Miss Karen’s Management Plan



Miss Karen’s Management PlanThis management plan has been created to help form the ideal classroom based on current knowledge, research, and personal experience.Karen ShepherdFall 2011Management PlanTable of Contents TOC \o "1-3" \h \z \u Overview PAGEREF _Toc310191613 \h 3Class Setting PAGEREF _Toc310191614 \h 3Arizona Department of Education Teaching Standards PAGEREF _Toc310191615 \h 3Self Introduction PAGEREF _Toc310191616 \h 4Personal Belief Statement PAGEREF _Toc310191617 \h 4Classroom Layout PAGEREF _Toc310191618 \h 7Diagram PAGEREF _Toc310191619 \h 7Material/Resource Organization PAGEREF _Toc310191620 \h 8Wall Space PAGEREF _Toc310191621 \h 9Learning Areas PAGEREF _Toc310191622 \h 10Integration of Technology PAGEREF _Toc310191623 \h 12Considerations for Individual Differences PAGEREF _Toc310191624 \h 12Classroom Procedures PAGEREF _Toc310191625 \h 14Procedures/Routines PAGEREF _Toc310191626 \h 14Considerations for Individual Differences PAGEREF _Toc310191627 \h 16Discipline Strategies PAGEREF _Toc310191628 \h 17Rules and Consequences PAGEREF _Toc310191629 \h 17Explanation of Discipline Strategies PAGEREF _Toc310191630 \h 17Diverse Learners PAGEREF _Toc310191631 \h 19Reflection of Personal Philosophy PAGEREF _Toc310191632 \h 19Summary PAGEREF _Toc310191633 \h 20Communication PAGEREF _Toc310191634 \h 20Family Communication - Sample Family Letter PAGEREF _Toc310191635 \h 22Management PlanOverviewClass SettingI envision myself teaching in a 3rd grade classroom at a school with a high population of low income students. Though I wish to work with low income students, I’m unrealistically assuming for the purpose of this assignment that I have access to many academic resources and technologies for my students, as this is the ideal situation. I realize that not all dreams will be fulfilled, but as a teacher, I am more than capable of adjusting as needed while still providing a rich classroom experience. Arizona Department of Education Teaching StandardsThis management plan is aligned with the following Arizona Department of Education Professional Teaching Standards:Standard 2: The teacher creates and maintains a learning climate that supports the development of students’ abilities to meet Arizona’s academic standards.Standard 5: The teacher collaborates with colleagues, parents, the community and other agencies to design, implement, and support learning programs that develop students’ abilities to meet Arizona’s academic standards and transition from school to work or post-secondary education. Standard 8: The teacher demonstrates current professional knowledge sufficient to effectively design and plan instruction, implement and manage instruction, create and maintain an appropriate learning environment, and assess student learning.(Standards copied from: )Self IntroductionPersonal Belief StatementI teach because kids matter. I have developed this global sense of the world. We are many people, but we are so intertwined as one human race. My children are your children. The children of Africa are the children of Asia. I teach because all kids matter. These kids make decisions. Their decisions, especially as they get older, affect each of us. Because I believe this, I think it’s important for students to have positive role models in teachers. Children are at school for a huge chunk of their childhood. School must then be more than just academics. School is a place to learn about the world and how we fit in it. It’s a place where dreams are nurtured, and where confidences grow. I teach because I think I help foster those. If I didn’t think that I could help a child to believe in themselves and the world around them, I wouldn’t teach. I believe in teaching from a perspective that we are all a part of a global village. I embrace world cultures and each individual’s family culture. I hope to instill in students that each culture has beauty. There is beauty and strength in their own culture; their own ever changing culture. Growing up, I had insecurities related to my culture. I didn’t feel confident in what it was. It wasn’t until I took a course in college about family and human diversity that I truly began to realize that I do have a culture and that it does affect my daily life. Culture is about more than stereotypes. It’s about life and how you live it. With this newfound perspective and my continued growth, I feel as though I can confidently reach the wide diversity of children that I will have in my classroom. We will struggle together with our identities and will grow as a community of individuals. I align my beliefs with Maria Montessori who believes that learning involves all of the senses. Learning should never take place in a classroom that is purely lecture based. Students must be allowed to feel, smell, hear, see, and even taste their learning environment. It’s important that children interact with their environment in order to learn. Project based learning is especially helpful in this. This type of learning allows students to work on real life scenarios and they learn the information that they need as they need it. It makes school seem less like school and more like life, which in turn helps students to retain more information. I am a firm believer in project based learning and student interaction using the senses. This means that in my classroom, I will have a set up that is conducive to this type of learning. Students will have access to resources and will be comfortable enough in their classroom to use them. The entire classroom will be a resource to students with practical, logical set up that helps students interact, explore and learn. "If the child is not learning the way you are teaching, then you must teach in the way the child learns" - Rita DunnMuch of teaching takes place in the exceptions and adaptations. Students don’t all learn at the same pace. Project based learning helps with that, because