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Classroom Management Discipline Plan My philosophy of education is simple: we live to learn so that we can learn to live. I strongly believe that we all have the ability to learn from the most unusual of circumstances. Many times life has a funny manner of getting in the way, but that should not justify anyone from completely giving up on what they are doing. Instead, one needs to learn to monitor and adjust to any given situation in order to succeed in life. That right there is what I plan to use as my philosophy of classroom management in the future. I understand now, that sometimes our plans do not go as planned and that there will be many things that could go wrong on any given day. For that reason, I will have to observe and amend my aims regularly. I am also aware that there will be inevitable discipline problems from time to time that will require different alterations to my daily instruction. I will make sure that these modifications are in accordance with the state and whatever system is in place at the school district that I work for. I highly believe that effective disciplining begins at home. As a mother of five, I know that if I do not correct something at home it will only escalate to greater heights outside the door. I do not like implementing corporal punishment, only because I know that children are capable of knowing and understanding what they have done wrong, with words. Below are some of the ways to keep the students out of trouble. First of all, children need to know what is expected of them at all times. In order for this to be effective, the rules must be put in place the very first day of school, thus creating a classroom discipline plan. That way they will know from day one how the classroom will work. The rules must not only be told, but they will need to be written somewhere to serve them as a daily reminder. Once written, these rules and consequences need to be followed through every day. As a secondary teacher I have a few rules that will be mandatory without opinion, but I would also like to incorporate my students desires. By doing this I think that they will feel like their views matters to me. On the first day of school, the students will walk in and see that they are to be seated in their assigned seats, with their textbooks, notebooks, and pencils ready to get to work. I will let them know my expectations, answer any doubts/concerns, and then together we will brainstorm any additional rules they would like to see implemented into the classroom. I will type up our “agreement” and it will need to be signed by both the student and their parents, that way I know that the parents know what is expected of their child in my class. I would like to keep this contract in each of the students’ file and also make a copy for the students to have in their folder. Together we will also create a poster stating these rules, to serve as a day to day reminder for my students. A few of the rules I would like to implement are: 1. Be in your assigned seat, ready to work (this means with all required materials) before the tardy bell rings. (This will allow for the class to run smoothly). 2. Complete “BELL WORK” while I go around collecting any homework. (This will help getting things started). 3. NO CELL PHONES, LAPTOPS/TABLETS, IPODS OR EAR PHONES out while learning is taking place, unless otherwise instructed. (I want them focused on the lesson). 4. NO TALKING, while teacher or student is giving instruction or a presentation. (Courtesy is always nice). 5. NO Restroom breaks before work is completed. (It distracts from classtime, plus they had time to go before the tardy bell rang). 6. Mind your own manners, business, and work. (It’s always nice to take responsibility for our own actions). Secondly, children tend to do better when they know the outcome of their decisions/ behavior. I personally believe that praise and incentives work really well because students love to know that they are doing something right. In my classroom, I will use lots of stickers as well as positive and encouraging words to let my students know that they are doing a splendid job. This almost always seems to set a trend, the more rewards they get, the better they behave. I would also like to give out free homework passes. Unfortunately, there will also be those students who misbehave regardless of any type of incentive offered. For this reason, I will also have a graduated consequence plan in place for inappropriate behavior in my classroom: 1. Sign: make eye contact, tap on shoulder, use “I” statements etc. 2. Verbal warning: let student know what he/she is doing wrong and remind him/her of what they need to be doing. 3. Write up: Document the inappropriate behavior, have them sign, and keep in file for future use. 4. Parent phone call: call the parents, and let them know about the inappropriate behavior and explain what steps come next if behavior not corrected. 