In this course we spoke a lot about Learning Environments and Classroom Management. I found this to be exceptionally helpful because this is the area I have struggled the most this past year. So, one of our assignments was to write a theoretical letter to the parents of our future students that discussed these things. Here is my letter:

Dear Parents,

Allow me to introduce myself. My name is Sarah Shirey and I will be your child’s 7^th grade Life Science teacher this year. I have had a passion for science since I was a child and I hope to instill that same passion in each and every one of your kids. Our curriculum is called the “Next Generation Science Standards – Life Science for All.” It is really geared towards ensuring that all students find something to love about science and are able to find at least one thing that sticks with them for a lifetime. Seventh grade is such a fun year because this is when your students begin to learn about life in all forms, including the human body. Kids at this age love learning about themselves and hopefully some of what they learn will be useful for years to come.

Before I continue with some rules and expectations for my classroom, I want to give you a brief description of how different classrooms can be run and give you an idea of how I plan to manage my classroom this school year. I think making my style of teaching clear to parents up front allows for you to know what to expect as the school year progresses and questions may arise.

Styles of Classroom Management

In the practice of teaching, it is simultaneously an art and a science. Teachers can often times have many skills that will help them as they express or show their individual talent in the classroom. At the same time teaching can be a science or discipline based on theoretical practices (National University, 2018). In keeping these things in mind, maintaining a balanced environment can help a teacher maintain their classroom in the way that they desire. Keeping these things in mind, there are several different styles to classroom management.

The first style is a Behavioral approach to teaching. This style focuses on making expectations clear up front and reinforcing those behaviors. This practice includes redirecting any behavior that does not fit with the expectations (Huitt, 1996). The Cognitive approach is another way of looking at classroom management. In this approach, the teacher is more likely to employ counseling approaches to the classroom. This means they will be counting on the student to be able to use their reasoning skills to determine if their behavior is appropriate or not. The Cognitive theory says that the way that a person thinks will determine how they feel or behave (Raines, Pronti, & Taylor, 1996). Another approach to classroom management is the Humanist approach. This approach places the expectations of success on the learner. Part of that expectation is to be responsible for their own learning and take responsibility for their actions (Firdaus & Mariyat, 2017).

Lastly, the Social Psychology approach to teaching is my preferred method of classroom maintenance. Social strategies help students to have a better experience in school, promotes a supportive environment, and ensures that students feel safe and empowered in the classroom (Arhin & Laryea, 2018). This type of approach to teaching has been shown to improve the school’s overall environment and provide more opportunities for students to learn. Using this approach in my classroom means that there will be a lot of Cooperative Learning taking place. This means that students will be working together in small groups or teams to help each other out and improve their understanding of the material that is being presented to them. Working together has been shown to improve academic success, maintain behaviors, increase self-confidence and motivation, as well as encouraging students to actually like school and their classmates more (Balkcom, 1992). Hopefully as we work together this year to learn, you will see these positive behaviors in your child in regards to their academic success. I really want to encourage students to love school and enjoy learning. I do not want it to be an experience that they dread. I feel like if we are working together we can make this a positive experience this year. I will be working to build one on one relationships with your students and ensure that any necessary modifications are made for students with Individual Education Plans or other specific needs.

Rules and Expectations:

When teaching, there are a variety of topics that tend to come up about rules or expectations that I have for my students. I have gone ahead and created a chart below that addresses some of these frequently addressed issues. Hopefully this will provide some clarification for you and your student so that they will have a better idea of what is expected of them in my classroom this school year.

