Guidelines for the Management Plan

Part I:

In my classroom, I have a very detailed idea about how I would like my students to feel when
they enter my room. One of my biggest values as a mentor is optimism. Id like to combine this with a
welcoming environment that is reflective of my personality and what items I find to be helpful when I
look at them. While it is very important for students to feel comfortable in my class, I feel it equally
important for me to enjoy being in my classroom. To reflect that physically, I would like to have relatable
posters/photos of aesthetically pleasing images. As of today, I would put up landscape scenery of the
Colorado Rocky Mountains and the lush green forests of Washington and Oregon. As a history teacher, I
may add one or two memorable, iconic photos that remind me why I am there in the first place. With
lighting, I am a fan of soft white lights and red salt lamps. However, this can be distracting to certain
audiences, so my decision on lighting is tentative.

Included above is my ideal classroom diagram. In a perfect world, I would like to be a teacher
that invites students to his classroom for after-hours and lunch because I know that some students
prefer quiet settings to a cafeteria of 1,000 students or more. I have included the sofa and area rug for
that reason. I chose rounded tables for my students because I avidly develop group work in each of my
lessons (or whenever possible). As we have seen with POGIL, collaboration can be a beautiful thing even
when pairing up the most unlikely of students. I hope to use similar processes in my future class as I
attempt to mold physical and mental aspects of my future lessons to come.
 Materials quickly become one of the trivial matters in a classroom. When it comes to paper, its
difficult to gauge whether or not youll need to have a system because of one-to-one computer setups
that many districts have already implemented. That said, I will put paper responsibility in the student's
hands. They will be asked to purchase/bring paper into the class for any and all students to use
throughout the year. If (and when) paper is not present, students who need the commodity will be
asked to confront the principal about their lack of supplies. Although this may cut into class time, I am
positive that a one (maybe two) interventions with established faculty will set the expectations straight
whether or not they choose to participate in class. This brings in a second audience and makes the
students presence and attitude toward class understood both toward myself and someone who may be
able to help intervene if the problem gets out of hand.
Managing time is subjective to everyone. In my class, I want time to be in the students hands as
well. Their time on assignments, lecture, or group work is entirely up to them. I believe that most
students have good in their heart and want to learn, so they can alert each other during those times
when I am overrun by student conversation and halt the lecture. If I am in a class where no students feel
the need to participate in my lesson, I will make incentives to pay attention and/or talk less about
tangents. My first incentive is to cease warm-up activities or hooks that involve engaging conversation
that does not involve history and videos that help jump-start the day, either with an intriguing video or a
singing Siberian husky. If this does not work, I will have to assign additional outside work that requires
them to participate for a grade. Its never fun to be the persecutor, but sometimes its necessary!
Routines are very important to me. Similar to Mr. Graineys POGIL, I plan to spend the first week
teaching my students to get into the groove of my classroom. That said, while I do not plan to structure
every class identically, I expect to choose from 5-7 activities that require specific action from my
students. As with anything in school, I will teach it to them and assess how well they can do this. Once I
feel we are all at a comfortable level and understand what is expected of the students and myself, we
can move into lesson and practice routine.

Part II:

U.S. WORLD MODERN ANCIENT HISTORY 155

FALL 2018
MR. DELOBEL
MWF 12:15-1:30PM
ROOM 354

Welcome! I am so happy and excited to have you in my classroom for this semesters U.S. world history
class. In my class, I expect you to give full participation in each assignment and discussion. We will work
in groups and assess each others work very often, so full attention is key to a good grade and a fun
classroom environment. As you would expect from me, I expect you to give me the chance to speak
when I am up front. If you do not give me the respect that either myself or your classmates deserve, I
will schedule a conversation with you about what is expected in the classroom. Please keep in mind that
continuous intervention of your behavior will result in a meeting with the principal as we will make a
plan for you to ensure you and your peers get the best experience in the class possible. I expect all of us
to take full advantage of our own classroom as we analyze and interpret human history the best way we
know how: class discussion and mind-boggling theoretical conversations based on primary and
secondary source analysis and personal experience! In English, that means looking at history and talking
about it!

Grading and homework:

Projects: 50% of your final grade
Tests: 20% of your final grade
Participation: 30% of your final grade (this may include homework if I see it necessary)

Homework: The only thing I expect you to do outside of the classroom is work on your projects and
research your topics or discussion time when it is assigned to you. However, in the event that respect
and guidelines cannot be met in the classroom, assignments can be put in place by me to make up for
lesson and lecture time lost in the classroom. Please note that I am not a fan of grading homework (and
you should not be a fan of doing it!), but we have a very tight schedule to keep this semester because of
the content we have to cover. Be kind to yourself and your classmates by staying respectful and on task
when it is expected of you!
Late assignments: I will allow one week grace periods for assignments when it is necessary. Please note:
if you do NOT keep me updated on when you expect to turn the assignment in before it is due, I will
consider it missing if you do not turn your assignment in on time. Communication is key! I am
understanding of late work but am not understanding of not keeping an open conversation with me. I
am here to help you!