5. Noon (lunch) detention: Give them a noon detention slip. 6. After school detention: Give them an after-school detention slip and have them come to my classroom after school to make up any work and also work on the understanding of their inappropriate behavior. 7. Office referral: Give them an office referral for them to go see the principal about their uncorrected inappropriate behavior. Thirdly, I believe that classroom organization is crucial in the full functioning of a class, both for the teacher and the students. Students need to know what they are expected to do, as soon as they walk in the classroom. I will also need to know the who, what, where, when, and how for everything we do on a daily basis in order to avoid extreme chaos. Below are some of the ways I plan on avoiding such turmoil, thus creating a more positive classroom environment for my students: Class-running routines 1. Sit in assigned seats before the bell rings. 2. If absent the day before, look at the folder on the bulletin board behind my desk for any instructions and handouts/assignments that were given for days missed. 3. Have all supplies ready, textbooks from cabinets, pencils sharpened, etc. 4. Start on Bell Work, which will always be on the white board once they come in (5min to complete). 5. I will come by and collect any assignments that are due, so have them ready. 6. Remain in your seat at all times, raise hand to ask for approval of certain requests. 7. Wait until work is completed before taking restroom breaks (if it is an absolute emergency, raise your hand). 8. Turn in all in-class assignments once completed, into your period folder on the counter beside my desk. 9. All homework assignments, if any, will be handed out during class before the bell rings. 10. Be in your seat, prepared and ready to go when the dismissal bell rings. Lesson-running routines 1. After bell work time is up (first 5 minutes of class) I will go over the answers with the students and answer/explain any confusion. 2. We will promptly start on the day’s lesson. 3. I will go over the lesson, give examples and help them with their in-class assignments (35 min). 4. Raise hand when asking questions. 5. Do not interrupt. Always be polite and courteous while others are talking. 6. Absolutely NO talking, while instruction is being given. 7. Homework will be given/written on white board before the end of the period. (last 5 minutes before bell rings). Interaction routines 1. If any group assignments are given, then they will be given a # (e.g. 1-4); they will not be allowed to choose their own groups, unless otherwise told so. (By doing this, it will provide for groups of diverse learners). 2. I will designate an area of the room for each group #. 3. All group members will be accounted for since the assignments/projects will require all members to sign up for a specific part of contribution. (This will put a little more pressure on the group as a whole since their grade will be based on everyone’s participation. Lastly, in order to establish good communication and have adequate student behavior and participation, there has to be parental involvement. As the old saying goes, “it takes a village to raise a child,” I really trust that it is true. Well educated and disciplined children will grow to be successful adults. It all starts at home, the more the parents get involved in the growing process of their children, then the better the results will be. A parent who guides a nurtures their children is a valuable asset to the community because in the end, it is the community that benefits from this leadership. My plans for parental involvement include such things as newsletters, projects with parents, school carnivals, and phone calls to parents for both positive and negative behaviors. I will have monthly newsletters that I will send with the students as well as an email to the parents. This newsletter will have all of the important information for certain dates (e.g. project due dates, festivities, and/or opportunities). I will have at least one “project with parents” once a month which could be as simple as reading a news article together and writing a commentary about it, or as complicated as building a timeline together. As a Spanish teacher, I am very excited to offer the “Día de los Muertos” carnival, as well as the Mexican Independence Day and Cinco de Mayo celebrations which will require the participation of both students and parents. We will have cookie decorating, face painting, and foods for such occasions. I will have a volunteer log for them to sign any time that they participate. As a gesture, I plan to also send out thank-you notes to all parents who attend. I will also make sure to take time to either email or make a phone call to my students’ parents to let them know of any accomplishments they may have reached. A phone call will also need to be made if there has been any inappropriate behavior taking place in the classroom. I will keep a log for any phone calls that have been made, both good and bad. In conclusion, I think that these four main methodologies will allow for a more positive experience for the academic year. By allowing these four