students are allowed to work at a pace suited to them. I will also employ writing workshops where students work at their own pace as well. As Katie Wood Ray says, writing workshops are at their best when students are given choice and freedom. I will also learn to accommodate for students that need it. I will push them to do their own personal best, while making sure that they are learning what is required by the state. If students aren’t able to reach the grade level by the end of the year despite my consistent and strong efforts, the student will remain in the grade, if I have that option. I am not a supporter of social promotion. Students are at school to learn and must remain at the levels appropriate to their learning. By the end of the year I hope to have all of my students proficient at all grade level standards. To show this, I will assess and grade to the standards, and always specifically refer to them. Beyond that, I hope that my students will have grown into more socially and globally aware citizens. We will go over concepts that help to create a better sense of the world and where they stand in it. They will learn about other cultures and their own culture, which will help them to achieve that goal. I also hope that by the end of the year students will have made a habit of appreciating and showing appreciation for other people. It’s something that many people might look over, but most people enjoy receiving appreciation, so it’s a great trait for students to gain. They help to make the world a happier place by positively going through their day with saying please and thank you. One of the biggest accomplishments I hope for my students to reach is that they become more responsible and accountable for their own actions. As Rudolf Dreikurs says, it’s important to encourage independence and the assumption of responsibility in students. I will help them to reach this goal with our use of the Win-Win Discipline in the classroom. Everyone has theories and differ not in whether they use theorybut in the degree to which they are aware of the theory they use.- N. L. GageI wouldn’t be able to impact the student to the fullest extent without the help of the community. As a teacher, I will try to integrate myself in the community. I hope to live in the area that I teach because I do believe that education is a social community venture. As Urie Bronfenbrenner’s ecological systems theory suggests, all of the different systems in a child’s life are interacting constantly. A child’s community affects their school, just as their parents’ jobs affect their wellbeing. All of the systems interact, so as a teacher concerned about a full education for my students, I will involve myself as much as is practical in the community and family lives of my students. In order to provide the best learning experience for my students, I will continue to strive for growth and excellence. It’s important to continue learning. I will observe and read about what other teachers are doing, and I will be a consumer of educational research. By doing this, I can be sure that I am making the best decisions regarding how I manage and set up my classroom. Classroom LayoutDiagramCabinet StorageCounter Sink AreaStudent Cubbies/StorageBookshelfABManagement Zone34BStudent Resource Center 2Unit Showcase5BookshelfBookshelfE1Unit ShowcaseFDTeacher Resource GBookshelfCWhite BoardSMART BoardWhen You’re Done…A – Sign-Out TableB – Extra TablesC – “When You’re Done” StorageD – ComputerE – Carpet Gathering AreaF – Low Backed Share ChairG – Comfortable Reading Nook 1-5 – Student Seating at Horseshoe TablesKEYMaterial/Resource OrganizationStudent resources are located in the very center of the room, so that all students have access to materials and resources as they need them. The Student Resource Center is the glue holding the room’s creative processes together. 49415701639570There are two long tables placed side by side. On top of the tables are jars of utensils (such as pre-sharpened pencils), boxes of paper and other items that are used most frequently by the students. The table tops will also be used when special materials need to be used for projects and some class work. The space allows for the teacher to spread materials out for students to responsibly retrieve themselves. Figure SEQ Figure \* ARABIC 1, Below the tables, there are sets of clear plastic drawers (Figure 1) full of student materials and resources. They will contain materials such as scissors, highlighters, post it notes, scrap paper, yarn, glue, tape, stencils, individual white boards, privacy folders, and pencil sharpeners. There will also be drawers that contain premade resources such as worksheets, How To guides, and laminated checklists for writing traits, math steps, etc. This way, students are able to find and actually use the resources on hand for them.At either end of the tables, there are bookshelves. These bookshelves are dedicated just to resource books. There will be student dictionaries, thesauri, and encyclopedias, as well as other books pertinent to the subjects the students are studying. These can be writing resource books, such as books on list making and other brainstorming techniques. They can also be books that are written towards other subjects such as math, social studies, and science that can help students to complete their work, or find out information for a story they’re writing. Any books that are deemed appropriate and realistically helpful for the students are welcome on these bookshelves. Materials and Resources that are not used often will go in the bulk cabinet storage space where students won’t be distracted or confused by it. These materials can be brought out as needed by the teacher. Additional storage space is available under the tables on the left side of the diagram.The teacher resource desk is not a place for the teacher to stay, but rather is just a place to touch base with. The