PART I Creating a Positive Classroom Environment

 Introduction – describe why creating a positive environment is important

o A positive learning environment fulfils a basic emotional need for the students.
Students who feel safe can learn effectively because they do not have to worry about
meeting that basic emotional need and can spend more energy in learning.
 Positive Classroom Environment: provides information about creating a positive classroom
environment. Suggestions include:
o Describe how you will make your classroom a warm and friendly learning
environment
 I start each class setting the tone for the students by stating it is “Happy [day
of the week]”.
o Describe how you will make students feel welcome in the classroom
 My class always reminds my students that they are valued, and their opinions
are important. Each student treats each other, themselves, and me with
respect.
o Describe how you will establish a sense of community with the class
 The class will work together while signing, and I ensure that they group up
with different people to learn to work with people whom they are not
familiar.
o Describe how you will build a positive relationship with students on an individual
basis
 I ask for questions and opinions before, during, and after class. I give my
students choices about projects and any procedure that they disagree with and
we talk about it as a class before making a judgement. I listen to my students
and check up on them when I notice a change, either positive and I encourage
them, or a negative and I see how I can help them succeed.
 Diversity: provides information about meeting the needs of a diverse classroom population
o What is your philosophy about teaching students that are diverse?
 My philosophy is that all students have the right to education. Despite there
being differences among the students, they all have valid opinions. They can
teach everyone something new, and everyone should be learning something
every day.
o Describe what you will do to make students of ALL diversities feel welcome in your
room (low SES, language, ethnic)
 I give my students options so they do not feel left out due to a difference in
SES, language, income, and any support they might need.
 Teacher-Student/Student-Student Interactions: provides a structure that ensures polite,
respectful, and cooperative interactions. Suggestions include:
o Describe how you will ensure polite, respectful and cooperative interactions between
you and your students
 I tell my students my rules and expectations and the consequences for if they
choose to not follow the rules. I make it clear that I am understanding if
something happens, but they must let me know for me to help them.
o Describe how you will ensure polite, respectful and cooperative interactions between
students
 One of my expectations is that the students respect each other, and a
consequence will be given if the students are following the rule. Not only
 that, but I engage with the students in a respectful manner, to model the
behavior I expect from them.
o Describe how you will deal with apathetic students
 I learn about them specifically, what their interests are, what they want to be
when they graduate, and form a relationship to show that I care about them.
 Active Engagement in Learning: establishes a positive classroom climate that fosters active
engagement in learning. Suggestions include:
o Describe how you will create a classroom where students will be active and
interested in learning
 The students actively sign during my class. The students can give their own
answers to any questions I ask them using sign language.
o Describe methods that you will use to engage students in learning
 The students will sign in my class during the times designated for voice off,
meaning they must use what they have learned in order to communicate with
me as well as each other.

PART II Managing Classroom Procedures

 Introduction – describe why classroom procedures are important
o Classroom procedures are important to set up clear student expectations and routines,
so the students know what to do when I give an assignment.
 Transitions: Describe how transitions in learning are organized, efficient procedures that
will result in maximum use of instructional time and promote student responsibility.
Suggestions include:
o Describe how students will enter and leave your classroom
 Students will enter the class and sit while working on a simple bell ringer.
Once they are finished, they can sign to their neighbors but not talk. Students
leave the class with an exit ticket of them signing what they learned in class.
It does not have to be vocabulary based; it can be about Deaf culture.
o Describe how you will begin the school day
 The school day begins with the teacher setting the tone. I clap twice to gather
each students’ attention, and sign to them “Good Morning. Today is what?
Happy [day of the week]” and any reminders or announcements I have for the
students. All homework will be turned in on a labeled file on the desk when
the students first arrive to the classroom.
o Describe how restroom breaks will be handled
 A student raises their hand to ask for a labeled hall pass which I give them
and expect it returned to me when they come back. Only one student is out at
a time unless it is an emergency, and I typically do not let students out for the
first and last 5 minutes of class.
o Describe how students will be walking in hallways to cafeteria, library, etc.
 Students walk in the hallways calmly and quickly.
o Describe the procedures implemented and the end of the school day
 I finish my lesson that end with the students self-reflecting what they learned
in class today. It may take the form of an Exit ticket, or it could be me asking
them what they learned.
 Routines and procedures: Describe the procedures you will establish that will result in
positive instructional time and promote student responsibility for materials and supplies.
Suggestions include:
o Teacher’s desk and storage areas
 The desk is in the front of the room off to the side so it is accessible but also
out of the way.
o Students’ desk and other student storage
 The students keep their hands to themselves and their own property.
o Storage of common materials
 Common materials are stored in the front of class and unless I give directions
to the students, I expect them to ask for permission first.
o Distribution of lesson materials and supplies
 Lesson materials and supplies are placed in the front of the class and I will
give instructions for when the students need to gather supplies.
o Collection of student homework
 Students place their homework before class starts in the tray on my desk.
When I take attendance, I gather the homework for grading.
o Centers and equipment use
 Unless given directions during class, students ask for permission to use the
equipment and any centers.
o Computer stations use
 Unless given directions during class, students ask for permission to use the
computer stations.
o Students returning from absence
 The student is responsible for coming to me for any homework that was
given while they were gone. The students are also responsible setting up an
appointment for any material they missed out on learning, which I offer
tutoring before and after school.
 Non-instructional duties: Describe the procedures for the efficient handling of non-
instructional duties. Suggestions include:
o Checking roll
 The students sign themselves in and once the bell rings, I pickup the sign in
sheet, and highlight any empty boxes. If a student comes in late without an
documented excuse, they can come up to me towards the end of class and
sign the highlighted box indicating that they were tardy.
o Drinking fountain, sink, pencil sharpener
 The students will raise their hand and ask permission to go to the station,
similar to the bathroom procedure.
o What are your expectations during lesson interruptions and delays by a visitor?
 For a small interruption, the students act as if nothing is different, and for a
bigger interruption, I give the students instructions on what to do.
o What are your expectations during fire/ evacuation drill?
 The students walk calmly and quickly out of the building and stay with the
class while we wait for the signal to return.
 Volunteers, interns, aides and paraprofessionals: Describe the procedures for the efficient
use of these helpers.
  Volunteers and interns are briefed before the class starts with instructions on
what to do for activities, lesson plans, or grading during the lesson.

