Fifth Grade Classroom Rules Come to class prepared

Classroom Rules -Come to class prepared and use your time wisely. -Be respectful of

Setting Chart FRONT APRIL GILLEY LILLY EVANS MATT ZIMMER SUZY WHITE JORDAN KASS BILL

The reasons why we arranged the students as we did in the classroom… •

Class Schedule 1) Students come in, put up coats and back packs in cubbies

As a teacher I would talk to Suzy when no one was around and

Formative and Summative Assessment of Students 1. In our class, there will be a

3. As stated before, the emphasis on formative assessments and problem solving will form

5. 25 % of the English grade will consist of a small group of

7. As far as summative assessments, the ISTEP will obviously be a major part

9. Therefore, the majority of our grading will be based upon formative assessments and

• • In order to keep parents involved in what their children are

What I can do in this case when students interrupt with questions and I

• The UDL helps to make students expert learners. They develop three broad

Examples of How to Use UDL. -For kids with English as a second language

• • • A. )First off, n Matt’s case I would calm him

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Fifth Grade

Classroom Rules -Come to class prepared and use your time wisely. -Be respectful of each other physically and verbally. (Remember to be treated the way you would like to be treated). -Be honest -Always follow directions. -Be cooperative with each other. -Take care of all school property and be respectful of our school environment. -Keep hands, feet, and objects to your self. -Eyes on your own paper during assignment, quizzes and test. Consequences - Warning Marbles extracted from jar/missed recess Note or call home to parents Sent to principal Marble jar There will be two jars in the classroom, one of them will be full of marbles and the other one will be empty. If the class demonstrates behavior, using manners, and shows respect a marble will be added to the empty jar. If they do not show this, marbles will be extracted from the jar. When the empty jar is full, the class will have a pizza party.

Class Environment

Setting Chart FRONT APRIL GILLEY LILLY EVANS MATT ZIMMER SUZY WHITE JORDAN KASS BILL TEMPLE JOHN CARTER SHELLY OWENS FELIX FERNANDEZ ROSA RODRIGUEZ BOB ABBOTT PENELOPE POPE RALPH NESBITT ARTURO MORALES AMY DOAN LIBBY LYLE MAX JACKSON BRETT HUDSPITH AAHLAADITH RAJA MIYOKO YOSHONI

The reasons why we arranged the students as we did in the classroom… • April and Lilly are together because one struggles with math while the other loves math. Many times the student may be too embarrassed or shy to speak to the teacher but may find another student more approachable and so on many of the students we tried to match students who were weak in an area with another who was strong in that area. • We tried to keep the children who have tempers or like to intimidate others closer to the teacher’s desk in order to hopefully discourage bullying/ fighting. • We also tried to keep students who have issues with each other apart such as Bill, Aahlaadith, and Brett. We also tried to keep timid children from sitting by aggressive children. • We put Felix next to Rosa since Rosa speaks English more fluently whereas Felix is still learning.

Class Schedule 1) Students come in, put up coats and back packs in cubbies (shelves). 2) Homework is collected by two students assigned to this job and turn in to box on teachers desk assigned to homework. 3) Take attendance 4) Pass out papers by a different student before class starts or after I finish giving the lesson. 5) Students will be permitted to use the restroom when they need to but only one at a time can go. 6) I will have the homework written in the board and students will be responsible for witting it in their agendas. 7) I have to sign their agendas to make sure they wrote their homework assignment. 1) Reading 2) Language arts 3) Lunch 4) Recess 5) Science 6) Mathematics 7) Art/music 8) Cleaning time

As a teacher I would talk to Suzy when no one was around and it was just her and I. I would talk to her about bullies. I would ask her if she knows what one is, and what one does. I would also tell her why bullying is wrong. After we talked about bullies I would ask her if she wanted people to think she was a bully, if not she needed to be nice to everyone. After talking to Suzy I would talk to April and tell her that having holes in her pants would be okay, and that she will get new clothes, but having holes is not a big deal.

Formative and Summative Assessment of Students 1. In our class, there will be a heavy emphasis on formative assessment and group activities. There will be a group activity that will comprise 25 % of the grade in American History, based upon a video shown to the students and their collective response to a question posed to them, could the Civil War been prevented? Each student will represent a collective group in 1860 (i. e. ; Northern states, Southern states, Lincoln, abolitionists) and respond from the viewpoint and experiences of their group as to the best solutions for preventing the impending conflict. 2. There will be a parent-teacher conference scheduled roughly every 9 weeks where parents will be able to come up to the school, view the classroom, ask any questions or express any concerns to the teacher and get a complete assessment on the performance of their student in the class.

3. As stated before, the emphasis on formative assessments and problem solving will form the majority of each student’s grade. Group projects will be emphasized heavily and it will be the teacher’s job to make sure that each student’s input is recognized and acknowledged. Quizzes will be utilized often to make certain that the necessary information is being learned and even more important, understood. 4. Reading and writing will be heavily emphasized in our classroom. Of course, allowances will be made to ESL students, and it is the teacher’s job to make sure that they are put in situations where they too can contribute and fully understand their assignments and what they have to do complete their assignments within their group.

5. 25 % of the English grade will consist of a small group of students ( we plan on using student groups of 5 -6 in our class) reading and evaluating The View From Saturday by E. L. Konigsburg and the lessons they have learned from this excellent book; which I believe has many lessons about friendship, tolerance and being open to differing viewpoints. Each student group will work on and complete a 2 -3 page paper upon the book’s completion, writing about what they have learned from the book and what lessons they plan on implementing in their own lives from the book. This will be a 2 week project, being as the book is 163 pages long, and sufficient time will be given in class to work on this project as well. 6. There will be one field trip per semester, as we hope to open up our student’s eyes to learning and that it need not be drudgery, but instead can be fun. The Cincinnati History Museum, Museum of Natural History and Science and the Cinergy Children’s Museum are all located in the same location in downtown Cincinnati and will comprise one of the fieldtrips. Each student will be asked to write a two page paper on their favorite thing they learned from their visit and how this applies to their everyday life.