things to happen, in accordance with my philosophy, I have faith in that the students will benefit in great amounts. As a teacher I want each and every one of them to feel safe and have something that is totally constant, while the rest of their world is ever-changing. I will encourage every one of my students to keep going regardless of their circumstances/situations, so that they will know that it does not define them. They are capable of much more than their burdens. The importance of my understanding is key to their success. I will make sure that they comprehend my philosophy of education to ensure that they do just that, “live to learn so that they can learn to live.” Society and Culture Influences on Language When it comes to language, there are many factors that contribute to a person’s way of speaking. Where a person is born and raised being the main one. Society, according to the Merriam-Webster Dictionary, is people in general living together in a community and sharing laws, traditions and values. The study of how society and culture influence in language learning is called sociolinguistics. Here in the United States we have a mixture of cultures within each state, therefore, we are faced with a lot cultures and languages. Many people are bilingual, some even multilingual, meaning they speak and write fluently in more than two languages. Even though they understand more than one language, they have difficulties expressing themselves properly in one of them. They might think in one language and when they speak, it comes out in a different language than their inner speech. Most people feel that they are not self-assured in any of their learned languages, and fluency set aside. With this essay we will explore how society influences language. Society influences how a person speaks and thinks because language is the essence of cultural integration. We have a vast population of immigrants here in the U.S and therefore there are people wanting and needing to feel like they are a part of our country. According to Wanda DeLeon and Xae Alicia Reyes, “as we interact with those in our immediate surroundings, we develop responses and behaviors that will help us survive, coexist, and succeed. If we are unable to develop these, the opposite may happen: we may become fearful, isolated, and inept in our attempts to develop social networks that are essential for our survival” (Osborn, p.77). Consequently people are forced to submit their efforts in a sort of undeviating regimentation, often referred to as “Americanization.” Amercanization is “the process by which newcomers acquire the traits and attributes of the dominant culture” (Osborn, p.86). Students are instilled the idea that they must speak only in the English language and are reprimanded if not. They are taught in English and somewhat encouraged to forget their native languages. The United States has even tried to establish programs such as the “English-only” movement, where English would become the standard American language entirely. Other factors such as residential communities play a dramatic role in a person’s language. For example, a person who lives in a rural area will not speak the same as an urban living person. Their dialects are influenced contrariwise on a daily practice. Although multilingual people are seen in cities it is around borderlines where we can also observe strong multiculturalism. Secondly, when it comes to sociolinguistics, we must also keep in mind cultural diversity. Cultural diversity means just that, the existence of different cultures within a society. For instance, in Hereford, TX, there is a dominating Hispanic population. Out of 17,439 habitants, about 70% are Hispanic, 27% White, and the other 3% consists of other mixed races and cultures. Anywhere you go in Hereford, you are bound to find yourself facing a bi/multilingual person. It is rare that you go to an English only establishment in this city. On the other hand is Canyon, TX. Which has a population of 13,857 and 78% of them are White, 15% are Hispanic and the other 7% are mixed. The community in Canyon, tends to lean more towards the English language. Students are often stuck in ESL classrooms as a means of standardization. According to Osborn, “the notions of multiculturalism and multilinguism are under attack constantly by those who argue for homogeneity in both language and culture with English and Anglo culture as the dominant threads” (Osborn, p. 87). Since their coming into this country up until their last year in high school, students are to speak and think in English and most of the time this causes them to “forget” their natural language. Many times, the only practice with their native language is at home, with their parents and grandparents. Then when students get into college, it flip-flops on them . . . they are encouraged to speak their native language and are then faced with the distress of not remembering how to speak it “appropriately” or not knowing how to express themselves “correctly.” The “No Child Left Behind” Act (NCLB), which requires states to