CI 449

1. Introduction
In my eighth grade English classroom there are students ranging from ages 13-14. Most come
from single parent homes located in Boone County, West Virginia. Socioeconomic statuses of
these students’ ranges anywhere from low to middle class.
Classroom Management Philosophy
I would like to think that my classroom management philosophy is somewhere in the happy
medium of student-centered and collaborative effort. I hope that in my classroom I allow and
provide to my students the environment in which they can express themselves however this wish
within reason (obeying school and classroom rules). Management theorists in which I have
chosen to mirror in my classroom are Alfie Kohn and Linda Albert. I have chosen Alfie Kohn
because he states that rules are not a good idea. I agree with this because I feel like the more
limitations you put on a child/student the more likely they are to try to disobey them; not only
will they disobey them, but within trying to disobey them they are looking for loopholes to
dodge the rule(s) established. Students also feel like the more rules a teacher has, the less likely
they are to express themselves, because they may not feel comfortable enough to do. In my
classroom, I want my students and myself to feel comfortable to express whatever feelings and
opinions we are experiencing. I do not want my students to feel like I am policing them, but
rather guiding them to do their best. I chose Linda Albert to mirror as well in my classroom
because she insists that a classroom is most successful when students and teachers work together
to establish a code of conduct (rules). She also states that the importance of a code of conduct is
that it applies to everyone including the teacher. I also agree with this because students are more
likely to defy a teacher who does not take the rules and apply to their own actions.

2. In my senior year at Scott High School in 2013, I had an English teacher, Carrena Rouse who
literally changed the way I thought about teachers. She gave us an agenda at the beginning of
the semester and allowed us to work on it at our own pace. She gave us little workshops or
turnin points along the way, and until each check point was turned in, and graded, you couldn’t
move on to the next section, while this would be a concept of which an 8th grader would struggle
with, it could be modified and used. She was a teacher who had very few rules; they were to
respect one another and their opinions and to be as prepared as possible for each class period. I
would like to mirror her rules in my classroom because students enjoyed coming to her class
because they knew they were safe with her and that she would openly listen and encourage you
to you fullest potential. She allowed students to express themselves as long as they were not
crossing any boundaries both racially and morally.
Organization of Classroom and Materials
In my eighth grade English/Language Arts classroom at Madison Middle School in Boone
County, West Virginia my teacher had bulletin boards in her classroom, but they usually only
had school functions posted on them. In my classroom I would like to display student work and
student of the week for each class period. The walls were cluttered with word walls, that we
didn’t use, the alphabet, and pictures that did not pertain to the classroom or subject area. In my
classroom, I would like to have things that will be used in my classroom. I would like to have
pictures of the novels that my students will be reading, and maybe example projects that I have
completed for the novel that they will have to recreate. In this classroom there was not a lot of
floor space because the classrooms were rather small. In an ideal classroom, I would like to have
enough room for a reading circle, and for project areas. In the eighth grade classroom I was in,

3. the student desks were in rows of 6 with about 8 chairs in each row. In my classroom, I would
like to arrange my students desk in a circle so that discussions are more effective and so that
students can see one another when they are speaking or asking questions. The teacher’s desk
(Ms. Nelson) was in the far corner away from the door and was not in direct sight of the students
because there were bookcases in front of it. In my classroom, I would like for my desk to be
behind the circle of student desk so that during quizzes and or tests I can monitor the students to
prevent cheating; bookcases would be most effective on the sides of the classroom so that
students can see them, but are not distracting from the students work. The classroom I was in
had no work areas or learning centers. I would like to implement them in my classroom. It
would be convenient for both myself and students to have a mini computer lab (consisting of 4-
5) in a vacant corner of the classroom that would not be distracting to students. In Ms. Nelson’s
class there were not any plants or pets, however I would like to have a class pet. I have pet rats
now at my home and they are wonderful. They are very quiet animals and are smart. I think that
pets are effective in classrooms because it gives the students a chance to learn responsibility if
they have to participate in the care of the pet. In my 8th grade science class, we had one and it
was a combined effort from each student to care for the rat. This could easily be incorporated
during bell ringer time.
Plan Classroom Rules/Violations/Consequences
While some rules are effective with student some are not. It is important that rules are asking the
students as opposed to ordering students to do something (Ex: WHAT NOT TO DO: Do not be
out of your seat when the bell rings vs. WHAT TO DO: Please be seated before the bell rings.
Rules for my classroom will mostly be those that apply to common sense and those that should
be an understood school rule. I think the rules I have chosen for my classroom will be effective