o Describe their role in the classroom

 They are helpers and take some responsibilities off the teacher. They also
assist with students who need more support.

PART III. Managing Student Behaviors

 Introduction – describe why this section is important
o Students must work together to help maintain a positive and safe learning
environment.
 Discipline Plan: Describe your plan in detail. It will include your classroom rules, a
description of your discipline plan and how it works, consequences and rewards, based on
accepted behavioral theory.
o State the objective of your discipline plan and your classroom expectations
 Students will respect their peers, themselves, and others around them.
o State class rules in a positive manner
 Students will respect their peers, themselves, and others around them.
o Describe the limit setting acts (warnings) to be used (both verbal and nonverbal)
 I ask the students what they’re doing and if they’re on task.
 I walk up to the student behaving in a disruptive manner and stand next to
them until they stop what they’re doing then I give them eye contact.
o List the hierarchical steps to be used when limit setting acts are ineffective
 I take up the distraction until the end of class.
 I give them a 0 for participation for that day
 I give them detention
 I send them to the office for disciplinary action (Referral).
o Describe the negative consequences you will put into place
 I take up distracting devices until the end of class.
 Their participation grade will be a 0
 Any missing assignments will be a 0

o Describe your severity clause
 When the student is physically or mentally causing harm to themselves or
others, the school resource officer or staff will escort the student to the office.
o Describe the positive consequences for following the rules
 The student receives praise.
 The students receive these cards which can be used on a homework
assignment for a 100.
 The student receives bonus on quizzes or projects.
o Describe your incentives for good behavior, following rules, etc.
 The students receive extra points on quizzes or projects.
 The student will learn more during class with everyone
 Expectations: Describe your expectations for student behavior based on accepted behavioral
theory. Suggestions include:
o Describe procedures to gain student attention during presentations and instruction
  I clap twice to gather everyone’s attention then I start signing.
 I knock on the board.
 I turn on and off the lights once.
o Describe your expectations for student participation during instruction
 All students are listening and asking questions if they are confused.
o Describe your procedure for students getting help while the teacher is busy
 If I have a paraprofessional or volunteer, I have my students talk to them first
and I remind the student to go to them.
o Describe student small group / cooperative learning activities
 All students are contributing and signing,
o Your preparation for activity
 I explain the activity and have supplies ready at stations for students to pick
up when the activity starts.
o Student movement in and out of group
 One student is designated to gather materials for the group and place them
back when the activity is over.
o Expected behavior in group
 The students respect each other
 The students are on task
 The students are signing voice off
o Describe your system for classroom helpers
 Classroom helpers support any student with exceptionalities, any students
who have questions, or if the helper does not know any ASL, they can help
grade assignments.
o Describe your expectations for student behavior in hallways, cafeteria, assemblies
 Students walk to and from their destination quickly and quietly.
 Monitoring of Student Behavior: Describe in detail how student behavior will be monitored
and methods of responding to student behavior Suggestions include:
o During teaching lesson
 The students will listen to the lesson and ask questions if they have any.
 Any disruptive behavior receives a warning. If it continues, I move on to the
next step in the hierarchy.
o During student independent work
 Students will be on task
 Students can talk to each other about the activity in a relatively low volume.
o While teacher is working with small groups
 The students will contribute and keep on task.
o Methods for responding to student behavior are appropriate.
 I thank the student for exhibiting behavior I want to see
 I hand them rewards for good behavior.
o Describe your method for responding to student inattention
 I gather everyone’s attention and bring the focus to them. What do they think
about the task? Do they think it can be better?
o Describe your method for responding to off task behavior
 I walk up to them and ask them what they’re doing. Then I ask is that
respectful to me? Is that respectful to yourself? Is that respectful to others?
What are you going to do then?
o Describe your method for responding to disruptive behavior
 I talk to them about what they’re doing, then I ask is that respectful to me? Is
that respectful to yourself? Is that respectful to others? What are you going to
do then? Depending on the severity, I then give them a consequence from the
hierarchy.
o Describe how students will participate in monitoring their own behavior
 I tell the students my expectations, then we come to a consensus on what they
are to be doing and I let them go, monitoring them and helping those with
individual help.

