Personal Teaching Portfolio

PERSONAL TEACHING PORTFOLIO DIANA AFANADOR.

MANAGEMENT PLAN

RULES AND REGULATIONS Rules and Regulations will be developed during the first class in a class meeting. Nevertheless the ones that I need for the class to function properly are: • Listen when others are speaking. • Avoid speaking to your classmates while an explanation is given. • Listen to the instructions given in class, they will not be repeated. • Evade bring toys, albums, marbles, etc. to the class. • Be quiet when an explanation is given, unless the teacher asks something of you, or you have raised your hand and its your turn to speak. ROUTINES FOR THE CLASS • • • • • • • • •

Get on time to class The correct way of entering the art classroom, no playing with the materials, no playing with the stools. Their homework, if they have, should be picked up by one member of the group and then left on top of the table near the board. Always bring our own pencil case Enter the classroom in an orderly fashion. Sit down around the tables, if you can’t find a stool, go to the next classroom and get one. In case of having the last hours of the day, the bags should be ordered at the back of the room. When you see the teacher in front of the board that means you have to be quiet and listen to the instructions for the class. At the end of class, leave your work organized, and the classroom clean. All materials should be organized and given back to the teacher.

PARTICIPATING, OBTAINING HELP, BEHAVING WHEN WORK IS COMPLETED. • •

When you want to participate, raise your hand and speak when it’s your turn. When finishing your work, hand in your work and all materials used in class. If you finish before the end of class, you can

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draw on your “tiempo libre” notebook, or on a paper located in a specific place of the classroom. When needing help: (after the explanations are given and we are in classwork time) o If it’s a question about the subject, ask 3 classmates before you ask the teacher. o Because we usually work in groups, ask your group for the answers. If they don’t know the answer, or you didn’t understand, then ask the teacher. o If it’s related to materials:  Pay attention when materials are handed out, you must go at the proper time, not before or after.  If you need more, ask the teacher before taking them.  If paint is spilt, don’t scream, don’t panic, go outside, look for a cleaning lady and ask her for the things you need to clean it up.

BEGINNING OF DAY OR CLASS PERIOD AND HOW TO REACH CLOSURE. 

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At the beginning of each class, greet the students at the door, then each group should sit together, and avoid playing with any objects that are in the classroom. In some cases, bellwork can be used, leaving them tasks like writing down on a piece of paper what they remember we did last class. In the board there will be a chart with good and bad points for each group. After counting to three each group, by turns raises their hands to get a point and after that they should be quiet in order to start the class. After 5 min. of the start of the class, the list will be called to see that everyone is there and if it’s the case, if someone is late. To reach closure: If they finished their work, each group goes in front of the class to show their work. Other groups give their opinion on the work of their classmates. In some cases we do wordlists of the vocabulary we learned in class. If they haven’t finished their work, then each person says one or two things they learned in class.

WAYS OF ATTRACTING STUDENT ATTENTION •

Through routines, strategies and common agreements. o For example:

o Three knocks on the board with a marker, with small intervals, by the third one, everyone should be looking at the board and they should be quiet. o Through points in the good and bad points chart. o Through visual models of the class activities. o Through the change of the tone of voice when explaining. o By involving students through questions and asking them for the answers. o Through visual aids, as the volume stoplight. TRANSITIONS • First, by modeling with the students, through role play. • Letting them know what is expected of them when they finish their work and there’s another activity after that. o For example: o You should finish at this time, after that all work should be put (on a table..) then, each group should sit back in their places, making sure that all materials are organized and clean and that your place in the classroom is clean. SETTING CLEAR EXPECTATIONS FOR HOMEWORK.  All homework should have a name on the right corner of the work.  It should always be handwritten and the student should do all images. No prints will be accepted. • In case of an investigation the following questions should be answered: o When? o Why? o Using what? o What? PHYSICAL ORGANIZATION OF CLASSROOM. •

The classroom is organized as a 3 sided rectangle, made up by 3 big tables. The missing side of the rectangle is the part where the board is. All stools are around it.

MANAGEMENT PLAN FOR DIFFERENT BEHAVIORS. MIND WANDERING AND DAYDREAMING.  Talk to the student and find out if he usually has this behavior or if it’s only in my class.

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Help him focus by rubbing his back our shoulders. Making eye contact with him when explaining. Checking on him constantly during the class to make sure he’s doing what is expected. Asking him about what he would like to have included in class to help him focus better. Give him a chance to shine in class. Set goals and rewards for his tasks. Have patience. Make a contract.

REFUSING TO PARTICIPATE IN CLASS ACTIVITIES.  Ask about the problem. Why he doesn’t want to participate.  Don’t force him, but give him choices, alternatives.  Find a way of interesting him in the subject at hand, maybe work with a classmate during the class.  Be clear about the expectations you have for the class. State choices.  Be clear about the results of all actions.  Remain calm.  Look out for small improvements in the behavior. FAILURE TO COMPLETE CLASSROOM ASSIGNMENTS. 

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If it’s because of lack of attention, then give extra time with a penalty in grades, or ask him to finish it during recess time. If it’s because the student usually needs more time to finish any assignment: o Give him extra time after class or at home to finish it. o Adjust the work to his needs. o Let him work with another student that could help him.