4. because I chose them to reflect well on student behavior and respect. I will allow my students to
make a rule of their choice as long as it does not conflict with any preexisting rules issued by the
school itself.
Rules for my classroom will be as followed:
1. Be prepared for class everyday (pen/pencil, paper, notebook, calendar)
a. 4 of the 5 participation points for each day will be deducted.
2. Be in your seat when the tardy bell rings
a. 1 of the 5 participation points will be deducted for that day
3. If you have missing work, please the binder at the front of the room for those
assignments, please use you resources (friends, class materials) before seeing me.
a. No real consequences for this except another referral to a friend or classmate that
was present that day.
4. Please keep food and drinks put away in lockers during instructional time, water is
acceptable.
a. Student will be asked to discard food/beverages or take them to their lockers.
5. Respect your classmates and instructor when they are speaking/expressing their opinions
a. 1st offense: verbal warning
b. 2nd offense: email/phone call to parent
c. 3rd offense: referral to higher administration
6. Please keep outside language, outside the classroom
a. 1st offense: verbal warning
b. 2nd offense: lunch/afternoon detention
c. 3rd offense: parent involvement

5. d. 4th offense: referral to higher administration
7. Keep cell phones put away in your locker, pocket or backpack, this is a violation of #5.
Students may also put their phones in the assigned phone box.
a. 1st offense: verbal warning
b. 2nd offense: take phone and give to administration
c. 3rd offense: phone call home and will be asked to leave in locker
Plan Procedures for Your Classroom
In a classroom, organization is key to keeping students on tract. Organization can be something
as simple as having the same procedures to opening class every day with a bell ringer, and
having students turn in homework assignments. It is a way in which students understand how
the class will be guided every day. If students understand that a class will be organized the same
way each day they know what to expect and ways in which they will conducted. It sets a tone
for the class as a whole each day so they know what to expect and what is expected of them.
Beginning Period: Students should be in their seats before the tardy bell, and they should be
responding to the bell ringers that are posted for each day.
Out of Room Policies: If a student leaves the room they should address the teacher (me) and
they should sign the form at the front of the rom by the door with their leaving time and name,
take a hall pass to their designated area, and put the time in which they returned.
Use of Materials and Equipment: Students should respect their own materials, teacher’s
materials and school materials. If they do not treat them with care, then they will be taken away
for a period of time until they can prove they can do better with the responsibility of materials.

6. End of Period Procedures: Students should not leave materials out or in the wrong places,
students will be dismissed at my discretion of classroom cleanup. Students will be dismissed
with the phrase, “Make smart choices” each and every day.
Students will be instructed to do a bell ringer each day that pertains to the lesson that will be
taught. Students will be required to show that they are ready to work each day by being attentive
and respectful to me as the instructor. They will have assigned seats and will be ready to work
each day. If not they will have points deducted from their participation points for that day. For
lessons that will be taught students will be provided with other materials that help them bridge
the gap between the lesson and understanding what they are required to do.
In my classroom I plan to have group book reports and group poster projects that pertain to
different lessons that requires students to do collaborative work. For the group book report,
students will be assigned a different project for each, some may have character charts, other will
have setting maps. Students will be required to map out the importance of the characters and the
importance of the setting(s) within the text. They will be using multi-purpose copy paper to do
each of these tasks, and will use colored pencils to add colors and designs that are pertinent to
the understanding of the choices they make. For the group poster project they will have a poster
board that they will be using to demonstrate their understanding of each unit that is taught. I will
assign groups based on students who pay attention and try their best on assignments and pair
them with students who struggle, but yet try their best on assignments throughout the lesson. I
expect students to participate actively in the classroom and to be on their best behavior when we

7. do “fun” projects. If students begin to abuse the “fun” time in the classroom it will be taken
away and will be reassigned to doing singular book reports.
Plan Accountability Procedures
In many of my classes there were tests, I never really took many quizzes, however if a quiz was
offered I seemed to do better on it because it did not seem like a life or death kind of assignment.
The word test for some reason puts so much pressure on me as a student that I usually flake out
on it. I usually done well on creative projects, such as this. It did not apply a lot of pressure on
me as student even though it is worth a lot of points, it does not make me nervous about the
assignment.
In my classroom I will hold my students accountable to only their best work. I will not accept
crap assignments and projects from my students. I will expect them to forth their best effort and
to be proud of their work. I will assess my students using points, they are less stressful in my
opinion than saying this is 50% of your final grade, etc. To give my student feedback I plan to
write notes on their assignments telling them to meet with me after or before class to discuss
errors that I found. To communicate assignments I plan to give them a detailed verbal overview
and then give them rubrics detailing what it is I want from them.
Incorporating technology in an English classroom for me will be a difficult task because I would
prefer to give them verbal communication as opposed to sending emails or using an online
grading system that is issued by the school system. I assume however that I will use those two
methods because for me they would be the easiest and most convenient. I would send the email
to both the student and the parent to communicate assignments and grading. I would address the
student more so than the parent but I would offer parents to give their feedback as well. With the

