Mark Emmons

EDTE 255

As an introduction to my class, I will present class quotes, such as, Those who cannot
remember the past are condemned to repeat it, by George Santayana and, Perfection is not attainable,
but if we chase perfection we can catch excellence, by Vince Lombardi. I chose quotes that optimize
History and hard work. I want my students to understand the importance History plays in their lives,
both in school, and out of it.
Next, I will introduce students and parents, via a flyer, to the Will of the Class, which is similar
to a mission statement. The Will of Our Class is;
Our History class will provide a positive, safe learning environment. Teamwork and creativity
will fuel your academic success. All students will be active participants in their educational
journey to ensure they achieve their full potential. Students will leave this class understanding
some of the key moments throughout human history, and they will be able to critically address
these moments in history and understand why they should or should not be repeated.
Here, I wanted to provide a brief snap-shot of what my teaching philosophy is and what our
goals for the class are. This section puts both parents and students on notice on what we will learn this
year, and sets our overarching class goals.
After introducing students to the class quotes and our mission, I will collaborate with students on
conduct rules. As stated by Marzano, It is important to involve students in the design of classroom rules
and procedures, and our rules would be similar to; (1) Please enjoy your refreshments outside, before
class; (2) Class time is for class activities; (3) Listen and show respect when someone else is talking; (4)
Come to class on time, prepared and with all required materials; and (5) Please make sure your personal
electronic devices re secured safely in your school bag before class begins. I stayed away from etiquette
rules because they are less effective on high school students (Thornberg, 2008). It will be important for
students to be aware of these rules from day one and a consistent form of implementation used.
To reach that consistency, I will also introduce students to a path towards acceptable classroom
conduct. These will be consequences to rule violations and it is my intention to implement a progressive
scale. I want students to know if there are violations of the rules there will be consequences, but I also

Mark Emmons
EDTE 255

want them to know I understand mistakes do happen and we can work through them together. Rule
violations with start with a Verbal reminder; then a Verbal warning, Student/teacher conference; Parent
communication; Class suspension; and finally, Administration involvement.
With our mission, rules and consequences out of the way, it is imperative that students
understand what is expected of them in terms of work and classroom function. Thus, I will introduce
students to our classroom procedures. It is my aim to eliminate waisted time at the beginning, middle
and end of class because I want [s]tudents [to] know from the very beginning how they are expected to
behave and work in a classroom work environment (Wong & Wong, 1998, p. 170). Our class
procedures are;
(1) Enter the classroom quietly, and put your homework/papers in your periods in-box;
(2) After turning in your work, take your assigned seat by the time the bell rings; (3) Once
seated, begin work on the daily warm-up; (4) Remain in your assigned seat throughout class,
unless directed otherwise; (5) Obtain a bathroom pass from me during class, if needed; (6) I will
direct students when to pack up their belongings at the end of class; (7) Students may retrieve
graded work from their periods out-box; (8) During tests you will place your back-pack at the
front of the classroom; (9) Find a classroom colleague. This colleague will assist in providing
notes/assignments if absent. If further questions remain, schedule an appointment with me; (10)
If you need a book/textbook, pencil/pen or work paper, please check out the appropriate item
from your designated shelf before class begins; (11) Computer access/research is on a checkin/check-out basis.
I have been detailed on how students should enter class, take their seats, and how they will leave
class. I do not want to over regulate the class, so, these procedures are to the point and are short. I will
be teaching high school students, and I dont want them to believe I am talking down to them, but I want
to balance that with informing them what they will do in my class because that is what procedures are
used for (Wong et al., 1998). I want these to be overarching procedures students can use and understand.
It is important to know how procedures work because we encounter them in many facets of our lives
(Wong et al., 1998). These procedures provide a start to class and an end to class, together we will go on
the journey between the two points.

Mark Emmons
EDTE 255

Finally, my classroom design will be focused on sight. Ability to see students and have students
see me was a motivating factor in my desk being at the front of the class with students desks in front of
me (Emmer, Evertson & Worsham, 2006). Teamwork is an essential tool in the educational process,
thus, I will use buddy desks that seat two students as opposed to a single desk. I will also separate the
classroom into four quadrants, with each quadrant being given a shelve with supplies, making supplies
readily accessible (Emmer et al., 2006). I do not intend to instruct from my desk, so, I have placed it in
the corner where it is accessible, but out of the way. I will the white board in the front of the class, where
everyone can see it, because this white board will direct us each day, as a class outline will be written to
offer guidance (Emmer et al., 2006). I will also keep the middle of the class empty, this will allow me to
actively engage students and give easy access to the class for students during group work/projects
(Emmer et al., 2006). I will also keep ample room on the sides of the room for movement purposes too.
I also intend my class to decorated in student work and work of my selecting. Each student
quadrant will be decorated with work from the students in that quadrant, and there will be Historical
decorations as well to help offer insight and inspiration (Emmer et al., 2006). I will place my in-box
and out-box next to the door, allowing students to turn in work as they enter, and retrieve work as they
exit the classroom; past work will be here too. It is my belief that my classroom offers security, social
contact, symbolic identification, task instrumentality, and room for growth for my students.
All of the crucial information will be provided to students and parents in a flyer that will be
given on day one, to be signed by parents. This will help ensure everyone is on the same page and serve
as a way to introduce myself to both students and parents alike.

References

Mark Emmons
EDTE 255

Emmer, E. T., Evertson, C. M., Worsham, M. E., & Emmer, E. T. (2006). Classroom management for
middle and high school teachers. (7th ed.). Boston, MA: Pearson/A and B.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountain
View, CA: Harry K. Wong Publications.
Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:
Research-based strategies for every teacher. ASCD: Alexandria, VA.
Thornberg, R. (2008). School Childrens Reasoning About School Rules. Research Papers in Education,
23(1), 37-52.