year, teaching and practicing routines and
procedures, these behaviors will become a natural, unspoken part of the classroom. This
natural functioning contributes to a comfortable and consistent classroom climate, which
is essential in meetings students’ affective needs and maximizing academic learning time
(Daniels, 2005; Wong and Wong, 2009). “Students readily accept the idea of having a set
of uniform classroom procedures because it simplifies the task of succeeding in school
(Wong and Wong, 2009, p 168).”
In developing classroom procedures, my goal is to outline expected behaviors for
every routine in the classroom (McCleod et al., 2003). During the first week of school, a
significant portion of class time will be devoted to practicing procedures to the point that
they become routines. I begin this process by first modeling the expected behavior for a
given procedure. I then practice this behavior with students, giving them an opportunity
to demonstrate that they understand my expectations (Saphier et al., 2008). As the week
continues there is a heavy emphasis on adhering to procedures and performing expected
behaviors. When a student forgets a routine or demonstrates a behavior other than what
we have practiced, I will gently remind the student of the proper procedure and ask them
to repeat the behavior in the appropriate manner. However, if a student is unable to
complete a procedure using the previously outlined behaviors, I am flexible in working
with that student in determining alternative approaches to completing the procedure
according to their needs (McCleod et al., 2003). When students execute routines as
practiced, I consistently reinforce the behavior with direct and specific praise, calling the
student by name and praising the exact behavior that I want to reinforce. In constructing
routines, I make an effort to be clear and specific, making my expectations readily
understandable to students.

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- List of Classroom Procedures -
Beginning and Ending of Class
• Bellwork Assignments/Instructions – At the beginning of every class, your
teacher will have an assignment written on the board. You must enter the room,
go to your seat, and begin the assignment before the bell rings. Furthermore, your
teacher might have additional instructions written on the board for specific
lessons (E.g. rearranging desks for a debate).
o During this time, your teacher will take attendance and meet with
individual students if necessary.
• Binder Organization – Each student will be required to purchase a 3-ring binder
and associated dividers, paper, etc., as well as other basic school supplies. During
the first week of school, students will be assigned to watch a YouTube video
instructing them on how to properly set up their binder. We will have class binder
checks at the beginning of each unit.
• Tardiness – Any student who is tardy (E.g. not in their seat working on the
bellwork assignment before the bell rings) will sign the tardy log located to the
right of the classroom door (with their name, the date, and the time of arrival to
class). Additionally, students who are late will fill out a Guideline Violation
Sheet, located in front of the computer on your teacher’s desk. Second or third
time violators will be subject to additional consequences (see Disciplinary
Interventions/Behavior Management).
• Room Layout Changes – If we are having a debate or discussion, we might need
to move the desks into a different formation at the beginning of the lesson. When
this happens, your teacher will write instructions on the board for how the desks
are to be moved. Students will move the desks before beginning their bellwork
assignment.
• Bulletin Board – The bulletin board at the front of the classroom is a common
place for your teacher and students to share personal, fun aspects of our lives (E.g.
pictures of you doing your favorite hobby!); anything that you wish to post must
be approved by your teacher before it is posted.
• Keeping the Classroom Clean – No one will leave the classroom until it is put
back to its original state (E.g. textbooks returned to their place in the cabinets at
the back of the room, trash picked up, desks in their proper location).
• Assigned Seating – Assigned seating will be based on the alphabetical order of
students’ last names, while taking into consideration IEP/504 seating
accommodations (see First Week of School Plan).

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• Lending Textbooks – On the first day of school, students will walk into class and
find their textbook already on their desk. I will have already recorded which book
number each student has been assigned and written their name on the inside of the
front cover. At the end of the year when I collect the books, when I see the
student’s name in my handwriting, I will know that they have returned the same
book they were assigned.
Classroom Utility and Interaction
• Common Courtesy – When interacting in the classroom, your teacher expects to
hear lots of Pleases, Thank You’s, and Your Welcome’s. Conversations should
seek to lift each other up. Compliments and constructive feedback are
encouraged!
• Getting Students Attention – When your teacher requires your attention, or when
the class is being too loud or rowdy, your teacher will raise his hand. In response,
students will 1.) Be quiet, 2.) Look to their teacher, and 3.) Raise their hand.
• Classroom Supplies - Extra classroom supplies (paper, paper clips, pencils, pens,
etc.) can be found in the cabinet or the “materials depot” located in the rear left
corner of the classroom. Students must raise their hand and ask permission from
their teacher if they need to visit the materials depot. Furthermore, students must
sign out borrowed materials using the notepad attached to the inside cabinet door
(with their name, the date, and a list of the borrowed materials).
• Pencil Sharpening and Hole Punching – Students may sharpen their pencil or use
the hole-puncher at anytime (except during tests/quizzes) without the permission
of their teacher. During tests and quizzes, students must raise their hand while
displaying four fingers to use the pencil sharpener. The hole-puncher cannot be
used during tests or quiz administration.
• Leaving the Room – To leave the room for any reason (E.g. bathroom, drink of
water, locker, etc.) students must raise their hand and ask permission from their
teacher. Before leaving the room, students must sign out using the sign-out board
located to the right of the classroom door. Lastly, students must take a hall pass,
which will be hanging next to the sign-out board.
• Asking Permission – If students require the teacher’s assistance or need to ask a
question, they will quietly hold up their hand displaying one finger (not the
middle finger). If students need to visit the classroom material depot, they will
quietly hold up their hand displaying two fingers (Peace!). If students need to go
to the bathroom, they will quietly hold up their hand displaying three fingers (and
subsequently follow the “leaving the room” procedure).

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• “Ask Three then Me” – Whenever a student has trouble with classroom material
or activity directions, they will ask three of their classmates for help before asking
for help from their teacher. AND… never be afraid to say when you don’t
understand something! – Your teacher will always tell you when he doesn’t
understand something, and as a class, we will all figure it out together.
• Someone’s at the Door – When someone is at the classroom door (E.g. classmate,
another student, or school staff member) and needs to be let in, the closest person
to the door will let the person in.
• Teacher’s Classroom Phone – Whenever your teacher receives a classroom call,
students will continue working (if assigned to an individual or group assignment
or lab activity), or if the call interrupts interactive lecture, students will turn to
their neighbor and ask them a question related to the material the class just went
over. Once their neighbor has answered, they may ask the next question. Students
will make sure to explain incorrect answers. If after you “Ask Three” of your
peers, and a question remains unanswered, your teacher will answer your question
at the conclusion of the call.
• Food/Drink - Drinks (tea, coffee, etc.) are permitted only during first period, and
snacks are only permitted during the first ten minutes of period three (Triton High
School Handbook, 2014). Capped water bottles are permitted during any period
(except during lab activities).
Working in Class
• Reading Out Loud - In reading textbook passages or activity directions, your
teacher will call on the first student, who in turn calls on the next reader.
• Interrupting or Distracting – Any student who interrupts the teacher or another
student must finish or explain what was being said (E.g. if one student asks a
question and another interrupts, the interrupter will have to answer and explain
the question to the class).
• Cellphone Rings (…or inappropriate cellphone use in class) – If a student’s
cellphone rings in class, the student must place the phone on your teacher’s desk,
and fill out a Guideline Violation sheet, located in front of the computer on your
teacher’s desk.
• Turning in Papers – When students turn in papers, they will gently place their
paper on the upper left corner of the desk of their classmate seated to their right.
This student will then pick up the pile and continue to pass papers along in this
fashion. Once the paper stacks have reached the student at the end of the row,
those students will pass the papers forward, where your teacher will collect them.