8. online grading system and communication system I would address the student in a respectable
manner and ask them if they were having issues to please see me when we met next period to
discuss the details.
Dealing with Diverse and Challenging Student Situations
Journal 1
Pre Journal: Since Sam is a likable student and he seems to feel like the material being taught is
not of his interest, give him leadership roles in the classroom, he may be able to guide the
students in a direction of learning if given the opportunity. Since Sam also does not seem to be
interested ask him in a private conference if there is anything as an instructor you can do to make
the class seem more interesting.
Post Journal: Give Sam extra work
Give him topics that are more interesting to him
One-on-one meeting
Parent Involvement (email, phone call)
Offer him incentives for work turned in
Journal 2
Pre Journal: For myself I would call him out on one of his not so “Mr. Perfect” attributes, such
as his know it all attitude, even though this may not be the right thing to do, it may help him
understand that students and other classmates can’t stand that he acts like he knows it all.
Post Journal: Talk with him, ask him questions about his attitude
Tell him how other students may perceive him
Explain to him that academically he is great, but he needs to calm himself in the
classroom.
Have a class discussion about respect
Create a calling system to where each student has a chance to respond. Limit him
on how many things he can say daily.
Journal 3

9. Pre Journal: Jennifer is a power seeker so I would reinforce the rules of the classroom and
school. I would possibly give her more leadership roles to keep her busy so she’s not such a
busy body.
Post Journal: I would reveal the rules again to Jennifer and make sure that she followed them to
their fullest
I could do a conference with her one on one
Make sure that she and I bot has an instructor show equal amounts of respect
Journal 4
Pre Journal: I would do a one on one conference with him to see if he was experiencing
bullying. I would try to call on Billy more often in class and allow him to show his intelligence
with his classmates as it should be something he is proud of.
Post Journal: One on One conference
Explain that it has been acknowledged that he is very intelligence
Ask other teachers if Billy is just as quiet in their classes
Journal 5
Pre Journal: Lucy is a bit like myself when I was in high school except my parents would have
busted my behind. Lucy is student that teachers are going to struggle with until she graduates if
she graduates. I would probably call her out in class, infront of the class. I had a teacher do this
to me and it totally changed who I was a student. If that doesn’t work I would try a one on one
conference with her and try to get to know her on a more personal level. Find out her interests.
Post Journal: Talk to other teachers and discuss her behavior

10. Draw up a behavior/Support plan
Get to know her/find common interests with her
I found that the discussion circles were great ways to collaborate with my classmates, much like
I would do in a real life situation with students like Sam, Billy, Jennifer, Lucy and Zach. These
students will at some point appear in one of my classes and this was a helpful assignment to help
me understand successful ways to communicate with these students and their parents.
The 1st Day of School Lesson Plan
My 1st day presentation went rather well. I felt so nervous in front of the classroom because I
have never been the type of person to draw attention to myself, especially in front of a group.
Looking back at my presentation video, I felt like I had performed a lot better than I had
expected. I can still hear the nervousness in my voice that I felt that morning… With that being
said I wish I had been a little more prepared, and had the calendar I mentioned. I also wish I had
started my morning of introducing myself to my students and actually saying something other
than, “Well it’s about that time”… Like what was I thinking? The feedback on my presentation
was very positive and did not make me feel bad about what I had presented to my peers.
LESSON PLAN FORMAT
Teacher: Tabitha Jarrell Grade Level: 8th
Content Area: English Topic: First Day Presentation
I. Lesson Goals and Objectives –
1.)The student will be able to read the classroom syllabus

11. 2.)The student will be able to write down a question in any form that any
student can answer
3.)The student will be able to take away the ability to understand the
importance of knowing their classmates
II. Rationale –
1.)During our first week of 8th grade English, we are going to get to know one
another by participating in an activity as a class whole. My goal for my students
this semester is to know one another on a first/last name basis, if they do not
already do so. I would like for each of the students to understand the
importance of the class syllabus and the reasoning behind the grading choices. I
would like for my students to express their feelings based on each unit of this
semester that I hope to cover with them.
III. Procedures- Activities and Strategies
1.) Before and at the Bell – Lay out syllabus and copy paper to make it easily
accessible to all students, try not to be too nervous and communicate with my
students, say hello to each student as they picked up their materials for the day
2.) Introductions – say hello to each student as they picked up their materials for
the day
3.) Discussion of class rules – I plan to write my rules on the marker board and
draw their attention to it, have them read the rules aloud
4.) Presentation of Course Requirements – In my syllabus, I listed several
different units and I plan to look up fun activities that can be done alongside of
the major projects that are beneficial to the students to learn the material.
IV. Initial Content Activity –
1.) Snowball Fight!
a. Each student will pick up a blank piece of copy paper along with
their syllabus, they will set that paper aside and wait for further
instructions after the syllabus is explained. After reading over the
syllabus and making sure that no student is confused, they will
then take the copy paper and write down a question that can be
directed toward any other student in the classroom (ex: What is
your favorite color?, favorite food?, etc.). The students will then be
divided into two groups and split on each side of the room, the
students will then begin to throw their copy paper with a question
written on them across the room to the other side, once all of the
‘snowballs’ are on the floor each student will take 1. Once the
students have had time to read the question, they will then begin
to share their question and their answer.
V. Ending the Period – After the activity is over, ask students to return to
their seats.
VI. Assignments – Snowball fight question