Projects:
Your team/group will be assigned two projects that will be due before the midterm and the final. These
will contribute for 50% of your grade (25% each). These projects will consist of something physical
(examples are a work of art, architecture, or media item that can be presented to the class) and a
presentation of your findings and further thinking. Presentations for your project will be no less than 5
minutes long (we are all so curious to know why you made what you made!). For projects, each team
will have a chance to talk with me about their ideas and proposals for physical pieces and discussion.
Within the confines of the unit, you will be allowed to create whatever you want that shows your
understanding of the topic. Remember to bring your best effort! Along with knowledge, creativity goes a
long way!

Tests:
Throughout the semester, we will have two tests (a midterm and a final; both unit tests) that will both
contribute to 20% of your grade (10% each). Study guides and vocabulary will be given at least three
weeks ahead of time to give you plenty of time to study outside of class if necessary. Your projects
should serve as study time for your tests, but I understand that not all of you will feel as comfortable as
the rest of the class. If you have any questions or concerns regarding your tests, please come to me first!

Participation:
I expect your engagement and excitement with the rest of the class to discuss and analyze history! We
all hope that youre ready to participate and bring thoughtful conversation topics to the class. Please be
reminded that I love to hear your thoughts and interpretations, so you do not have to be afraid to raise
your hand as much as your heart desires! Throughout the semester, I will assign two discussion topics to
your group that will consist of well thought-out ideas and questions to get the class thinking and
discussing your topic. You will present no less than 8 minutes as a group your research on a topic, what
you found, and any outstanding questions that you would like the class to discuss together. Outstanding
question guidelines will be given at the beginning of the semester as we will go through examples of
what I expect from you. As with projects, these discussions can be anything within the confines of the
unit or topic of focus. If you have any questions, please do not hesitate to see me for details!
In the event of given assignments outside of class due to disruption or poor behavior, I will determine
your proper completion of homework to be an empty grade. In other words, it will not affect your
participation in the class. If you choose not to do homework, I will have a conversation with you about
how it will affect your grade. Once again, please respect and care for each other by negating from
getting homework assigned.

As you develop ideas and assumptions about history, your classmates will be doing the same and it is
imperative that we build an open classroom where we all feel comfortable to express ourselves while
respecting each other and caring for one anothers ideas.

Absences and tardies:

In the event of an unexcused absence, I will expect you to see me about making up your participation
points for missing class. Most likely, this will be in the form of an individual presentation in front of the
class regarding an aspect of the topic or lesson that you missed. I will give you one calendar week
(seven days) to develop a presentation of no less than 5 minutes about what you have learned, what
you want to learn more about, and two developed questions to the class that promote further thinking
and discussion. If this cannot be completed due to our schedule, I will determine the best way for you to
make up work. In the event of multiple unexcused absences, I will schedule an interview with myself and
the principal about your absence and what should be done to make up for work and participation time.

If you have an excused absence, please see me about missing work! I cannot let you miss our immensely
interesting class even if you are excused. Make-up work will be assigned by me according to the
situation and the class you missed. If youre too sick to email me, please have your parents contact me
about how long youre expected to be out of the classroom.

Tardies: If you are tardy, simply come in quietly and sit down. I understand sometimes you have to go to
the bathroom and it cant wait. However, if I see this as a continual problem, we will have a
conversation about what should be done for your absence.

Participation:
While I do not expect everyone to get a word in once a class period, I hope that you will find my class
interesting enough to give some effort forth. In your groups, I expect you to converse and bring ideas to
the table while bringing your side of the bargain to projects and discussions. If I find that you are not
participating enough for myself or your group, I will deduct points unless we find a compromise in the
form of an individual presentation or a reform of your presence in class. In other words, please come in
and have fun! This class is meant to be open-ended and talkative, but I want you to bring your effort
forward and be part of the classroom. Your word is important to all of us.

Rubric for Management Plan

Grading Criteria
Part I (reflection) 50 points
Ambience Reflect on how to create Reflection about No reflection on
an environment that is ambience is weak or ambience included
conducive to learning and without rationale
is comfortable for
students. Includes
rationale.
_______ out of 10
Physical Space Describe the ideal Description about No description of
physical space for physical space is weak or physical space is included
learning. Includes is missing rationale or or is missing both
_______ out of 10 rationale and diagram diagram rationale and diagram
Managing Resources Describe systems that will One aspect of managing More than one aspect of
assist in managing the resources is missing managing resources is
following: missing
_______ out of 20 Paper
Time
Routines
Part II (Cover Sheet) 50 points
Rules & Expectations Outline the rules and Rules and expectations No rules or expectations
expectations for are included but included
behavior. Includes consequences are
_______ out of 20 consequences missing
Protocols includes procedures for the following: (5 points each)
Grading Includes breakdown of Missing percentages or No breakdown included
grades and percentage of total points
categories (or total
points)
Homework Includes procedures for Missing one of the three Missing two or more
making up homework aspects listed aspects
when absent and
whether or not late work
is accepted
Tests/Quizzes Includes procedures for Missing one of the No procedures included
making up if absent procedures listed
(excused or unexcused)
and whether or not
retakes are granted
Absences Includes consequences Includes consequences, No guidelines provided
for absences and but not procedures for
procedures for making up making up work
work (if allowed)
Tardies Includes consequences Includes consequences No guidelines provided
 for being late and but no mention of how
whether grade will be grade will be affected
affected
Participation Includes guidelines for Includes guidelines, but No guidelines provided
participating and whether no mention of how grade
grade is affected (if so, is affected
how?)
TOTAL POINTS: out of 100