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• Grading in Class – When asked to grade each other’s work in class, students will
first go to the material depot at the back of the classroom and get a red pen (Girls
first, then once they return, the guys will get a pen). Students will then exchange
quizzes or assignments with the student to their right (students on the end row will
exchange with each other – this will alternate with passing to the left). Students
will mark only wrong answers incorrect by drawing an “X” over the number of
the wrong answer question. They will then write the correct answer above the
incorrect answer. Lastly, they will write the number of correct answers over the
total number of questions at the top of the quiz or assignment before handing the
quiz or assignment back to its original owner.
• Tests and Quizzes – During tests and quizzes, students will remain quiet and
focus on their own work (E.g. students must keep their eyes on their own
assessment).
• Handing out Assignments – When your teacher has an assignment that needs to
be distributed to the class, he will ask the girls to come to the front of the
classroom to get the assignment first. Once the girls have their assignment and are
back in their seats, the boys will do the same.
• Completed Assignments – At the beginning of the school year each student will
receive a folder for their completed work. These folders will be stored in bins
located by the material depot at the back of the classroom. Each class period will
have their own bin. Students may choose which assignments they would like to
store in folders. This is meant to help students keep track of their completed work,
and provides studying resources before quizzes and tests.
• Small Group or Lab Work – Your teacher will explain specific directions for
every small group or lab work session. However, students are responsible for
assigning individual roles within their group at the conclusion of your teacher’s
directions. Group roles include: Leader (oversees the group and makes sure each
member of the group is working to meeting their objectives), Reader (reads
activity or lab handouts to all members of the group), Questionnaire (this person
will answer any questions the group has related to the assignment or lab), Time
Keeper (makes sure that the group is on track to complete the assignment or lab
within the allotted time.)
• Academic Cellphone Use – Cellphones may be used for academic purposes in
class, with the permission of your teacher. Academic purposes include: Making a
PowerPoint, conducting research on the Internet, or participating in an in-class
quiz; other potential academic cellphone uses must be approved by your teacher.
Any use of the Internet via personal devices must comply with handbook policies.
• Questions Outside of Class – If a student has a question, they can email their
teacher anytime.

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Absences and Missing Work
• Absences – If a student misses over five classes, this will result in an
administrative failure of the class.
• Make-up Policy – “A student who is absent from school is granted twice the
number of days to complete missed work as the number of days the student is
absent (Triton High School Student Handbook, 2014, p. 6).”
• Make-up Work – Any assignments that a student missed resulting from an
absence will be placed in a specific folder for their class period located on the
table on the left side of the classroom (there is a specific shelf filing system, one
shelf per class period). The work will be grouped together with the student’s name
on the top. Students are responsible to picking up and completing make up work,
keeping the make-up policy in mind.
• Guideline Violation – When a student chooses to violate a classroom guideline,
they must fill out a Guideline Violation Sheet, located in front of the computer on
your teacher’s desk. Second or third time violators will be subject to additional
consequences (see Disciplinary Interventions/Behavior Management). Your
teacher will let you know when you have violated a guideline, and point to the
Guideline Violation Sheets. The student will immediately get a sheet and fill it
out. When completed, the student will place the sheet on the teacher’s desk.
• Missed Assignments - Students will be able to access each class’ assignments and
homework through their class profile on edmodo.com.
Lab Procedures
• Safety First - All students must adhere to all lab safety directions as explained by
your teacher and outlined in the course syllabus.
• Take Down – All lab benches must be returned to their original state before the
end of class, and all glassware must be washed properly and placed on the drying
rack on the first lab bench.
Grading and Assessment Policies and Procedures
My Philosophy:
Grades should reflect what students know, not the amount of effort they put forth.
• Grading Policies
o Missed assignments will receive a 59 (the highest possible failing grade,
as opposed to a zero); this policy still presents students with a failing
grade for not having completed work. However, assigning a 59 as opposed
to a zero, allows students to more easily recover. This policy is meant to

17

encourage students to persist in their work despite having missed
assignments.
o Most homework assignments will not be graded, as these assignments
rarely reflect a student’s knowledge. Instead students will be assessed in
class, based on the material covered by homework assignments.
o Letter grade break downs are as follows:
A+ (100-97) A (96-93) A- (92-90)
B+ (89-87) B (86-83) B- (82-80)
C+ (79-77) C (76-73) C- (72-70)
D+ (69-67) D (66-63) D- (62-60)
F (Below 60) FA (55)*
*FA – (Administrative Failure): An FA will be issued on the sixth absence in a term (Triton High School
Student Handbook, 2014)
• Grading Procedures
o All student grades will be initially recorded in a hardcopy grade book,
which will subsequently be transferred to an online record keeping system
(Aspen).
o Missing assignments resulting from student absences will be recorded in
the hardcopy grade book by drawing a triangle in the upper left corner of
the corresponding tile for that assignment.
§ If the student was absent on the day the assignment was assigned, I
will write “AA” in the corresponding tile for that assignment.
§ If the student was absent on the day the assignment was due, I will
write “AD” in the corresponding tile for that assignment.
§ In this way, I can more effectively monitor students’ make up
work.
o I will work to grade all student assignments/assessments within one week
of the day they were turned in, providing students with constructive
feedback when applicable. This enables students to more effectively
monitor their progress and understanding.
Emergency Procedures
• Fire Drill Procedures – “1. Students and staff are to leave the building by the
nearest exit when the fire alarm sounds. 2. Move rapidly, but DO NOT RUN. 3.
Students and staff are to move at least 50 yards from the building before stopping
to wait for the signal to return to the building is given. 4. Attendance will be taken
outside at the assembly point and upon return to class (Triton High School
Student Handbook, 2014).”
• Stay in Place – “Students and staff are to remain in rooms with doors closed and
locked. Students and staff are to remain “in place” – no external movement.
Instruction can continue (Triton High School Student Handbook, 2014).”