FAILING TO BRING MATERIALS  

Contact the home, ask again or the materials. Give him something to work with and explain why it is important to bring materials in order to accomplish the class goals.

BEING UNDER THE INFLUENCE OF DEBILITATING DRUGS DURING THE CLASS (FOR M.S. AND H.S.) 

Include him in group work, where other classmates can help him during the activity.

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Pay special attention to him during class. Adjust the level of work to what he can develop during class.

BEING ABSENT OR TARDY 

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Contact him afterwards to find out the cause. In case of illness or that he stayed at home, then give him the information about the work that is needed for him to catch up, without any penalty. If he is absent, but without excuse, then give him the information about the work that is needed for him to catch up, with penalty in his grade. If tardy, check it in the list and in Sophia (school system). If the situation repeats itself, then contact the parents.

 CHEATING ON QUIZZES OR TESTS.      

Wait for him to finish the test or exam. Talk to him afterwards to find out the reason for his actions. Contact the group director and parents. Let him retake the quiz or exam with a penalty on the grades. Avoid pressuring the student. Use the “worried-concerned” approach. Reveal doubt and disappointment at his behavior, not anger or condemnation.

STRATEGIES FOR EFFECTIVELY HANDLING ISOLATED INCIDENTS AS WELL AS PATTERS OF DISRUPTIVE BEHAVIORS.

THE CLASS CLOWN         

Don’t ignore the student. Give it limits, you can enjoy it for a moment, but then finish it. If he stops it, give him special attention. In private conversations, use the “time and place” strategy. Respond with silence, when he is expecting attention through his behaviour. Don’t answer with: anger, rejection, or sarcasm. Don’t try to outwit the student. Isolate him from audience. Explain to the class that good humor is good when done in the right time and place. Be patient.

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Give him appropriate spaces to shine. When loosing control of the class, because of laughter after something he has done, just relax for a bit, join in, laugh, and then urge the class to come back to the activity in hand. After that if some of them don’t pay attention, be silent and serious.

THE DISRUPTER. Disruptive talking and Interrupting.

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Find out which are the needs of the student. Probably attention and success. Don’t respond to inappropriate and immature behavior with rejection. Provide him with responsibilities in which he is closely related to me. Provide with positive experiences that will stop disruptive behavior. Give him a space to shine because of good behavior. When talking with him, underline feelings. Don’t block communication. Get the student to speak, ask for advice. Sit him next to my desk. Don’t reject the entire class because of the actions of this student. Give him tasks that he can achieve, so that he feels that success is something attainable, and thus looks for it through his work. Reinforce a behavior that encourages asking for their turn to speak. And ignoring others when talking out of turn. Talk to him privately after class, or before and question about what a good behavior in class is, and what you want from him.

BEING DISCOURTEOUS       

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Define what respect is with him. Ask about how he likes to be treated. Teach him what is the appropriate way of talking or relating to others. Discuss with him the possible options when dealing with other people. Role play with him different situations Teach by example When faced when an attitude that is discourteous ask him to remember how to he is supposed to respond in a specific situation and what the choices are, and their consequences. Don’t fight fire with fire.

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Try to answer with: What’s wrong? Keep the responsibility on him. Avoid public confrontation Be calm. Say “I don’t deserve that kind of treatment…etc.” Don’t engage with sarcastic comments.

FAILING TO CLEAN UP       

Ask how he likes to work. In what kind of place Explain what is expected of him. Show how he should leave the place where he has worked at. Make agreements with him. Evidence the positive things of working in a clean space. Pay special attention to him at the end of class. Ask him to leave the place as you agreed to. Give him praise when doing a good job.

BULLYING • • • • • • •

Use the delay technique. Explain all consequences after some time and before he gets to do what he has threatened to do. Be gentle rather than tough. Be respectful to him. Establish a one on one relationship with him, where he can find someone to talk to about the things that are bothering him. Praise him for appropriate behavior. And call that behavior “strong”. Show that you care, respect and trust them. Discuss the problem with the parents. Don’t put the student on a position where he feels he must prove something.

VANDALIZING    

React professionally, don’t take it personal. When asking about, or discussing the incident, don’t point anyone out, ask about the situation itself. Talk to the parents about it. Make a plan with him that involves restitution, as well as

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short-term goals and school involvement. Talk about him, with him. Ask what the problem is. Help him find an activity that forces involvement with the school Try to discover possible alternative causes for this behavior. Ask, why? And the consencuences. WAYS OF MOTIVATING STUDENTS.

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Through group work, and points. Extrinsic motivation. Provide positive feedback. Build a quality relationship with them. Let them participate in class and show their work. Use different materials for them to use in class. Use modeling as a visual way of teaching Find out their interests and involve that in the lesson plan. Hold realistic expectations. Be enthusiastic. Reward success. Avoid the bummer words: no, can’t, wont, never, maybe, if. Stress the importance of goal setting. Give them a chance to contribute with something. Connect learning to real life. Take pictures of them. Make them feel like what they are doing or saying is relevant. Incorporate different learning styles Use rewards and Privilges. FOCUS: VISION+ATTITUDE+GOALS+ACTION Use strategies as: charts with good points, the rainbow, popcorn party, etc. Offer choices. Avoid comparisons. Seek role models. Use peer models. Establish a sense of belonging. Adopt a supportive style.