7. As far as summative assessments, the ISTEP will obviously be a major part of our class time for a two week period, as instructors, it is our job to fully prepare our students and give them ideas about the methodology of the questions, what kind of questions will be asked and to work with each student on their weak points to hopefully alleviate any “test anxiety” issues and get them as fully prepared as possible. 8. We believe, however, that formative assessments, cognitive learning and working together to solve problems in small groups will do a much better job of preparing our students not just for future academic purposes, but instill in them some of the life lessons they need to better themselves and set them on the right path to becoming future college graduates and productive citizens. We believe in Benjamin Bloom’s quote: “A large part of good teaching is the teacher’s ability to attain effective objectives through challenging the students’ fixed beliefs and getting them to discuss issues”. That is why the foundation hallmarks of our class will be communication, debate, and a belief in open-minded tolerance.

9. Therefore, the majority of our grading will be based upon formative assessments and problem solving based learning. It is our job as instructors to fully integrate the more reserved or “quiet” students into this process and to get all of the students on the same page. Math will be more of a summative topic and will be handled as such, but we believe as a group that science, literature and history are all subjects that can be handled better by formative assessments and project-based learning, with the additional benefits of establishing some classroom camaraderie and teamwork and tolerance. We all believe that establishing a tone in the classroom of “we are all in this learning endeavor together” can only strengthen the classroom experience for our students and make us better teachers as well. 10. Any students who are struggling with the curriculum will be informed by the teacher in private and be given a paper to take home and have their parents read and sign. As instructors, it is our job to provide these students with any extra instruction or time they may need in understanding the classroom material and address any concerns they, or their parents, might have. 11. In conclusion, 75 % of our students grades will be based on formative assessment (group projects, debates, problem solving and short quizzes based upon what they have learned and understand from their work) and 25 % will be based upon summative assessment ( tests based upon lectures, worksheets and textbook).

• • In order to keep parents involved in what their children are doing at school we plan to implement several ideas. First off, parents will receive regular phone calls on a biweekly basis. There will be a class room website sent out to the parents in which they can see what their child is doing in class. There will be class field trips, class projects and conferences in which the parents can be involved in. Phone calls, emails, and posts on the class website will tell parents of upcoming events that they can be involved in. Parents will be required to sign the child’s agenda to show that they know what homework their child is working on and what is due. Instructions will be sent with the homework so the parent will be able to help the child if they want to and are able to. Parents can also come to a special needs drop-in session if they have special needs child. There will be a career day in class to which the parents can come visit their child and talk about their job. Special steps to help out reluctant or unfriendly parents become involved might include meeting the parents in a different location to form a relationship and then once the bond is made the teacher (we) can introduce them to coming into school (this could work well for the unfriendly parents). Another way we plan to handle reluctant or unfriendly parents includes a reader-friendly newsletter, invitations to school events that are funded in case money is an issue, the parents will be given a welcoming approach from the teacher and staff, and there will be a parent support network for parents who are more reluctant/ unfriendly.

What I can do in this case when students interrupt with questions and I can’t help all of them at the same time, I would ask my students to raise their hands if they need help. This way I can conduct individual student conference. If they need help they have to wait until I can help them. I can do two individual student conferences and then I can help two to three students then I can continue with the conferences and then after two conferences I can help other students and so on. To prevent this from happening again during student conference each student will have a number and while I do individual conference I will be calling a number and ask if the kid with that number has any questions or need to be helped. This will help me a lot because students will know what to do or how to wait to be helped.

• The UDL helps to make students expert learners. They develop three broad characteristics. They are: 1. Strategic, skillful and goal directed. 2. Knowledgeable 3. Purposeful and motivated to learn more. It allows teachers to remove barriers that could prevent learners from meeting this important goals.

Examples of How to Use UDL. -For kids with English as a second language (ESL) they can practice their English in a special program that includes flashcards, games, vocab words, verbs etc. to increase their learning to students like this. (Felix, Arturo, Rosa) - For students with math issues they can practice more activities in a program that is called Math lab. It has practice problems, quizzes, games and more. (April, Shelly, Matt) For students that struggles with reading they can have access to a program that includes reading and language arts. (John, Jordan, Libby) They can practice all this from a computer or from an i. Pad.

• • • A. )First off, n Matt’s case I would calm him down by telling him that I would show him where the exam problems came from in the homework. Then I would simply pull out a copy of the handouts I give students every year and compare it next to the exam I gave his class. I would be prepared for this ahead of time and keep extra papers so if I ever need an extra copy for any reason including this reason I could just pull the work out and show the student, parent, or whoever else may have a question. If there were exam questions from the book I would do the same and show him exactly where his exam question s came from in his text book questions. B. )A teacher could tell John that the scores were recorded, but then they could tell him, as well as the class, that there is a change for extra credit to boost their grades. By giving John, along with the class, a chance at extra credit a teacher could calm his class as well as John without calling john out for changing his answers and embarrassing him in front of his classmates. C. ) Libby may need more challenging material and seems as if her boredom has caused her recent low scores. Sometimes children with above average intelligence need more challenging work to further themselves and stay interested in their work. Perhaps one could talk to Libby and her parents about giving her a bit more challenging work to see if this works and her grades come back up again.

BY: BRITTANY YEIMY JESSICA SCOTT