The document outlines Brandon Frischmann's teaching portfolio and philosophy. It describes his experience teaching middle school and different strategies he has found effective, such as classroom management techniques, emphasizing literacy and vocabulary, engaging all students, building rapport, and motivating students. These strategies are based on his experiences and he intends to continue improving and adapting his teaching over time based on students' needs.

1. C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 1

2. PREFACE
My teaching portfolio you are about to view focuses on a
variety of teaching strategies that I have found to be
effective through my experiences teaching at every level
in Middle School.
Through my experiential learning, I have developed this
educational philosophy; however, it is a work in progress
and I expect there will be changes. I believe a willingness
to implement new strategies over time leads to a strong
and effective teaching style.
Therefore, I will always be adding, adjusting, and modifying
how I engage students based on their individual needs.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 2

3. TEACHING EXPERIENCE
 Special Education Inclusion Teacher
 Co-teaching ELA and Math
 8th Grade Learning Lab Moderator
 Social Studies/Literacy Teacher
 6th Grade Social Studies
 1 Block of ESL Social Studies
 Social Studies Department Chair
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 3

4. CLASSROOM MANAGEMENT: FACILITATING LEARNING
• Make students accountable
for their own learning.
• Keep lectures minimal.
• Establish consistency.
• Use Fisher & Frey Model.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 4

5. CLASSROOM MANAGEMENT: PIZZA POINTS
• Class team reward.
• Points earned for classroom
behavior and participation.
• Points taken away for failure to
comply with classroom
procedures.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 5

6. • Steps of consequences.
• Students take accountability
for their actions.
• A plan is made to resolve the
issue in case a similar
situation should occur.
• Based upon life-space
interviews.
CLASSROOM MANAGEMENT: ACTION PLANS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 6

7. • Setting solid expectations
of a class team.
• Roles within a team and
appropriate interaction.
• Supporting each other to
overcome learning
challenges to increase
overall achievement
COOPERATIVE LEARNING: TEAM ENVIRONMENT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 7

8. • Sportsmanship
helps support class
expectations.
• Competition drives
motivation.
• Share responsibility
for learning.
COOPERATIVE LEARNING: COMPETITION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 8

9. • Sportsmanship
helps support class
expectations.
• Competition drives
motivation.
• Share responsibility
for learning.
COOPERATIVE LEARNING: SELECTIVE GROUPING
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 9

10. • Students are eager
to fulfill their
responsibilities
within the group.
• Individuals are held
accountable.
• Provides students
with a sense of self-
importance.
COOPERATIVE LEARNING: ROLE RESPONSIBILITY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 10

11. • Literacy is important
for accessing
information in every
subject.
• As Social Studies
department chair, I
implemented a
successful literacy-
driven social studies
curriculum.
EMPHASIS ON LITERACY: INTERDISCIPLINARY CONTENT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 11

12. • BATS strategy
strengthens written
responses.
• Students use
evidence from text to
support their
answer.
• Promotes higher
level thinking as
rigor increases.
EMPHASIS ON LITERACY: SCAFFOLD WRITING
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 12

13. • Selective grouping
according to
achievement level.
• Rigorous text is
broken down by
paragraph.
• Flexible reading
strategies.
• Easy to modify.
EMPHASIS ON LITERACY: ABBA PARTNER READING STRATEGY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 13

14. • Literacy includes digital,
text, and visual
communications.
• Student must know how
to access information to
support their responses.
• Modeling using
technology.
MULTIDIMENSIONAL LITERACY: MODELING
HOW TO ACCESS INFORMATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 14

15. • Lesson starter.
• Allows students to
use their creativity.
• Demonstrates their
comprehension of
word meanings.
• Interdisciplinary.
BUILDING VOCABULARY: CONCEPT BUNDLES
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 15

16. • Weekly assignment.
• Choice Activity.
• Increase rigor as
year progresses.
BUILDING VOCABULARY: VOCABULARY BOOKMARKS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 16

17. • Provides students
with a suggested
vocabulary list to
use with vocabulary
bookmarks.
• Unit vocabulary list
is separated by
color.
• Promotes self-
efficacy.
BUILDING VOCABULARY: WORD WALL
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 17

18. • Students can use
words from previous
units.
• Prior to midterms or
finals, students are
allowed to re-use
words.
• Students can
reference words
during activities or
assignments.
BUILDING VOCABULARY: USING COVERED WORDS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 18

19. • SIOP strategies.
• Gradual increase of
exposure.
• Bilingual
dictionaries.
• Overcoming
challenges with
Google Translate.
ENGAGING ALL STUDENTS: ELL STUDENTS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 19

20. • Overcoming expectancy
to fail.
• Scaffold assignments
and tasks.
• Differentiating
instruction without
changing content.
• Maintaining high
expectations.
ENGAGING ALL STUDENTS: SWD
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 20

21. • Data is used to plan
instruction,
grouping, and re-
looping.
• Identifies strengths
and areas of
improvement by
standards.
• Acknowledges
external factors that
might affect student
performance.
DATA-DRIVEN INSTRUCTION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 21

22. • Being proactive in
engaging students.
• Every interaction
counts, even a
simple 'fist bump' or
good morning.
• Weekend news to
share what activities
students had
participated in.
BUILDING RAPPORT: SIMPLE INTERACTIONS
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 22

23. • Students are aware of
teachers who are
involved.
• Provides a greater
common ground to
interact with
students.
• Students feel cared
for outside of the
classroom.
BUILDING RAPPORT: COACHING/ACTIVE PARTICIPATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 23

24. • Student input is a
highly valuable tool.
• Useful data for
modifying lessons
and determining
learning styles of
individual students.
• Relationships grow
as students see that
their opinions are
being heard.
BUILDING RAPPORT: STUDENT INPUT
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 24

25. • Students on any
achievement level
can be disengaged.
• Motivation is
increased when
content relates to
their interests.
• Increases students
comprehension of
content.
INTRINSIC MOTIVATION: CREATING RELEVANCY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 25

26. • Student work must
meet all criteria set
by the rubric.
• Display resembles a
trophy case to
strengthen team
environment.
• Students enjoy
seeing spectators
admire their work.
INTRINSIC MOTIVATION: STUDENT SHOWCASE
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 26

27. • Work is shown from
student who have shown
an improvement or
significant effort.
• Promotes student’s work
based on relative
growth.
INTRINSIC MOTIVATION: CREATION STATION
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 27

28. • Student who
performed well
behaviorally/
academically is
chosen to rearrange
my face using a dry
eraser marker.
• Entertains students
and provides a non-
traditional reward.
EXTRINSIC MOTIVATION: STUDENT OF THE DAY
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 28

29. CONCLUSION
The teacher portfolio you have just viewed is a brief
glimpse into the different strategies that I have
found effective in my teaching experiences.
As I progress in my career, I strive to improve my
pedagogy to support students to grow socially
and academically. This is my lifelong
commitment.
C O P Y R I G H T 2 0 1 5 B R A N D O N G . F R I S C H M A N N 29