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• Lockdowns – “In the event of a lockdown at the school, no guests, visitors, or
parents will be granted access to, or egress from the building until the lockdown is
lifted. Further, communications to the school will be suspended. Once the
lockdown has been terminated, all normal procedures will be restored and
communication describing the situation will be sent out by administration (Triton
High School Student Handbook, 2014).”
Fun Procedures
• Your Teacher’s Facial Hair! – Each quarter, if every student in a class attains at
least a C average, the class will vote on your teacher’s next facial hairstyle
(examples below)!
• What if Your Teacher Doesn’t Know the Answer! – If your teacher doesn’t know
the answer to a student’s question, the stuent may research their question for
homework and present the answer to their peers during the next class. In return,
the student will receive a 100 on a missing homework assignment.
• Class Pets/Plants – Students who are interested in learning more about class
pets/plants can sign up to help take care of them. Your teacher will announce this
opportunity in class, and assign roles to interested students. [Each pet and plant
will have an associated care sheet with directions for students to follow.]
• Hall of fame! – Exemplary student work as the potential to be added to the Hall of
Fame. This is a collection of past student works that serve as an example for
future students.
DISCIPLINARY INTERVENTIONS/BEHAVIOR MANAGEMENT
In constructing positive student-teacher relationships (STRs) and classroom
guidelines and procedures, I focus on prevention of disciplinary issues before
intervention is necessary. I seek to construct an engaging, well-managed, learning-driven
environment, which encourages students’ investment and involvement in the classroom,
minimizing disciplinary disruption (Saphier et al., 2008). Additionally, in promoting a
democratic establishment of the overarching class guidelines and teacher expectations, I
want students to know that they have a say in how the classroom is run, and that I

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personally value their contribution. When students feel they have a stake in determining
classroom behavioral expectations for themselves and their teacher, disciplinary issues
are much less likely to occur (Marzano et al., 2003). Furthermore, I make a considerable
effort to articulate clear expectations for guidelines and procedures, so students know
exactly how they are to behave and conduct themselves. Clarity of expectations
eliminates the potential for differences of interpretation, and promotes students’
cooperation.
Another driving factor in my efforts to prevent disciplinary interruptions is the
construction of engaging lessons with clearly articulated learning objectives. When
students are interested in their learning and know exactly what goals are to be completed
within a set timeframe, they are typically engaged to the point where inappropriate
behaviors do not arise (Saphier et al., 2008). I seek to create learning objectives that
accommodate the needs of individual class sections, as they are meant to challenge
students without overwhelming them. In this way, students are encouraged in their
learning, as opposed to “giving up” as a result of overly challenging assignments.
Additionally, I promote student engagement to circumvent potential behavioral issues
through inquiry, “challenge-based” lessons and activities, while varying the group
dynamics within each lesson and incorporating students’ interests into instruction.
In combination with prevention, limits must be set by reacting quickly and
decisively to inappropriate behaviors, while applying specific praise to reinforce
constructive behavior (Saphier et al., 2008). Teacher guidance in setting behavioral limits
is particularly important during the first week of school, establishing boundaries that will
promote a smoothly run classroom for the rest of the year. When a student behaves
inappropriately, they have to know it. Teachers must react within a short time after the
behavior, and provide very specific feedback with regard to what about the student’s
behavior was unacceptable, while providing an explanation of the expected alternative
behaviors. This is also true for reinforcement of desirable behaviors. Teachers can use
exemplary behavior as an opportunity to promote their expectations to the class as a
whole, by applying very specific verbal praise to individual students.
When preventative actions fail to preclude disciplinary issues, I have an
intervention system in place to discourage further violations. I emphasize student
responsibility in communicating that students chose to violate a guideline or procedure
and that as a result they have chosen to accept the consequences. I have constructed
consequences for first and second time violations that provide students the opportunity to
be responsible and to change their behavior, as they reflect upon their choice to violate
my expectations. Subsequent violations will result in the notification of a student’s
parents and ultimately the involvement of school administration. I emphasize to students
that I want to give them a chance to own up to their mistakes, learn from them, and move
on by handling disciplinary actions between myself and the student for up to second time
violations. Additionally, violations will remove control of the consequences from
students, and empower parents and the administration to take corrective action. I
emphasize to students that I will be very quick and consistent in my implementation of
corrective actions.

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My disciplinary intervention system revolves around a “Guideline Violation Sheet
(GVS).” When a guideline is violated in class, I will swiftly get the attention of the
offending student, ask them to identify which guideline they have violated, and point to
the pile of GVSs at the front of the classroom on my desk. The student will then be
expected to come forward, fill out the GVS immediately, and return it to my desk. My
response to inappropriate behavior and the subsequent corresponding expectation for a
student’s response is meant to become routine (However, given the heavy emphasis on
prevention, I certainly hope that is routine will not be necessary).
The GVS contains the following sections: 1.) Identification of which guideline
was violated, 2.) Validation of the importance of the guideline, 3.) Summary of how the
student chose to violate the guideline, 4.) Explanation of how the student will choose to
abide by the guideline in the future – citing three specific examples of expected
behaviors, 5.) Date of guideline violation, and 6.) Student signature. This self-reflection
is meant to emphasize that it was the student’s choice to engage in inappropriate
behaviors, and that as a result, it is their responsibility to accept the consequences in
making amends and articulating what they will do differently in the future. The signature
of the students is a critical piece, as it signifies their acknowledgement and understanding
of the violation and their self-imposed expectations for future behavior.
Completed GVSs will be filed for record-keeping purposes, and can be referred to
if necessary during meetings with parents and/or administration. A GVS will be required
after the third verbal warning for a particular violation, or in the event of a first-time
violation causing a significant disruption. Additionally, a GVS will be required for every
subsequent violation after the first GVS-assigned offense, along with additional
consequences corresponding to the number of times the offense has been committed.
After a second time offense, the GVS will require a parent signature. I emphasize to
students that the consequence for refusing to fill out a GVS is an office visit, and that this
too is their choice.
- Consequences for Breaking Classroom Guidelines -
First Time Violation
• Consequence: GVS
Second Time Violation
• Consequences: GVS + Teacher Meeting
Third Time Violation
• Consequences: GVS + Teacher Detention + Parents Notified
Fourth Time Violation
• Consequences: GVS + Office Detention + Parents Notified

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Fifth Time Violation
• Consequences: GVS + Office Detention + Parent Conference
Subsequent violations will be handled by the school administration and potential
consequences are as follows: In-school suspension, out of school suspension, or Saturday
school (Triton High School Handbook, 2014).
The Principal and/or Assistant Principals are responsible for handling major discipline
issues, including but not limited to (Triton High School Handbook, 2014):
• Any act which imperils or threatens the safety of others, including fights or
serious threats
• Fighting
• Bullying
• Hazing
• Gambling
• Smoking in school or on school grounds
• Possession of a dangerous weapon or implement
• Possession and/or use of drugs or alcohol in school or at school related events or
activities including athletic events
• Possession of any illegal substance or paraphernalia
• Theft or damage to personal property of others
• Acts of vandalism
• Starting a fire or pulling a false alarm
• Leaving school without permission
• Profane, obscene, or other improper language directed at a staff member
• Open defiance of a teacher’s authority
• Blatant disregard for school rules
Consequences for cheating, plagiarism, lying, and stealing are outlined in the student
handbook, which is required to be read and signed by students and their parents (Triton
High School Handbook, 2014).