12. VII. Assessment –
1.) Teacher will check for struggling readers
2.) Teacher will guide students through the questionnaire process
3.) Teacher will help students understand the importance of knowing the
syllabus and their classmates
VIII. Materials and Resources
1.) Copy Paper
2.) Pencil/Pen
3.) Syllabus
The 1st Day of School Handout
Welcome to Ms. Jarrell’s 8th
Grade English Class!
E-mail: jarrell116@marshall.edu
Phone: 1 (555) 555-5555
*Open Door Policy M, W, F*

13. TR by e-mail
I hope that each and every one of you take advantage of my open door
policy on the given days that it is offered to you. My goal is to be available
to you throughout the day for any purposes that you may need assistance.
My email will be open and checked every day from 6pm-8pm.
Course Description:
As eighth grade students,you will be exposed to a variety of genres of writing, through autobiographies,
novels,poetry, etc. We will start out with reading autobiographies of your choice and then writing your own,
up to this point in your life, reflect on past memories as far back as you can remember. As a student,you will
develop a better understanding ofthe importance of vocabulary, grammar and parts of speech as they will be
integrated throughout the curriculum.
Plans for the Year:
Unit Texts/Types Unit Assessments
1. Writing Autobiographies Descriptive Writing
Expository Writing
2. Fiction Speak by Laurie Halse
Anderson
Group Projects
3. Non-Fiction Persepolis Write/Draw Your Own
10 Page Graphic Novel

14. 4. Poetry Sonnets
Acrostics
Diamantes
Free Verse
Cinquain
Found PoetryProject
Group Readings
Class Readings
5. Short Stories “A Rose for Emily” by
William Faulkner
“Flowers forAlgernon” by
Daniel Keyes
Write Your Own Short
Story
6. Analyzing Todays
Media
Advertisements from TV,
Magazines, Movies
Create Advertisement
basedon interests
Free Write: How
advertisements affect
our lives
Course Materials:
-3 ring binder, 6 tabbed dividers, loose-leaf notebook paper and pen/pencils.
-I also recommend that you also have some type of printed calendar to write down
assignments and due dates.
Grades:
Projects & Essays-60%
Quizzes -15%
Class Discussion/Participation-15%

15. Mapping/Worksheets-10%
Grading Scale:
93-100—A
85-92—B
75-84—C
65-74—D
0-64—F
Student: I have read the course description and policies for Eighth Grade English. I will
observe the policies as printed above. I will make every effort to contribute to my class by
keeping a positive attitude, being prepared, being respectful of my teacher and fellow
classmates. Parent: I have read the above course description and will help my son/daughter
keep a positive attitude for this school year.
Student Name (Print)__________________________________________
StudentSignature:_____________________________________________Date:___________
PARENT/GUARDIAN
NAME

16. RELATIONSHIP
HOME PHONE
CELL PHONE
WORK PHONE
EMAIL
Parent/Guardian Signature: _________________________________________ Date:___________
Parent Involvement Ideas
As a teacher you can build parent support systems by simply asking parents to be involved.
They may not understand their role in their child’s education. They may need encouragement
the same as a student.
Initial Contact: Phone Conversation: Tell parents that it is dire that you meet with them to
discuss their students achievement/progress or lack thereof. A personal letter to parents of
children is a great way for parents to see that you care about the wellbeing of their child and
education. An email is another formal way of which communication can be done, but it may
seem offensive, because after all writing is a way to tell if a person is being sincere or not.

17. Ongoing Contact: School-grading systems such as Edline/Engrade is a way in which as a
teacher they can communicate openly with both the parent and the student. Agenda signatures
are also a great way to relay messages; however, it can be easily faked with a different adult or
student signature. Parent signed assignment may also be great option for students who are
struggling or who have parents that want to know what it is that their child is doing in the
classroom.
Selected Parents: email would be a great way but often times parents may not be able to use
technology in which they could easily communicate. A text app may also be an option to keep
parents updated frequently. It may however interfere with FERPA if it were sent to a number
that had been switched/disconnected. Face to face meetings are my choice because they are the
most effective way that I communicate with people, although it may not work for others.