hold their schools accountable for their students’ learning with annual performance objectives, seems to measure and define performance very “narrowly” (Osborn, p. 98). Students often develop exceptional preferences, when it comes to speech and thought. This is because many want/need to please their society in order to grow a sense of belonging. Language can be considered to be the chief standard in communication and learning. According to Timothy Reagan, “the acquisition of socially and academically appropriate language forms (both oral and written) is generally seen as one of the principal goals for the educational experience” (Osborn, p. 42). In order to understand one another, there must be a mutual awareness of the subordinate languages as well. A bilingual person tends to habitually interchange both languages dually. In the book titled Language Acquisition and the Communicative Choice, Anwar S. Dil tells us that “when a bilingual shifts from language to language, similarly, two systems of decoding and encoding habits come into conflict to a greater or lesser degree” (Dil, p.15). Bilingual students must try and remember two different languages which are stored in different but sometimes overlapping parts of the brain. Raymond Federman writes, “A voice within a voice speaks in me, double-talks in me bilingually, in French and in English, separately or, at times, simultaneously. The voice constantly plays hide-and-seek with its shadow” (Tokuhama-Espinosa, p.235). People sometimes do this without even thinking about it. It just happens. Of course the societal context is a prime motive for a person “choosing” to speak in a specific language, but their thinking is more often than not spontaneously and simultaneously interrelated. During speech we see what is called “Codeswitching” which is when a person switches from one language to the other during a conversation (Koike, p.197). This happens because people sometimes need to “borrow” words from their dominant language when they don’t know or recall a similar word in their second language (Tokuhama-Espinosa, p.3). For example, “Spanglish,” even though it is considered to be a sort of dialect or pidgin, is the result of this borrowing occurrence. Spanglish is when a person speaks parts of both Spanish and English all at the same time. In Texas, especially around the surrounding borderline cities we have what is called “Tex-Mex,” which is when a person talks Mexican Spanish with a mix of Texan English. We can see that even in the English language there are a variety of dialects that can be considered “English.” In conclusion, diversity is what makes language remarkable. Society and culture play an important role in communication. Depending on where a person comes from, or where a person lives, and who is involved in their daily lives has a lot to do with what we hear and do or do not comprehend. As said in the book of Genesis 11:8-9, “So the LORD scattered them from there over all the earth, and they stopped building the city. That is why it was called Babel – because there the LORD confused the language of the world. From there the LORD scattered them over the face of the whole earth” (NIV Bible, p.9). This comes to show us that from the beginning of time, there has been multicultural diversity in communication. Works Cited Koike, Dale. Linguistica Aplicada. John Wiley and Sons Inc. (2013):202-203. Ervin-Tripp. Language Acquisition & Communicative Choice. Stanford University Press. (1973): 1-68. Osborn, Terry. Language and Cultural Diversity in U.S. Schools. Praeger Publishers. (2005): 1-96). Tokuhama-Espinosa. The Multicultural Mind. Praeger Publishers. (2003): 3, 235. POEMAS: Soberbia Simple Tu ignorancia me ofende. Mi soberbia me detiene. Cierto, mi español no es correcto. Acepto, mi ingles no es perfecto. Conozco dos idiomas que al hablar, se concuerdan arrebujadamente. Seré la mitad de lo que eres tú, pero valgo lo doble de lo que quisieras ser. Y aunque tus labios Dicen que no podre . . Mis latidos sienten Lo que no puedes ver. Y es por eso Que te explico Para que comprendas un poquito . . Mi vida es tan mediocre como beans-and-cheese. Mi cultura tan diferente como you–and-me. Y mis deseos Son tan simples como one–two-three. Burrito Soy Yo Soy el hambre del futuro. La receta del pasado. Soy el sudor de mi madre, que con orgullo ha logrado. Soy la tortilla, cual mi abuelita palmeo y coció, con mucha determinación. Soy el frijol, que mi abuelito, sembró y cosechó, al ritmo de su canción. Soy el queso del vecino, que por vivir lo vende. Soy la lengua del desconocido, cual todo prueba pero poco entiende. Al enrollarme me defino. No soy ni más, ni menos que un burrito. Remedios Abuelita querida, adoro sus consejos, y también su técito de manzanilla. No hay mal al que usted no recomiende una bebida. Pero a veces, yo me conformaría con tan solo una pastilla. Pregunta que, ¿Por qué gasto dinero en el medico? Si no hay mejor bien, que un “remedio casero”. Al preferir la ciencia, no es dudar del remedio. Pero a veces, me conviene una explicación, a tanto misterio.