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- Guideline Violation Sheet -
Guideline Violated: _______________________________________________________
Describe why this guideline is important: ______________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Describe how you chose to violate the guideline: ________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
List three specific examples of expected behaviors that you practice in the future that
follow the guideline:
1.)_____________________________________________________________________
________________________________________________________________________
2.) _____________________________________________________________________
________________________________________________________________________
3.) _____________________________________________________________________
________________________________________________________________________
Date of Violation: ________________________________________________________
Student’s Signature: _______________________________________________________

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STUDENT/TEACHER RELATIONSHIPS
I believe the single most important and foundational aspect of classroom
management is building personal relationships with students and fostering students’
relationships with each other. This connection begins to form from the moment students
enter a teacher’s classroom, as they are greeted, seated, and introduced to a course. I will
greet students as they enter the classroom with a smile and a handshake at the beginning
of each class period from the first day of school. A simple, kind, and caring smile goes a
long way in communicating to students that you care and are there to help them (Wong
and Wong, 2009). Anderson and Anderson (1987) note, “Liking and caring must be
communicated if their powerful emotional and motivational forces are to be experienced
(p. 57).” Thus, I will make a conscious and concerted effort to do so.
From the first day of school, I believe it is important to communicate positive
expectations in my introduction to students. Wong and Wong (2009) define a positive
expectation as “an optimistic belief that whoever you teach or whatever you do will result
in success or achievement… (p. 38).” Teachers must exhibit this “optimistic belief” in
setting high positive expectations for academic performance, work habits, interpersonal
behavior, taking personal responsibility, etc. as they articulate and put in place classroom
management policies and procedures (Saphier et al., 2008). In doing so, I think it would
frame my whole class to have a statement printed above the board in the front of the
classroom that communicates my expectations for the class as well as myself. I enjoy the
quote from Henry Ford cited in Wong & Wong (2009), “Whether you think you can or
think you can’t – you are right (p. 39).”
As part of introducing myself, I have often talked about my passion for hiking,
specifically winter climbs of Mt. Washington in the White Mountains of New Hampshire.
I tell students about how terrible my first summiting hike was, citing my attitude of self-
doubt as the primary contributor. After several more summiting trips in the White
Mountains, my confidence grew, and as a result, I was able to achieve far more than I
would have initially allowed myself. Overtime, I came to realize that I could push myself
to accomplish anything I set my mind to. I will tell students, “Just as I learned that if I
believe in myself I will achieve, I believe in you and you will achieve. Learning biology,
just like climbing, presents challenges, but if you believe in yourself and help each other,
you can do it!” Many concepts in biology can initially appear abstract and ungrounded to
students. Furthermore, the sheer volume of material in a biology text can be daunting.
Yager (1983) puts this in perspective: “…the amount of new vocabulary terms presented
in such textbooks is higher than that recommended for junior high and high school
foreign language courses.”
I believe biology teachers need to acknowledge students’ concerns and affirm that
understanding biological concepts takes hard work. However, communicating to students
that, “They can do it, and you won’t give up on them!” needs to follow. When teachers
set high expectations and are persistent in supporting students as they work to meet their
expectations, students realize that “you wouldn’t take the time or exert the energy to push
me and persist with me if you didn’t think I was a worthwhile person… I know you value

24

me (Saphier et al., 2008 p. 322).” Students will reciprocate this care and respect as their
relationship with their teacher continues to develop (Daniels, 2005; Wong and Wong,
2009).
Another important aspect of making a connection with students is being yourself:
exhibiting realness. In order to truly connect with students and overcome the distancing
effects of the perceived authoritarian nature of the student-teacher dynamic, teachers
must “become human in the eyes of students” through appropriate self-disclosure
(Saphier et al., 2008; Stronge, 2002). Students want teachers who are willing to talk about
their personal lives and experiences and to incorporate these personal aspects of their
lives into their instruction and into relating to students’ experiences (Saphier et al., 2008;
Stronge, 2002). I have been privileged to work as a field ecologist in places such as
Guyana, Malaysian Borneo, and southern India. These experiences have been invaluable
for me and have not only enriched my biological knowledge and appreciation; they have
enriched my life through many new friendships that have shaped my worldview. I try to
bring these experiences into every class I teach, providing context and background
information, and relating my work directly to class material.
Over the years working in the field, I have gotten into photography and have
found my pictures to be instrumental in teaching. I use my photos during interactive
lecture instruction as a tool to show students a practical real-world example of an
application of the course material. This not only makes material more practical,
interesting, and more readily understandable, but it allows me to build my relationships
with students through relevant self-disclosure. Additionally, as noted in Room
Arrangement, I will print out some of my photos on large canvasses and hang them up in
the classroom. This constructs a fun and exciting learning environment, while allowing
me to continue connecting my experiences to class material.
In addition to providing students a glimpse into my life in building relationships, I
communicate to students that I want to know about their lives and that I care about how
they are doing both in and out of school. As is known in any successful relationship,
communication is a “two-way street.” Equally important as communicating feelings to
students is being a good listener in considering students’ feelings. Students “…yearn for
teachers who are willing to listen and really hear what they have to say (Daniels, 2005 p.
54).” In beginning this process, during the first week of school I hand out a
preassessment survey (see below), asking students about their interests and preferences. I
use this technique before each unit of instruction. Surveying allows me to incorporate
students’ interests into instruction, making material more engaging and relevant while
showing students that I value their input. Furthermore, I provide students the opportunity
to share details about their lives on the social bulletin board at the front of the classroom
(see Room Arrangement).