computer is placed on this desk, close to the projector and SMART Board for technological convenience. If the teacher is sitting at the desk using the computer, to take attendance, for example, she is conveniently facing the entire class so as to not miss any potential disruptive behavior. Figure 29210495300In the above diagram, the students are placed at horseshoe tables. This is just one way of using the cluster seating arrangement. The types of tables may change, but the group setting will not likely change, except in the case of high stakes testing where more individualized seating is required. With these types of group table arrangements, there is no individual student desk storage space. Instead, each table will have an open file box (Figure 2) to hold student notebooks and work in progress folders. In this way, students will stay organized and will have all necessary materials at hand. Wall SpaceThe walls will be bright and colorful with relevant information on them. Walls are both resources and a means for creating an inviting classroom. I agree with Maria Montessori that learning should involve, and does involve, all five senses. That’s why I think that the use of wall space is an important aspect of the classroom design. This classroom will have areas of the wall sectioned off by subject area. Each subject area will have content related posters that change as class needs change. I’ve been in many classrooms where teachers don’t refer to the posters that are on the wall, and so students don’t realize their uses. I’ll be sure in my classroom to have relevant posters and then to take them a step further by showing students how they can use these posters by incorporating modeling of the resources into the daily classroom schedule. Children learn and remember at least as much from the context of the classroom as from the content of the coursework. - Lawrence KutnerWall space will also be fun and nice to look at. I will incorporate an exciting theme in the classroom that will be seen on the walls. One such theme could be African Safari. In this theme, students will see lots of plant and animal life, or components that reflect such aspects, indigenous to the continent of Africa. Sections of the walls will be titled accordingly, such as “Baobab Business” (management zone), “Savannah Storytelling” (read aloud), “Hyena Humor” (daily jokes/funny picture post), “Rhino Reading”, “Warthog Writing,” “Serval Science,” “Hippo History” and “Mandrill Math.” Many of those are tied to animals. To make it seem less random, other than the fancy alliterations, these animals can act as subject mascots. This theme will help to broaden student horizons and encourage learning about the fauna in different places around the world. In research for my child development class at Arizona State University, I discovered that the children in the classroom I interned at where concerned about the clutter in the classroom. Therefore, I will be sure to take that into account as I set up my classroom. The walls will be useful resources, but will not be over burdened and thus deemed not useful by students. Learning AreasThe basis for the set up of this classroom is that the entire room is a learning area. Resources are placed in logical locations and everything that is in view for students it something that can be used to further classroom learning.Students are seated in a cluster arrangement, which allows for academic peer conversation and easy transitions to group work. Cluster arrangements work very well in cooperative learning environments, like the one I intend to have in my classroom. Cluster seating also allows the teacher to have easy access to the students. The major detractions for this type of arrangement are generally that student proximity can lead to off task behavior and that some students’ backs may be to the teacher CITATION ASU11 \l 1033 (ASU Management Class Discussion, 2011). To prevent most off task behaviors, there will be management techniques in place that the students are aware of beforehand. These will be discussed later. In the current layout, I’m using horseshoe tables which, as I have set them up, will allow for the teacher to be seen by all students when the teacher is placed at the front of the room. Since this will not be a lecture classroom, though, that won’t be a common problem or solution. As the diagram stands, horseshoe tables are being used. There are seven chairs at each table. Only six of the chairs will be regularly occupied by students. The seventh chair placed inside the horseshoe will be used for group instruction. When students do centers activities where there’s a center with new knowledge and the instructor needs to be placed permanently at a table that will be done at table number one. The seventh chair at table one is placed in a location where the person sitting in it is still able to look over the entire classroom, which makes it the ideal location for the teacher to sit while groups rotate. At the front of the classroom, there’s a big oval rug. This is the sharing area. Class discussions, students’ project sharing, read alouds, and any other group activities will take place here. On the outer edge of the rug, there’s a special chair that we’ll call the Share Chair. This is where the leader or speaker will sit when in the sharing area. Students will know to be especially conscious of their respectfulness to the person sitting in the Share Chair. Integration of TechnologyThe sharing area with the rug is also conveniently placed in front of the SMART Board. This allows students to come together to do SMART Board activities at the front of the room. It is centered at the front of the room with ample floor space around it for students to actively interact with and use the technology to its fullest capacity. The majority of technology used in this classroom will be related to the use of the SMART Board because of the expansive nature