Victoria Soto

714 Irving Street • Hereford, TX 79045

(806) 316-6377 • 5v1ckst3r88@gmail.com

Objective

To obtain a position as a Spanish teacher where I can employ my bilingual abilities to inspire non-native speakers to learn the culture and language

Education

West Texas A&M University Canyon, Texas

Bachelor of Arts in Spanish GPA 3.31/4.0 May 2015 expected

Certifications

TExES Exam LOTE Spring 2015 pending

TExES Exam PPR Summer 2014

Summary Profile

· Strong communication skills (Bilingual- fluent in both Spanish and English)

· Ability to work with multi-cultural groups of different ages

· Outstanding managerial/leadership aptitudes

· Bring strong organizational and time management skills

· Designed and created sample lesson plans and activities to implement in the classroom

· Comfortable presenting to groups both big and small

Work Experience

Sam’s Club Amarillo, TX

Associate (Cashier) Summer 2012

-Accounted for swift customer service and satisfaction

-Efficiently worked with multicultural population

-Frequently commended for exceeded PLUS membership daily goals

Parson’s Steakhouse Hereford, TX

Waitress Summer 2012

-Delivered exceptional customer service

-Ability to quickly assist customers and respond to their needs

Fast Stop #18 Hereford, TX

Assistant Manager July 2006-May 2012

-Professionally implemented team/customer relations

-Maintained detailed logs and reports

-Accounted for honesty/integrity in money handling

Extracurricular Activities/Community Service

· WTAMU Spanish Club- Secretary

· Participated in the WTAMU Research Conference (Spring 2014)

· Volunteer at CASA del Llano (teaching adults the English language)

Honors

· President’s list (Fall 2014)

· Dean’s list (Fall 2013)

Victoria Soto

714 Irving Street • Hereford, TX 79045

(806) 316-6377 • 5v1ckst3r88@gmail.com

Objetivo

Obtener una posición como maestra de español donde pueda emplear mis habilidades bilingües y inspirar a los no nativos a aprender sobre la cultura y la lengua

Educación

West Texas A&M University Canyon, Texas

Licenciatura de Arte-Español GPA 3.31/4.0 Mayo 2015 anticipado

Certificaciones

Examen de TExES LOTE Primavera 2015 anticipado

Examen de TExES PPR Verano 2014

Resumen

· Dotada con habilidades de comunicación (Bilingüe- hablo el español y el inglés con fluidez)

· Habilidad de trabajar con grupos multiculturales

· Aptitud espectacular de gerencial de dirección y liderato

· Aportación de capacidades fuertes de organización y manejo de tiempo

· Diseñado y creado programaciones de aula y actividades para implementar en la clase

· Cómoda en dar presentaciones a una multitud de diferentes tamaños

Experiencia Laboral

Sam’s Club Amarillo, TX

Asociada (Cajera) Verano 2012

-satisfacción de servicio rápido al cliente

-eficientemente serví a una población diversa de 20+ culturas

-frecuentemente encomendada por exceder las metas diarias de membrecías PLUS

Parson’s Steakhouse Hereford, TX

Mesera Verano 2012

-sintetizar gratificación del cliente

-habilidad de asistir con rapidez y cumplir con las necesidades de mis huéspedes

Fast Stop #18 Hereford, TX

Subgerente Julio 2006-Mayo 2012

-Profesionalmente implementar relaciones entre mi equipo y los clientes

-Mantener registros y reportes detallados

-tomada en cuenta por honestidad e integridad con el manejo de dinero

Actividades Extracurriculares /Servicio a la Comunidad

· Miembro del Club de Español de WTAMU - Secretaria

· Partícipe en el WTAMU Research Conference (Primavera 2014)

· Voluntaria en CASA del Llano (enseñando el inglés a los adultos)

Honores

· Lista de honor del presidente de la universidad (Otoño 2014)

· Lista de honor de la universidad (Otoño 2013)

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Wednesday, April 29, 2015

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