Active Listening: Talking guidelines for the classroom	The students will hear me address “Fundamental Skills” throughout the school year. One of the first Skills they will hear me mention will be the concept of “Active Listening.” Any time students hear me say “we are actively listening now,” they will understand that this means that all talking needs to stop and steps will need to be taken to follow instructions that I am giving. “Active” implies that steps will need to be taken following a briefing from the teacher and students quickly learn that listening during these times will provide them with important information on things that need to be followed through on.
Transitions: Classroom behavior expectations & “Invitations to Talk”	One of the many things that I find happens in a classroom is that the teacher will mention that we are moving on to a new topic and all the students will automatically start chatting and talking with their friends while they are transitioning. This makes it very difficult for the teacher because they are constantly having to regain the attention of all the students. In my classroom, when transitions happen, I would like for the students to quietly proceed to the next activity without starting up conversations with everyone around them. This will prevent me from having to continually interrupt and regain their attention. I always tell my kids that there will be times in which I will give them an “Invitation to Talk.” More often than not, that invitation is not extended during transitions, but will be given to them when the appropriate time comes around. Each class period, I try to extend at least one “Invitation to Talk” at a particular time, depending on the lesson for the day.
Materials: What you need and what I provide	Every student needs to have a Science binder in order to keep their materials for the school year organized. I will expect them to have notebook paper so that they can take notes when needed. A lot of note taking will be on the Chromebooks. However, I do believe that taking notes on pen and paper is an important skill and we do practice that occasionally. Each student should also have a spiral notebook inside this binder for warm ups that we will be doing throughout the year. I will provide any other necessary materials for each student and will notify ahead of time if that changes.
Bathroom Breaks	I do allow bathroom breaks to be taken when a child asks, however, I do caution each student to use their time wisely and try not to miss out on important things in class because their needs were not taken care of during breaks that are given throughout the day like brunch or lunch.
Inside Voices: Noise levels during group work	Science can be a very collaborative subject and we will be doing group work on a regular basis. During these times, it is important to remember that there are other classrooms around us. Inside voices will be used so that individual groups will not be distracted as well as other classes being disturbed.
Food, Drinks, and Gum	Food is not allowed in class as it can be a distraction from learning. We are also learning in a lab so it is important to keep the lab clean for necessary times. The only drink that is allowed is water. Gum is also not permitted at our school and should never be chewed in the classroom. If a student is seen chewing gum they will be asked to immediately throw it away. If this happens more than once, the issue will need to be addressed in a more serious manner.
My Space: My desk and supplies	My desk takes up a large portion of the front of the classroom. As much as possible I would love for students to try and remain in front of my desk. It can get really crowded in the small space behind the desk. Also, any supplies a student may need are provided on the resource lab desk. If a student needs something that is not found there, they can let me know and we can track down any missing items.
Following Instructions	Another one of my “Fundamental Skills” the kids will hear addressed is “Reading Directions & Following Instructions.” There are many times a student will ask for clarification on an assignment. I am always accepting of questions for clarification. However, I always emphasize with my students that they need to ensure that they read the instructions first. It seems as though this can be a skill that gets forgotten as we get older. So, making sure that instructions are read is a good foundation for any project. You’d be surprised how often questions can be answered once the directions are thoroughly read.
Office Hours: When am I available for questions	I like to have an open door policy. This means that any time throughout the day my door is open to students. So, if there are any questions about assignments, students are welcome in my room at any point. If there are other concerns even some life stress, they are always welcome to come speak with me.
Absences	When a student is absent, I always stress that it is their responsibility to make sure they catch up on what they missed. With so many students, it can be difficult to remember who missed which days. There is a planner on the “Absent” folder counter that contains the lesson that occurred each day. So, students are welcome to check this planner and see what they missed while they were gone. They can come to me and get any assignments that we did while they were gone.
Missing Assignments	I have a folder that is labeled “Late Work.” If a student has an assignment marked as missing, they can turn it in to the “Late Work” folder to be graded. There will be a 20% loss for any work turned in late. Throughout the quarter, there will be deadlines for groups of assignments. Once these dates pass, any assignment missing will then receive no credit.
Respect for Others	It may be an ambiguous word, but respect is important in any classroom. I will spend some time with the students at the beginning of the year discussing what respect means to me and how I expect it to be represented in my classroom. This means that everyone in my room will be treated fairly, equally, and as you would want to be treated. We mention the “Golden Rule” and talk about how we would want to be treated. I then speak with the students about how they would like to be treated themselves. I make it clear that any harassment, bullying or intolerant behaviors will not be acceptable in my room. If I see it taking place, I will be speaking with the individual student. If it occurs again, the student and I will meet with the counselor to address the behavior.
Health: Medications, other needs, or disabilities	If there are any health concerns I need to be aware of, the child can feel free to address those things with me as needed (Especially if they are necessary for my understanding of their IEP). Most health information is saved through the nurse’s office and available through my Infinite Campus. However, if you feel like there are any immediate concerns for me, you can send me an email with any of your concerns.

 

Thank you so much for taking this journey in science with me this year. I look forward to the opportunities that you child will have for exploring and learning about life!

Warm Regards,

Sarah Shirey