Welcome to My Mathematics Classroom!
My name is Ms. Schaefer and I am a co-teacher with Mrs. Sosa at Fesler Junior High School in Santa Maria, California. Together, Mrs. Sosa and I collaborate and support one another to effectively teach 8th grade mathematics. In fact, we both received our undergraduate degree in Liberal Studies, and we enjoy bringing our knowledge of cross curricular and arts integrated instruction into our mathematics classroom! You won't find a bare wall in our room; each one is filled with the work and accomplishments of our creative and unique students!
Classroom Management
Expectations:
● Be respectful.
-Students should treat the teacher and one another with respect, including listening to each other when the other is speaking.
● Be responsible.
-If a student needs to get out of their desk they are to raise their hand and wait until the teacher has given them permission to do so.
-If a student must go to the bathroom, and the teacher has not been notified by the parents otherwise, they must make up that time during lunch in room A4 in order to serve the time they missed when leaving class.
● Be safe.
● Participate and give helpful feedback.
-In the classroom, each student is a mathematician and is expected to think critically in order to aid their peers and themselves in problem solving.
Consequences:
1. Warning One
2. Warning Two
3. Refocus- (Student is moved to a new location in the classroom where distractions are minimized and they can continue to focus on their learning in a productive manner.)
4. Exchange and a call home.
5. Referral.
These consequences are discussed and then implemented on the first day of school, and everyday after, so that students have a clear and consistent understanding of the consequences of misbehavior.
First Day of School:
On the first day of school the rules and expectations will be presented to the students in multiple modes. Students will each get a copy of the rules and expectations on their class syllabus and they will also be posted up in the classroom at the front of the room for all students to see. The rules and expectations will be read aloud at the beginning of the class. To further aid students in their understanding, students will be asked to provide examples of each to see how these rules and expectations are to be carried out in the classroom. Finally, to informally assess students understanding, students will be asked to provide a thumbs up, or thumbs down to inform me of their understanding of these rules and expectations. Students and parents will then be asked to sign the back of the syllabus to acknowledge that they have read and received a copy of the syllabus.
Furthermore, on the first day after going through the introductory PowerPoint I have created, students will be placed into groups of six and each table will be given the opportunity to create a team name. At the front of the classroom, on the board, each team name will be listed and teams will be given points when they exhibit positive behavior. I will ask students to give me examples of positive behavior so that they understand what I will be looking for and what I will be rewarding them with points for. Students will be informed that if their table wins the most points at the end of the week, they will get to choose a prize from the prize bag. They will be reminded that if their team is not exhibiting positive behavior it is up to them as a team to get each other back on track and acting positively.
Opening Routine:
At the beginning of every class period, students will be expected to come into the classroom quietly, take their seats, and pull out their homework as well as their agendas that have been turned to the day’s date. After they have done this, they will begin working on the warm-up that I have posted at the front of the room using an overhead or document camera. As students work on the warm-up I will go around the room and stamp their completed homework as well as their agendas where they have written down the homework from the previous night. Once I have finished checking for and stamping homework, I will collect students warm ups and choose my “favorite no”. In other words, I will anonymously choose a student’s work that is not correct and that shows a common mathematical misconception. I will then rewrite the students work on the projector and ask the class to think about where this anonymous student went wrong. Then we will work through the problem and continue on with our lesson for the day.
Closing Routine:
At the end of each day students will be given an exit ticket that asks them 1 to 3 short questions about key concepts practiced and taught in that day’s lesson. In order to leave the classroom they must turn in their exit slip. Students will be given participation points for both their warm up and exit tickets.
It's More than Rules:
Classroom management is key in running a successful classroom. Without effective classroom management, students lack a productive environment in which they can learn. Therefore I have established these rules, expectations, and routines to provide my students with the structure necessary to run a successful classroom in which students can be fully engaged in their education. Furthermore, my classroom management goes beyond just rules and expectations. I believe in forming relationships with each individual, starting each day with a clean slate, and being understanding of the hardships each student is enduring. I create an open line of conversation with my students, informing them daily of how much I care for them and believe in their success, and hold gathering circles with my students in support of restorative justice.
● Be respectful.
-Students should treat the teacher and one another with respect, including listening to each other when the other is speaking.
● Be responsible.
-If a student needs to get out of their desk they are to raise their hand and wait until the teacher has given them permission to do so.