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I Gotta Get to Know You!
- Student Info Survey* -
Hey, welcome to biology! I am glad that you’re here, and am very interested in getting to
know each of you! My goal this year is to help you learn biology, understand how
science works, and to show you how important science is and why I love to teach it! This
information will help me design lessons for your class, based on your preferences and
interests. J
Name:_________________________________________________ Period:___________
Address: ________________________________________ Town:__________________
Phone Number:_____________________ Email:________________________________
Mother’s Name (Or Guardian):_______________________ Occupation:_____________
Father’s Name (Or Guardian):________________________ Occupation:_____________
Number of Children in your family:______ How about a family pet(s)?______________
What is your favorite and least favorite subject in school and why? __________________
________________________________________________________________________
What do you like to do in your free time?______________________________________
________________________________________________________________________
What responsibilities do you have around the house? _____________________________
________________________________________________________________________
Do you have a part-time job? If so, what is it and how many hours do you work per
week? What do you like most about your job?___________________________________
________________________________________________________________________
What do you want to do after high school? _____________________________________
________________________________________________________________________
What careers can you picture yourself in? ______________________________________
________________________________________________________________________

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What areas of science are you most interested in?________________________________
________________________________________________________________________
Tell me about a favorite book or movie and why you liked it: ______________________
________________________________________________________________________
Do you prefer to work alone, in small groups, or in large groups? Why? ______________
________________________________________________________________________
If you could travel anywhere in the world, where would you go and why? ____________
________________________________________________________________________
What is your dream vacation: _______________________________________________
Are you confortable when doing presentations in class? If you are uncomfortable, Why?
________________________________________________________________________
________________________________________________________________________
How would you prefer to share your knowledge of a researched topic? (Written report,
oral presentation, power point, etc.) ___________________________________________
Do you belong to any organizations, teams, or clubs in and out of school? Which ones?
________________________________________________________________________
________________________________________________________________________
Describe yourself using three words: __________________________________________
Do you have any concerns and/or problems I should be aware of as we start a new year in
science? ________________________________________________________________
________________________________________________________________________
Is there anything else you want me to know about you? ___________________________
________________________________________________________________________
*Student interest survey based on materials from National Science Foundation and personal communications with Triton High School
teacher, Brad Smith.

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Additionally, throughout the school year I make a point to engage in casual
conversation with students in and out of class, seeking to learn about their participation in
school sports or other extracurricular activates, how they’re doing in school and at home,
and whether or not there is anything I could do to help them. I always initiate
conversations using the student’s name in a warm and friendly manner. I make a point to
learn students’ names as quickly as possible from the beginning of the school year. This
goes a long way in communicating that you value them as individuals, and are interested
in meeting their individual needs.
If my efforts to construct positive STRs with particular students are unsuccessful,
I am unyielding and persistent in continuing to emphasize to these students that I am on
their side, I care about and believe in them, and I will not rest until they are successful. I
believe that persistence is the key to forming a relationship with initially resistant
students. Additionally, I believe a teacher’s willingness to apologize and admit when they
are wrong or when they do not know the answer to a student’s question can break through
resistant students’ barriers. Furthermore, I try and construct a fun atmosphere in class
from the first day of school. This process begins by introducing classroom guidelines
using amusing YouTube videos and role playing activities (see Classroom Rules) and
continues through positive and uplifting interaction during fun activities that I prepare
during each unit of study.
The importance of teachers forming strong, personal relationships with their
students cannot be over stated. There is an association between strong STRs and student
motivation, retention, achievement, intellectual and social competence, behavior, self-
efficacy, and aspirations (Daniels, 2005; Eccles, Midgley, Wigfield, Buchanan, Reuman,
Flanagan, and Mac Iver, 1993; Marzano, Marzano, and Pickering, 2003; Newberry, 2013;
Saphier et al., 2008). Strong STRs enable teachers to promote students’ sense of
belonging, safety, and willingness to work hard and take academic risks (Saphier et al.,
2008), which is particularly true for urban students, low achieving students, and English
language learners (ELLs) (Bartone, 2010; Eccles, et al., 1993; Peregoy and Boyle, 2008).
Moreover, taking preventative action by building positive STRs with students, in treating
them as you (…the teacher) expect to be treated, communicates to students that they are
respected and valued as worthwhile individuals (Saphier et al., 2008). In return, students
are more likely to accept and abide by classroom guidelines and are less likely to create
disciplinary problems (see Disciplinary Intervention/Behavioral Management) (Marzano
et al., 2003).
Thus, the effects of strong STRs are far reaching, and can promote success for
diverse students. Students simply will not learn from someone they do not like (Pierson,
2013). In effect, the very essence of teaching is relationships. In her presentation at the
2013 TED Talks Education conference, Rita Pierson highlighted the critical importance
of strong and personal STRs, “Every child deserves a champion, an adult who will never
give up on them, who understands the power of connection, and insists that they become
the best that they can possibly be (Pierson, 2013).”

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INSTRUCTIONAL STRATEGIES
My overarching goal in teaching secondary biology is to foster scientific literacy in
students. I want students to understand the underlying mode of thinking inherent within
the scientific method; how empirically based deductive reasoning supported by evidence
from peer-reviewed sources can lead us to a well-substantiated conclusion, that upon
discovery of contradicting information, is always subject to reconstruction. I want
students to be skeptics, never blindly accepting anything they hear, but instead to seek
validation and to explore other possibilities – substantiating their views and opinions as
opposed to exhibiting cognitive rigidity in acceptance of ideas based on familiarity and
comfort. Students need to understand at a fundamental level, “What is science?”
I emphasize the scientific process throughout the school year through challenge-
based inquiry activities and labs. In such activities I prefer to present students with a
science-based problem that they are to solve without a defined pathway for doing so. In
this way, students are encouraged to work together to design their approach or
experiment after having formed their initial hypothesis. They will then have to gather
evidence to reach and support their ultimate conclusion. Whenever possible, I promote
self and peer evaluation of students’ work to building interactive group skills while
demonstrating the peer-review process used in scientific publishing as a means of final
critique.
An example of such an activity comes from an evolution and natural selection
unit I have constructed. I frame the assignment as if students were researchers who have
recently returned from an Amazon rainforest trip seeking to understand the evolutionary
history of a bat community in northern Brazil. I present the students with observations
they have gathered in the field (E.g. bat behavioral patterns and dietary data) as well as
pictures of different co-existing bat species, each of which falls into a distinct group
based upon their unique set of adaptations (I do not initially point this out to students). I
then ask students to compile the presented resources and form an educated hypothesis
based on this research as to how these bats might be related. They are then instructed to
devise a plan to conduct their own additional research using selected Internet resources as
well as provided books to test their hypothesis. Finally, they write a brief summary of
their research-based conclusion, and swap with a group of their classmates for a peer
evaluation. We wrap up the activity with a discussion of similarities and discrepancies
amongst students’ conclusions, and derive a whole-class conclusion. I then reveal the true
evolutionary relationships amongst the bat species (example picture as show in figure 3),
as we evaluate our conclusions and the process used to reach them.
In planning lessons, I try to introduce material in an interactive lecture format,
incorporating rich imagery and relevant videos meant to elaborate or clarify concepts.
Lectures are interactive in the sense that students are constantly assessed through
formative dipsticking and critical thinking questions. Furthermore, students are
encouraged to interact with each other in seeking answers through think-pair-share
activities. Additionally, I will jump back and forth between a PowerPoint presentation
and a “chalk talk” format. This can improve student engagement and gives me the

29

opportunity to model problem solving skills on a blank slate, step by step, on the board
while simultaneously representing material through imagery on a projected slide. After
introducing material in this way, I will have students work in small groups geared
towards solving a problem related to introductory material through conducting research,
participating in a kinesthetic activity, competing in team-based review games, or
laboratory activity. I try to incorporate teacher-geared instruction, student-student
interaction/instruction, and time where I can serve the needs of individual students into
each class period, while maintaining a means to individually assess each student. This
scaffolding of instruction is meant to provide support for students who need it, with the
eventual goal of gradually removing that support, as the student is able to progress on his
or her own. In doing so, I am intent on not leaving any child behind and monitoring
individual student progress.
Figure 3. Example image displaying evolutionary relationship of Amazonian bat species (Available from:
https://www.bio.umass.edu/biology/sites/imladris.bio.umass.edu.biology/files/gbimages/phyllostomid_tree.
jpg).