of its capabilities. There is no section of the classroom devoted to any computer use other than at the teacher’s resource desk. I expect that students will either have rotating grade level laptops that can be brought into the classroom as needed, or that they will use a school wide computer lab if computing is necessary for any projects. Considerations for Individual DifferencesI have laid out the classroom in a manner that allows for easy maneuvering through the room. Students who have physical ailments will not be further handicapped by this layout. It is considerate of this potential student difference. In the top right corner of the classroom diagram, there are two extra tables. These tables can be used for a number of reasons, one of which is taking into account considerations for individual differences. Group seating can be challenging for students, some more than others. These extra tables can be used as a place for certain students to get away from the group setting momentarily in order to be at a high productivity level. It’s understood that students work at different paces. In creating my classroom layout, I took this into consideration. There is a section of the room titled “When You’re Finished…” which will allow students to be independent in their search to stay busy. When students are done with whatever activity the teacher has assigned, they can walk quietly over to this section of the room. There will be a poster on the wall that students will read to guide them to the correct activity. The poster will ask questions to help guide student responsibility (Figure 3). Student activities are located on the table and in storage below the table that’s under the poster. All activities are easily accessible to students. This supports Rudolf Dreikurs theory that students should be gaining responsibility in the classroom. The only foreseeable time this section of the room won’t be open for student use is during high stakes testing where students might only be allowed to read after completion of the test. QuestionStudent Action1. Have you finished all homework and class work?If YES, go on to question 2If NO, go back to your seat and quietly finish that work2. Is the room supposed to be silent right now?If YES, choose a silent, independent activityIf NO, go on to question 33. Are most of your peers still working?If YES, choose an independent activityIf NO, go on to question 44. Is someone else done with their work, too?If YES, choose a partner activityIf NO, choose an independent activityFigure SEQ Figure \* ARABIC 3Example question poster for “When You’re Finished”Classroom ProceduresProcedures/RoutineslefttopConsiderations for Individual DifferencesThe most successful classes are clear about what expectations are. These expectations will be clearly expressed at the beginning of the year and reinforced throughout. The first few weeks of school will be spent solidifying these concepts so that students are all given the time to soak in the procedures to allow them to become routines. At this time, I will be noting how each student reacts to the expectations. In this way, I will be more prepared to handle future student interactions, first by preventing any overload or student complications. If I notice a student having trouble with an expectation, I will address it before it becomes a larger issue. Being aware of this will also help me to understand where a student is coming from with their struggles later into the year as well. These procedures and routines were created with Kagan, Scott, and Kyle’s Win-Win Discipline in mind. The theory focuses on the fact that students and people in general all have needs that should to be met. As long as these needs are met, students will thrive in the classroom and class disturbances will decrease in frequency. This theory’s focus is on individual student needs and being aware of those needs. This is inherently considerate of individual differences as each child is being looked at as an individual with unique circumstances that form their needs. Rudolf Dreikurs says that it’s important to encourage independence and the assumption of responsibility in students. The above procedures and routines are directly in line with that concept. Each student is being given the opportunity to succeed independently, with teacher support. Overall, students will come out having more responsibilities. The teacher is in the class to facilitate learning and to help each individual student achieve success. Discipline StrategiesRules and ConsequencesExplanation of Discipline StrategiesDiscipline is not a nasty word.- Pat RileyI chose to focus on the use of general rules instead of specific rules, because general rules can cover a wide range of behaviors CITATION ASU11 \l 1033 (ASU Management Class Discussion, 2011). General rules are general in line with what is socially acceptable in our society, so students will come out used to acting in a way that is in line with society. The general rules I chose all revolve around the word “respect”. The students and I will have a discussion together to come up with a good definition of the word respect so that I know they understand the concept. We will thoroughly go over what it means in our context as a class. I have chosen to base most of my discipline strategies on the Win-Win Discipline concept by Spencer Kagan, Patricia Kyle, and Sally Scott, as it best aligns with some of my inherent beliefs. As such, we will focus mostly on preventative measures in my classroom. Procedures that help to prevent disruptive behaviors have been put into place. I will make sure that I am working to meet all students’ needs in the classroom as best as I can, and as far as I can be aware. However, situations will still occur, and there are measures in place for that as well. When a child causes a class disruption, I will immediately notice what type of disruptive behavior was present, and I’ll check