PART IV. Organizing the Physical space

 Introduction – describe why this section is important
o Having a clear space with dedicated spots makes it easy for students to gather
materials and know where things are supposed to be.
 Safety: Describe procedures you will have in place to ensure student safety.
o Standard safety / emergency procedures
 The students walk calmly and quickly towards the appropriate location
during a specific emergency protocol. The students are also quiet and wait for
instructions to proceed.
o Electrical hazards
 The students do not approach Electrical hazards that have warnings. Students
may use the wall outlet only with permission.
o High traffic areas

o Physical arrangement and resources of the classroom are accessible to all students
without risk of physical harm

 Arrangement of Furniture: Describe how the furniture in your classroom will be arranged to
promote student safety and learning.
o Arrangement of furniture
 The student desks are in a semicircle facing the front with the teacher desk
and other furniture on the wall to be out of the way.
o Walking surfaces and areas
 The room has enough room to be able to walk around to the stations to pick
up materials.
o Bookcases/Shelves/Cabinets
 The shelves are to the side for easy access while staying out of the way.
o Student desks / tables
 The desks are in a semicircle for everyone to see other signers.
 Areas of distraction:
o Describe where distracters to learning are located and explain your reasoning for
placing such items where they are located: (pencil sharpener, computers, class pets,
plants, aquariums, etc.)
  The room has the distractors away from the focal point of the room, such as
the board or screen or smartboard.
 Accessibility to Learning and Use of Physical Resources: Describe how the physical
arrangement supports the learning of all students. Suggestions include:
o Describe how the wall, ceiling and floor space support the learning of all students.
 The space will be clear to allow students to enter and leave easily.
o Describe how the arrangement of students’ desks and the teacher’s desk facilitate
learning.
 Students’ desks are arranged to be in a semicircle so they will be able to see
everyone at once.
o Describe how the arrangement of the bookcases and learning centers facilitate
instruction.
 The shelves and centers are to the side for easy access while staying out of
the way.
o Describe where and how small-group instruction takes place.
 Small groups take place in a spot in the semicircle.
o Describe where and how large-group instruction takes place.
 All students are sitting in a semicircle facing the front of the classroom where
I teach the lesson.
o Explain your reasoning for placing the filing cabinet and equipment (projector,
document camera, DVD player, etc.) in your classroom.
 They allow for organizing in the classroom.
o Describe how/where students will store personal belongings such as coats,
backpacks, etc.
 Students have personal items with them while at their desks.
o Describe how/where students will store frequently used supplies, materials and texts,
etc.
 Frequently used supplies are in spots with clear paths to enter/exit such as the
front of the classroom.

PART V. Communicating with Families and Caregivers

 Introduction – describe why this section is important
o Keeping families informed about their child will help give the student a chance for
success.
 Information about the Instructional Program: Describe in detail methods used to inform
families/caregivers about the instructional program and how students will participate in this
o Describe methods of communication with parents and caregivers.
 I use my school email for communicating with parents/students about
assignments/grades/questions/setting up appointments.
 I use a public social media account as a general information to the public.
 I use the school program such as Canvas, Blackboard, Seesaw, etc. for more
assignments and as a location to upload assignments.
 I use a newsletter to give parents a general update about my class.
o Describe methods of regular daily/weekly/monthly communication
 Emails are sent out to parents/students who need to talk to me.
 Newsletters are sent out every week.
  Public social media account lets students and parents about any information
about assignments or events.
 Information about Individual Students: Describe in detail methods used to contact
families/caregivers about their child’s academic success and the student’s responsibility in
this and how communication is documented
o Describe methods of daily/weekly/monthly communication
 Email
 Public social media account messaging
 Conference meetings
 Report cards
o Describe methods that will be used to contact families / caregivers that do not
respond to the above methods
 Sending a letter to the home from the student.
o Describe methods that will be used with families / caregivers whose first language is
not English
 Using a translator or someone who knows the language to translate the
message
 Engagement of Families/Caregivers in the Instructional Program: Describe in detail methods
and activities used to involve families / caregivers in your instructional program and/or
classroom activities.
o Describe methods to be used to discover ways families desire to be involved

o Describe ways families can be involved in your classroom on a
daily/weekly/monthly basis.
 Families can sign report cards
 Families can volunteer in the classroom.
 Families can help plan/attend Deaf Events
o Describe other methods and activities used to involve families
 Having parents/guardians sign report cards
 Students can teach their family the material and send to me to be a part of the
student’s learning while also learning American sign language.
o Describe methods that will be used to engage families / caregivers whose first
language is not English
 Families can help contribute/plan to Deaf events

DON’T FORGET - MUGS (Mechanics, Usage, Grammar, Spelling, Sentence Structure)