Dr. Judith Melillo

Andrew Janick

ADED 42268

Dr. Judith Melillo

February 20, 2002

Classroom Management Plan

My plan to take over the classroom is very similar to what infrastructure is already in place through my cooperating teacher. An example of this is taking role at the beginning of class. After the bell has rung, all students are to be in their assigned seats. Then, by quickly checking the seating chart, it is easy to see who is absent from class. This is then written down, and entered into the grade book at a later time, just in case the student is tardy or something along those lines.

As for assignments, all homework is posted on a large dry erase calendar on the wall of the room. Along with the homework assignments, any quizzes or tests are also posted in advance so the students know what to expect in the form of assessment. Assignments are kept on the calendar for a few days after they are assigned so any student who is absence can see that there was an assignment, as well as helping me remember what I have given the students.

Assignments are turned in by passing them down the rows and then up the rows to the last person on the left. They are then put in stackable plastic bins that are designated for each period separately. Grades are entered on the computer using the Making The Grade program. Janick 2

As for being class, I will use problems of the day or a small quiz on a daily basis to give the students something to work on as soon as they walk through the door. That way there is less time to talk and more quite, hopefully. I also use a technique learned during one of my early field experiences, which is turning off the light after the bell has rung. This usually quiets the students and gets them to their seats. This is one of my favorites to use. As for discipline problems, minor one just call for a student to sit in the hall for rest of class or get a detention for a more serious matter. Major problems involve a referral to the office where the vice principal in charge of discipline takes over.

Changing the Classroom Culture

As for changing the classroom culture, I feel that the most change is needed in the instruction. My teacher is wonderful as relating to the students and does an excellent job. MY thought is that because she does not have the background in math that I have because her degree is based more in early childhood education, I will be able to bring more of an understanding of the concepts to the lessons. Also with my knowledge of some of the research involved in aiding students with manipulatives such as algebra tiles, I think I will be able to help the students grasp the concept behind the procedure, not just the procedure itself. I also have knowledge of different types of examples from the curriculum classes I have taken, so I hope to incorporate some new techniques in the classroom that the students have not seen before. I hope to go more in- depth into the particular concepts, which I feel that my subject matter competence should be of much help. Janick 3

Icebreaker Lesson Plan Algebra Students: 16 Topic:  Fibonacci Sequences Icebreaker Objectives:  Students will grasp the concept of the Fibonacci sequence and of Fibonacci sequences in general.  Students will find the connect between the sequence and it’s generalized form Prerequisite Knowledge:  Addition, Multiplication  Basic understanding of variables Materials:  None Procedure: Opening:  “Today students we are going to take a look at a mathematical phenomenon called the Fibonacci sequence. We are going to connect this with other similar number sequences, and find out some interesting properties that these sequences have.”  Write the Fibonacci sequence on the chalkboard. Ask students what the relationship between the numbers is, possibly giving a hint.  Write up a new sequence using two different starting numbers given by the class. After creating the seventh number, bet the class that you could tell them what the sum of the first ten numbers in the sequence is, even though you only have seven so far. Write the sum off to the side. Finish the sequence up to ten numbers and sum them. You win the bet.  Ask students to find a connection between the seventh number and the sum. 11 times the seventh number equals the sum. Write another sequence so the students believe you.  Show students how the generalization of any sequence is based upon the original Fibonacci sequence. Closing:  “Now by taking any number in the sequence we can create an algebraic equation…’  Move into the basic description of an algebraic equation. Assessment:  Informal during the icebreaker Reflections:  After lesson

Attached: Janick 4

Seating Charts, Grade book Printouts