to see if I know what student position the child was in that caused the behavior. If I do know, I can then go straight into dealing with the problem. Otherwise, I will need to talk to the student to determine the cause. Then, the student and I will come up with a logical consequence together based on mutual understanding of the problem. If time doesn’t permit this, I’ll let the student know that we will be discussing the consequence at a later time in the day. Some actions will have consequences already laid out by prior class discussion. This could include common actions such as sitting incorrectly in a chair, being off task, etc. Either way, students will be aware of the reason for the consequence, and they will see how it relates to the rule breaking. Theorist Rudolph Dreikurs says that logical consequences should be used to follow up rule breaking. This means that when students break rules, the consequence will fit the rule broken. It would be illogical for a student to be sent to the principal’s office for not sitting correctly in a chair. The consequence is not at all directly related to the action in that scenario. A better, more logical consequence would be to have the student remove the chair and stand for a period of time. Logical consequences will vary based on situation and are intended to teach the child what is appropriate by showing that there is a direct connection between rule and consequence. The consequences shown in the above diagram are in no way comprehensive. Once the consequence has been implemented, students will be better equipped to handle future needs. They will understand what the best way is to act when they are in certain student positions. Teacher and student together will have come up with a replacement behavior while reestablishing class expectations. In this way, students become more responsible as disruptions decrease, just as is suggested in the Win-Win Discipline. Diverse LearnersIn every classroom there is an assortment of learners. This discipline strategy easily allows for all of those learners. Because each consequence is individual and based on the rule broken, students’ individual needs are more aptly met. I will be sure to take into account student backgrounds when assessing the reasons behind student rule breaking. For example, if a student of mine was previously homeschooled, they might not be as aware of the rules that we take for granted in the public school system. In this scenario, the student may be less likely to follow procedures correctly, when they’re used to a less strict environment and working at an independent pace. When working with students like this, it’ll be even more important to go through and explain the reasoning behind the rules and how to act in particular settings. When students are informed, they are less likely to be at the Win-Win Discipline’s uniformed position which generally can lead to disruptive behavior. So, by meeting this need, we are helping to keep a healthy learning environment. Reflection of Personal PhilosophyI believe that all students should come out of their educational experience as well rounded citizens; this includes becoming responsible for their actions. As this is the goal of the Win-Win Discipline, it aligns perfectly with my personal philosophy. The general rules regarding respect also are in line as they help students reach a higher level of thinking. They must make the connection of why certain actions are or are not showing respect. All of my major goals can be reached using this discipline model. SummaryCommunicationCommunication works for those who work at it.– John PowellOn the first day of school, I will begin communicating the ins and outs of the classroom with the students. They will first begin to develop a sense of community and we will do a fun ice breaker activity. Once the students feel a little more comfortable in their new room, we’ll begin going over rules and procedures. I will take the students on a tour of the classroom. This will be done scavenger hunt style. After the students are placed in groups, they will have a list of places in the room to find. Once they get to a section of the room, there will be a quick activity to complete. These activities will be focused to help students understand how they can use the area of the room, or to help explain expectations for particular areas. For example, an activity for the reading nook could be for students to look at a worksheet titled Two Truths and a Lie. They would have to determine which of the lines on the list were true expectations and which one was the lie. Another example could be for students to do a crossword puzzle at the resource table. The resources would be the answers for the crossword. Students will have fun while gaining comfort in the classroom and learning about expectations. A debriefing would occur after this to make sure that the expectations are clear to all students. During another time on the first day of school, we’ll have a talk about respect. All of our class rules revolve around respect, so it’s important for students to understand this concept. I would choose a book about respect to read to them, and then we would discuss and share ideas about what it means. I would then clarify what I expect when I say respect, taking into consideration where the discussion has gone. After defining respect clearly, we would go into what expectations fall under each class rule. I would explain logical consequences afterward and give specific examples of what that means. In order to be fair and sure that students understand the class rules and procedures, I would continue to verbalize and model what is expect of students in the first few weeks. Eventually, I hope that the rules start to become innate and the class won’t need reminding from the teacher. The ideal outcome is that students gain responsibility through the learning process and begin to gain accountability for themselves (Win-Win Discipline). Communication is about being effective, not always about being proper.