30

As noted in Student/Teacher Relationships, I have found my pictures to be
instrumental in teaching. I frequently use them to promote student engagement and
involvement in class. For example, prior to the beginning of each week, I send students a
“weekly reminder” email that I would use as an opportunity to highlight a particular
aspect of class that I am excited about, often times connecting class material to one of my
experiences abroad through one of my photos. I used this technique while teaching about
plant growth. Students typically view this subject as overly difficult, irrelevant, and
uninteresting. In my email, I sent my classes a picture of myself standing in front of a
massive Silky Cotton Tree in Guyana (the base of the tree stretched nearly 40ft across)
with a brief statement linking it to class (Figure 4). Students came to class on Monday
expectantly waiting for the story behind the picture. I began by explaining where Guyana
was, talking about the local indigenous group that I was working with, and how they
valued and sought to protect the Silky Cotton Trees, as they were a common nesting site
for Harpy Eagles (the world’s largest species of eagle!). Finally, I began talking about the
growth exhibited by the trees and why the base of the tree had to be so wide in the
rainforest. As a result, students were much more interested in proceeding onto learning
about plant growth.
Figure 4. Example of one of my photos used in class to promote student engagement.

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I will use a similar approach in lesson planning, making a specific effort to reach
all of my students through communicating the importance and relevance of the lesson,
while varying teaching strategies and how material is represented. Each student in the
class needs to be considered, and lesson planning needs to reflect an effort to engage
students of different backgrounds and learning styles. Emphasizing the importance of
material is critical in maintaining diverse student engagement. A student should never
have to ask, “Why are we learning this?” I emphasize the importance of every topic I
teach through connection to real world examples, either from my own experiences, the
experiences of colleagues, or connections to scientists that have made significant
contributions to their field (both current and historical).
Beyond connecting class material to the experience of others, I try to make
connections to students directly by using local examples of biology, relating biological
concepts to the human body, etc. When verbally quizzing a student, I asked a question
regarding the cellular organelle mitochondria (the “powerhouse” of the cell). The student
responded with, “This is stupid, why do I have to learn about this anyways?” She did not
understand the role mitochondria play in our bodies and just how important they are – our
lives depend on our ability to produce energy through mitochondria! After having
explained this to her, I began talking about mitochondrial diseases, and what happens
when our mitochondria are limited in their capacity to produce energy for our bodies. She
seemed much more interested and willing to put forth the effort required to learn the
material.
Another important strategy in conveying the importance of material is surveying
students’ interests before teaching a unit and incorporating those interests into instruction.
In using these strategies, the student “…has a context in which to embed the new
information and because of its relevance to his [or her] personal life is more impelled to
attend to and participate in what’s going on (Saphier et al. 2008, p. 414).” Using this
approach, students of all backgrounds are more likely to be involved to an extent that
guarantees learning (Saphier et al. 2008). Beyond conveying the importance of what
students are learning, and more importantly, is conveying my passion for the material!
Interest and enthusiasm are contagious, and will be readily picked up by my students.
In reaching all of my students, I incorporate the principles of Universal Design for
Learning (UDL) and scaffolding of instruction into lesson planning. UDL dictates that
lessons must incorporate multiple means of representation, expression, and engagement
for students. Material should be presented using different formats (E.g. PowerPoint
interactive lectures, YouTube videos, laboratory inquiry, etc.). Students will have the
opportunity to express their understanding of material in a variety of ways (E.g. written
tests and quizzes, oral presentations, group projects, etc.), and many strategies will be
used to maintain student engagement (NCUDL, 2014). Throughout my education, I found
visual representations and connections to material particularly helpful in learning. Others
learn best when material is presented in an auditory format, as a teacher elaborates on a
concept in lecture. Still others learn best when they can somehow physically interact in
activities related to material. UDL seeks to reach students of a diversity of learning styles
through incorporation of varied teaching strategies in each lesson. Similarly when

32

assessing student learning, UDL dictates that students have the opportunity to express
their understanding in formats beyond traditional written exams.
An example of an assessment that can substitute a written exam (when used in
combination with other assessments) comes from the same evolution and natural
selection unit. Over the course of the unit I ask students to write an open response essay
(I learned about this strategy from Ipswich High School teacher, Greg Chmura) meant to
deepen their understanding of evolution, while providing an opportunity to develop their
skills and express themselves in writing. They are asked to write in response to the
following prompt:
• How is a scientific theory different from a theory put together by a criminal
investigator?
• Describe the scientific theory of evolution:
o 1.) Use your own words to describe the definition
o 2.) Explain Steven J. Gould’s two undeniable facts and one inescapable
conclusion (In your own words!) to describe how evolution occurs through
natural selection.
• Describe one line of evidence that you think provides the most support for the
scientific theory of evolution. Make sure to include why you think that line of
evidence provides the most support, and how that line of evidence supports
evolution.
I include a specific grading rubric, which I go over very carefully when the response is
assigned at the beginning of the unit. Additionally, I provide students with two example
responses, one that would score poorly and another that would receive high marks. I then
ask students to use the grading rubric to evaluate each example. In this way, students can
more fully understand my expectations and how they will be graded and can practice the
peer review process. Students submit two drafts and a final draft, which receives a grade.
The two rough drafts are exchanged amongst students during a peer review process that is
an essential component of this assessment.
A very important point emphasized by Peregoy and Boyle (2008) is the use of
technology to enhance student learning, in the sense of incorporating instruction of new
technology literacies and using new technologies as effective instructional aids. Being
technologically literate has become incredibly important, as students are both assumed
and required to have the knowledge and skills to use a computer, many different kinds of
software, and social networking sites on the Internet. This is true whether a student
intends to apply to college or enter the workforce. Fortunately, in teaching students how
to use various forms of technology, teachers open the door for a variety of instructional
tools, which can be particularly helpful for diverse students, including ELLs. For
instance, as students become competent in the use of computers and the Internet, there are
a variety of online games and simulations that are primarily visual and auditory that could
make class material more readily accessible. Continuing with the prior example,
evolution and natural selection can be challenging for students, typically taking multiple
forms of representation to enable students to fully grasp how species change overtime.