-If a student must go to the bathroom, and the teacher has not been notified by the parents otherwise, they must make up that time during lunch in room A4 in order to serve the time they missed when leaving class.
● Be safe.
● Participate and give helpful feedback.
-In the classroom, each student is a mathematician and is expected to think critically in order to aid their peers and themselves in problem solving.
Consequences:
1. Warning One
2. Warning Two
3. Refocus- (Student is moved to a new location in the classroom where distractions are minimized and they can continue to focus on their learning in a productive manner.)
4. Exchange and a call home.
5. Referral.
These consequences are discussed and then implemented on the first day of school, and everyday after, so that students have a clear and consistent understanding of the consequences of misbehavior.
First Day of School:
On the first day of school the rules and expectations will be presented to the students in multiple modes. Students will each get a copy of the rules and expectations on their class syllabus and they will also be posted up in the classroom at the front of the room for all students to see. The rules and expectations will be read aloud at the beginning of the class. To further aid students in their understanding, students will be asked to provide examples of each to see how these rules and expectations are to be carried out in the classroom. Finally, to informally assess students understanding, students will be asked to provide a thumbs up, or thumbs down to inform me of their understanding of these rules and expectations. Students and parents will then be asked to sign the back of the syllabus to acknowledge that they have read and received a copy of the syllabus.
Furthermore, on the first day after going through the introductory PowerPoint I have created, students will be placed into groups of six and each table will be given the opportunity to create a team name. At the front of the classroom, on the board, each team name will be listed and teams will be given points when they exhibit positive behavior. I will ask students to give me examples of positive behavior so that they understand what I will be looking for and what I will be rewarding them with points for. Students will be informed that if their table wins the most points at the end of the week, they will get to choose a prize from the prize bag. They will be reminded that if their team is not exhibiting positive behavior it is up to them as a team to get each other back on track and acting positively.
Opening Routine:
At the beginning of every class period, students will be expected to come into the classroom quietly, take their seats, and pull out their homework as well as their agendas that have been turned to the day’s date. After they have done this, they will begin working on the warm-up that I have posted at the front of the room using an overhead or document camera. As students work on the warm-up I will go around the room and stamp their completed homework as well as their agendas where they have written down the homework from the previous night. Once I have finished checking for and stamping homework, I will collect students warm ups and choose my “favorite no”. In other words, I will anonymously choose a student’s work that is not correct and that shows a common mathematical misconception. I will then rewrite the students work on the projector and ask the class to think about where this anonymous student went wrong. Then we will work through the problem and continue on with our lesson for the day.
Closing Routine:
At the end of each day students will be given an exit ticket that asks them 1 to 3 short questions about key concepts practiced and taught in that day’s lesson. In order to leave the classroom they must turn in their exit slip. Students will be given participation points for both their warm up and exit tickets.
It's More than Rules:
Classroom management is key in running a successful classroom. Without effective classroom management, students lack a productive environment in which they can learn. Therefore I have established these rules, expectations, and routines to provide my students with the structure necessary to run a successful classroom in which students can be fully engaged in their education. Furthermore, my classroom management goes beyond just rules and expectations. I believe in forming relationships with each individual, starting each day with a clean slate, and being understanding of the hardships each student is enduring. I create an open line of conversation with my students, informing them daily of how much I care for them and believe in their success, and hold gathering circles with my students in support of restorative justice.
About Me
Hi there! My name is Victora Schaefer and this past year I received my single subject mathematics teaching credential at California Polytechnic State University, San Luis Obispo. As a part of my credential program I had the opportunity to work in an 8th grade mathematics classroom at Fesler Junior High School in Santa Maria, California. I have enjoyed every moment of my experience at Fesler and have learned so much from my co-teacher and mentor, Anastasia Sosa. When I'm not teaching or working with young adults, you can find me crafting, reading a book, solving a SUDOKU, watching baseball, or my favorite: traveling! I've had the unique experience of living and working in a hostel in Ireland with five other staff members of different nationalities. Working at the hostel was an experience I will never forget; I got to meet many different people, learn about their cultures and traditions, and make new friends. After my time at the hostel I had the opportunity to travel around Europe all by myself! I love traveling alone because it teaches me new things about myself and forces me to reach out to new people! However, when I am stateside there is nothing I love more than being in the classroom. The energy, the challenges, the discoveries and the successes make each day a new and exciting learning experience!
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STEAM!
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