- Bo BennettAfter the beginning fun introductions have ended, I will need to keep children engaged in doing what is expected. To encourage student participation, I will employ class jobs that help the students to feel included in the classroom. Jobs can help children to feel in control, which will allow them to be secure in the classroom. Once they are secure, they will be more likely to participate in the classroom community. Students will also have weekly logs that will go home to guardians to be signed each week. These logs will document student behavior. If students are misbehaving in class, this will be communicate to the student, and then to the family through the weekly log. Though the disruption will be dealt with immediately in class, it’s good follow up to have communication with family. If everyone is aware of where the student stands, there will be more accountability and more positive behaviors. Family Communication - Sample Family Letter67414356422110699282639714167969195732Welcome to Miss Karen’s 3rd Grade Safari!Dear Family,I am beyond excited to begin this year’s safari, and I can’t wait to start a quest for knowledge with your beloved child(ren). Please, allow me to introduce myself. My name is Karen Shepherd, but I’ll go by Miss Karen to the students. I graduated from Arizona State University with a bachelor’s degree in Elementary Education in May 2013. I am passionate about learning through the context of a global community, and as you will soon see, it permeates my classroom. This year, our class theme is African Safari. We will search for knowledge in all of the subject areas while also learning things about the continent of Africa. I expect that all of my lovely travelers will gain insight to the expansive beauty that exists on this continent. My greatest hope is that this insight will lead to the start of a global community view of the world and all of its parts and people. I will begin the year as the safari tour guide, but because I believe in a collaborative classroom, the students will all eventually take part in the knowledge sharing job of the tour guide. I even expect that some enthusiastic students will begin sharing on day one, and I can’t wait to learn! I also hope to learn from you, yes YOU, the family of my new student. I’m going to relay to you now what much research points to. Students who have family members that get involved in their schooling tend to do better academically than students who do not get that support and involvement. So hear my plea with an open mind. I hope to see you and hear from you often. I am giving you my email right now (kashephe@asu.edu) and asking you to please email me at any hour with any concerns or questions you may have. I want there to be an open dialogue between the three units: family, student, and teacher. If we can all collaborate and work together, this will be a successful year. I look forward to seeing you in person, the first of many times, at Meet the Teacher Night on August 8th, 2014. Our powerful trifecta (a perfect group of three, ) will come together each week with a mandatory Weekly Log. This log will contain all of the basic information that I feel needs to be communicated to you each day. One section will be for student behavior, where students will first fill out for themselves how they think they did and I will confirm or fix. If there are any behavior issues that are out of the ordinary, I will contact you directly. Another section will be for assignments that are due, including weekly required reading of 50 minutes. Finally, the last section will contain notes for you, including important upcoming events. At the end of each week, students will need to ask for your signature on the log. The log is to be turned into me every Monday signed and dated. I have attached the first week’s Weekly Log for your convenience. Our behavior management techniques are based off of first assessing and meeting all of students’ basic needs. This is another reason why communication is key. Home life directly affects how students behave in the classroom. To minimize disturbances and maximize learning opportunities, it’s important for me to know if there are any troubles the student is having at home. Again, we need to be a team. If you want to learn more about this theory, search for Win-Win Discipline or Rudolph Dreikurs. Both with provide you with the background information on why this works. When students do participate in a less than satisfactory manner, their consequences will be directly related to the action that got them in trouble. This is called logical consequence and helps students to change problem behavior and gain responsibility. I hope that this letter has provided you with some insight into what this year will be like for our team. I will do my very best to create a positive sharing environment in our Safari room which will connect to the world outside of it. If you have any questions or concerns, do not hesitate to contact me. My information is below. And so the adventure begins!Cordially, Miss KarenMiss Karenkashephe@asu.edu (###) ###-####To the young people I say, you are a gift to your communities and indeed the world. You are our hope and our future.– Wangari Maathai3526790344932026363223449840174567334498408550243449840-35626344984044126152784475Weekly LogStudent BehaviorMondayTuesdayWednesdayThursdayFriday 1 2 3 4 5 Reason: 1 2 3 4 5 Reason: 1 2 3 4 5 Reason: 1 2 3 4 5 Reason: 1 2 3 4 5 Reason:Assignments MondayTuesdayWednesdayThursdayFridayNotesWelcome to the first week of school!Check out the class wish list and help create our ideal classroom. Canned food drive begins August 17th SignaturesStudent ________________________ Teacher _______________________ Guardian _______________________ ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download