33

However, there are many online simulations that allow students to manipulate virtual
populations of organisms, and observe how their populations change over time. The
simulation requires minimal reading, and very clearly illustrates the principles of
evolution through natural selection. This could make a huge difference in students’
understanding of this topic.
An additional instruction strategy I plan to implement, are daily “learning
journals” in which students describe one thing they learned in class and something that
they found interesting or would like to learn more about. I would emphasize that their
spelling, grammar, and sentence structure errors, etc. would not be graded, but that I
would make suggestions for how they can improve. This will be particularly helpful for
students who have difficulty with reading and writing, especially ELLs. The journals will
encourage students to process and summarize what they have learned, while prompting
them to consider upcoming material. I plan to use learning journals primarily as “exit
ticket” assignments.
While teaching lessons, I imbed instruction of learning strategies that will enable
students to become independent learners. Early on in the year I emphasize vocabulary
strategies. In learning new biology vocabulary, I was taught to break down words and
construct their meaning after considering prefixes and suffixes or root words. I’ve found
this strategy to be indispensible, and I constantly emphasize its versatility and importance
to my all of my students as they encounter new vocabulary as we progress through topics
in biology. For instance, in tutoring a student for the standardized MCAS biology test, I
used this strategy to show this student how he could easily determine whether a particular
word was an enzyme or a sugar, “Enzymes always end in -ase and sugars end in –ose.”
In analyzing ATP Synthase, the student knew that this was an enzyme, but taken a
step further, we considered the synth- prefix. In modeling my thinking to the student, I
noted that the prefix came from the root word, “Synthesize,” and that this word meant,
“to make.” “So, ATP Synthase must be an enzyme that makes ATP!” I then went through
a few more related examples to make sure the student had internalized this strategy. Just
as this technique has been helpful for myself and many of my students, I believe it could
make a tremendous difference for ELL students, not just in learning vocabulary, but as a
method of deciphering word meanings in any context as they internalize this strategy.
Furthermore, I will use daily learning journals to gauge how well students have
learned vocabulary after each lesson. I plan to require students to use particular
vocabulary words in their journaling. In doing so, students will have to consider the
meaning of the words in order to use them in an appropriate context. I can then use
students’ journals in class activities related to the vocabulary that they were required to
use. For instance, I could use an activity such as Graffiti (E.g. small groups of students
respond to words with anything they can recall) in reviewing vocabulary after students
have completed a reading assignment and written a journal entry. This would be
particularly helpful for struggling students, as they will have repeated exposure to words
and the opportunity to work with their classmates as they learn words together.

34

When considering unit construction, I use the principles of Understanding by
Design (UBD) as a model, in which the design process begins with articulation of
overarching questions that shape the unit (Wiggins and McTighe, 2005). The questions
serve as the basis for unit goals and the summative assessment, which in turn serve to
guide lesson construction. In this way, lessons can be specifically articulated to prepare
students for success on the summative assessment at the conclusion of the unit. An
overarching philosophy of my educational model is to always teach with the end goal in
mind. This is true for individual lessons, whole units, and the entire school year. I
articulate goals that drive my instruction, and seek to provide opportunities for students to
rise to meet them.
In conclusion, teachers must believe in their students, and their students have to
know it. We must have high expectations and set high standards, providing the support,
encouragement, and the dedication necessary to enable students to reach them. In this age
of accountability brought on by No Child Left Behind, teachers must avoid the
temptation to “teach to the test.” Students deserve more than reiteration of facts and test
taking strategies. State frameworks are meant to guide what is taught, not how to teach it.
In using UDL and UBD to shape my curriculum, I seek to provide students with a
genuinely engaging learning experience. I love biology and seek to convey this passion to
my students in each lesson in an effort to wholeheartedly represent my field to the next
generation of potential scientists.
PARENT COMPONENTS
It is my goal to keep parents involved and informed, not just when their child
struggles, but when he or she achieves. In this way I seek to establish a relationship with
parents with the goal of forming a partnership in supporting their child’s education. No
one knows my students better than their parents, and in reaching out, I strive to learn
about the affective and learning needs of their child in deriving a deeper understanding of
mutual expectations (Epstein, 2001; Epstein & Sanders, 2006; Wandersman et al., 2002
as cited in Symeou, Roussounidou, and Michaelides, 2012). When a student’s academic
or behavioral performance begins to deteriorate, I seek to work with parents to articulate
goals for improvement. In this way, both my perspective and the perspective of parents
can compliment one another in painting a fuller picture of causative agents of the
student’s deteriorating performance in school. Thus, corrective and developmental goals
would best fit the student’s needs. Furthermore, as parents are involved, I hope goals will
be addressed both in and out of school.
Unfortunately, research has consistently indicated that parents feel unwelcomed
by schools and teachers, and that often times teachers communicate “a message that
parents are not welcome and that they should leave their children’s schooling to the
experts, that is, the teachers (Bastiani, 1996; Crozier, 2000; Epstein, 2005; as cited in
Symeou, Roussounidou, and Michaelides, 2012, p 66).” I want parents to know that I
respect and value their role in their child’s education, and very much value their input. I
begin this process by sending an email to parents before the beginning of the school year:

35

Welcome to Biology!
Please allow me to introduce myself. My name is
Thomas (Tom) Horsley MSc. and I’d like to welcome you and
your child to an exciting year of biology. As parents and
guardians, I understand that you are the most important teachers
in your child’s life*, and it is with that understanding that I seek
your partnership in your child’s education. It is my goal to keep
you involved and informed, not just when your child struggles,
but when he or she achieves. I welcome your input about your
child’s affective and learning needs as we can develop a deeper
understanding of mutual goals. Furthermore, in this way, we can
work to achieve these goals both in and out of school.
I’d like to take this opportunity to give you a brief
overview of my background. I am a born and raised New
Englander, and couldn’t imagine living anywhere else. I have earned a Bachelors of Science in Biology
from Gordon College in Wenham, MA, a Masters of Science in Biology from Angelo State University in
San Angelo, TX, and finally, I later returned to Gordon, where I worked as an adjunct professor of
Biology while earning a Masters of Education in Secondary Education with a focus in Biology. Needless
to say, ever since I was a kid catching turtles and snakes and keeping exotic pets, I have loved Biology!
Additionally, as my picture above suggests, I have spent four years working with bats in the
rainforest of Guyana, South America. I’ve also had the opportunity to work in Malaysian Borneo, and
have traveled to many other places such as southern India, Puerto Rico, and the U.S. Virgin Islands. Feel
free to take a look at my pictures at tomhpics.com. I am truly passionate about biological fieldwork, and I
seek to bring my experiences into the classroom. In this way, your child will receive practical examples of
how the material we learn in class is used in the real world! I strive to make each class practical and
meaningful, adding a greater context to what your child will be learning this year. We begin by
considering, “What is Science?” This is a fundamental question that underlies our entire curriculum. We’ll
then move through ecology, the study of how organisms interact with their environment, cell biology, the
fundamental processes of respiration and photosynthesis, DNA and genetics, evolution (my favorite
topic!), eventually wrapping up biology with anatomy and physiology – with quite a few subjects in
between! It will be a busy year, and I fully acknowledge that Biology can be a difficult subject. However, I
work to accommodate the learning needs of each of my students and set high expectations for their
achievement. I am a caring and empathic person who genuinely seeks what is best for your child! I look to
form a personal connection with each of my students in order to better understand their interests and
needs. I believe your child can and will succeed, if she or he is willing to put forth the effort to learn
material. I certainly do my best to make each class as much a fun experience as a learning experience.
My main objective in writing this letter is to get to know my students. I would very much
appreciate you taking a moment and writing me a letter about your child. This will be immensely helpful
for me as a teacher, since making your child feel comfortable in our classroom is a major part of his or her
success as a student as well as mine as a teacher. I thank you in advance for taking the time to write to
me. In addition to this letter, if you have any other concerns, please feel free to contact
me. Communication is a huge part of your child’s success. If you have any questions/concerns, would like
to visit our classroom, schedule a conference, or volunteer to help out, you can contact me at (603) 425-
9790 or email me at twhorsley@gmail.com*. I very much look forward to meeting and getting to know
you and your student this year!
Sincerely,
Tom Horsley
*Elements based on letter of introduction by 4th
grade teacher, Lisa Guin (Available from: http://www.humbleisd.net/page/6632).

36

In addition to this introductory email, I send parents and students a copy of the course
syllabus and an introductory homework assignment that will be due on the first day of
class. This begins the process of communicating to students that the classroom is their
task-oriented workspace. This introductory assignment is meant to be easy and fun.
Students will be required to bring in a favorite picture of themselves doing something
they love or an artifact that is of personal significance. Additionally, they will be required
to write a brief paragraph describing why their picture or artifact is personally significant
to them. I’ll let students and parents know that each student and myself will be presenting
their picture or artifact to the class within the first week of school, and we will be
displaying them on the bulletin board at the front of the classroom. This activity is meant
to begin the process of building personal relationships in the classroom, and
communicate to parents how much I value that personal connection with their child.
Beyond my introductory email, I send out update emails to parents before each unit of
study throughout the year. I provide a list of topics we will be addressing, as well as an
informed summary of upcoming assignments and assessments. In this way, parents are
kept up to date with what is happening in the class, and are able to monitor their child’s
progression through each unit. Most importantly, this encourages their involvement and
serves to maintain the teacher-parent partnership in helping their child succeed. In
addition to emails, I will call the parents of 5 students per week. By the end of the year
each parent will have received a call. The priority of each call is to express what I love
most about each student and the students’ academic strengths, citing specific examples of
their performance from class. I will also suggest academic and developmental goals that
could be worked on at home. I try to make these weekly calls uplifting and encouraging
for parents and their child.
When disciplinary issues arise, I make every effort to address and correct the
behavior between the student and myself, emphasizing that he or she is responsible for
managing his or herself. However, if the behavior persists beyond the second time
offense, I will contact parents with a personal phone call. Again, I begin the call with
what I love most about their child and describing her or his strengths in my class. I then
describe thei problem behaviors in detail, and read the student’s own input from the
completed Guidelines Violation Sheets. I then reach out to parents, asking for their help
in correcting their child’s disruptive behavior, emphasizing that corrective action is for
their child’s benefit. I finally remind them that I require their signature on the third GVS.
Likewise, proceeding in a similar manner by beginning the call with uplifting aspects
of their students’ performance, I will call parents when their child’s grade falls below a C
minus, making specific suggestions for how they can improve. Additionally, parents will
be able to view their student’s assignment due dates and course updates through the class
Edmodo.com profile. I do not automatically invite parents to the profile, as I try and
emphasize that students should be motivated to complete their assignments on their own.
However, when students are not responsible, and fail to complete assignments on a
regular basis, I will let the student know that if this negligent behavior persists, I will
invite their parents to the Edmodo profile, thus facilitating a greater parental role in
helping students with organizational and time management skills.

37

As an end of the year project, I form student groups based on similar interests and
invite students to research a topic, put together a testable hypothesis, and design and
conduct their own experiment. This is a multi-week endeavor, requiring hard work and
effort. As a summation of the project, students will put together a research poster, which
they will present at our biology class’ research symposium. Parents and school
administration will be invited as students share their hard work and their acquired
biological knowledge! This is a formal presentation meant to simulate the format of a
scientific research conference. However, at the conclusion of poster presentations, I will
supply food and drinks as a way to celebrate our year together as a school community. I
use this opportunity to show parents just how much their child has learned and hopefully
students’ passion for science!
FIRST WEEK OF SCHOOL PLAN
Here I present an overview of my plan to incorporate my classroom management
plan into the first week of school. During this time, I will focus on welcoming students
and helping them to feel comfortable in their workspace, while introducing classroom
guidelines and procedures. As a class, we will practice procedures during the first week
until they become routines. Content instruction will be lighter as students are introduced
to the course. However, we will cover overarching themes that will be critical throughout
the year in biology and contribute to students’ scientific literacy: The Scientific Method -
What is Science? – The Philosophy of Science. In building anticipation for the year
ahead, I emphasize that biology will be a fun and exciting course, while at the same time
emphasizing that I have high expectations for student achievement and the course
requires considerable effort on their part.
Prior to the first day of school, students and their parents will have received a
welcoming email, which details their first assignment. As described in Parent
Components, students will select a picture or artifact that they find personally significant.
They will then write a paragraph explaining the significance and describing why they
have selected the particular picture or artifact. This assignment will be used in a
relationship building activity that will take place over the course of the first week of
school.
Prior to students’ arrival, I will post a clear sign on the door that identifies which
classes will take place in the classroom and that I will be their teacher. This information,
along with students’ first bellwork assignment, will also be written clearly on the board.
Additionally, I will have constructed assigned seating charts for each class period based
on students’ last names in alphabetical order, while incorporating IEP/504 seating
accommodations. Each seat will have a colored sticky note with a number. When
students arrive, I will stand at the door and great students with a smile and a handshake,
letting them know that they’ve come to the right place! On their way in, I will give them
a colored sticky note with a number coordinating with their assigned seat and inform
students that they should read the board for their first bellwork assignment. Students will
find their assigned textbook upon arriving at their desk. I will have already recorded their
assigned book number and written their names on the inside cover (see Classroom

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