1. The following statements are negatively framed.  Try rewriting them to make them positively framed. 
"We're not going to have another day like yesterday, are we, Jason?"  Change to: "Today is a new day!  Let's start fresh, Jason."  
"Just a minute, Jane.  Absolutely no one is giving you their full attention except Dyonte and Beth."  Change to: "Excuse me, Jane.  I like how Dyonte and Beth are giving their full attention to the speaker right now.  [pause for a second].  Jane, please proceed."
"I need the tapping to stop."  Change to: "Please keep pencils quiet.  Thank you."
"I've asked you twice to stop slouching, Jasmine!"  Change to: "Sit tall, please, Jasmine.  Thank you." 

3. Make a list of at least five positive student behaviors you could reinforce with nonverbal interventions.  Plan a signal for each.
A student with eyes on the speaker.  Signal: thumbs up.
A student answers your question correctly.  Signal: high five
A student raises hand to ask permission to sharpen pencil.  Signal: Smile
A student picks up a pencil/paper or picks up trash that has dropped for another student.  Signal: Pat on the back.
A student quickly and quietly gets to work in the morning as soon as he/she walks in the door.  Signal: An affirming nod.

4. Revise the follwing statements using "What to Do" to make them specific, concrete, observable, and sequential.

"Class, you should be writing this down!"  Change to: "Class, pick up your pencils, listen, look, and write this down."

"Tyson, stop fooling around."  Change to: "Tyson, SLANT." (Sit up, Listen, Ask and answer questions, Nod your head, Track the speaker).

"Don't get distracted, Amy."  Change to: "Amy, eyes and ears on me, please."  Or, "Eyes on your assignment, sit up and focus."

"Are you paying attention, Dontae?"  Change to: "Dontae, what is 8 times 4?"  (or some other question that is relevant to the lesson).

"I'd like to get started please, class."  Change to:

2. What classroom rules do you plan to use?  Why these specific rules?

I might have two sets of rules, depending on the grade level I end up teaching for my job.  For early elementary grades I will use these rules:
    1. Be kind.
    2. Listen and follow directions.
    3. Do your best!

For upper elementary grades I will use these rules:
    1. Follow directions the first time.
    2. Keep your hands and feet to yourself.
    3. Adjust your voice level to suit the activity
    4. Be polite and helpful.
    5. Keep the room neat and clean.
    6. Respect yourself and others.

The reason I only have three rules for the early elementary grades is because I want to keep it short and simple so students will remember them.  These rules cover just about any situation; for instance, "Be kind" can mean sharing with others, respecting yourself and the property in the classroom, not calling other students names, and helping clean up the classroom or helping another student learn something.  "Listen and follow directions" is important because I want the students to be successful, and this is a necessary behavior to adopt in order for academic success to occur.  "Do your best" is a reminder that we are all unique, but we can and should give schoolwork our individual best effort.

The upper elementary grade rules are more specific, but they can all be summarized with the last one, "Respect yourself and others."  The first five spell out exactly what respect means.  Older children are ready to read the rules and can understand them.
    

3. When and how should classroom teachers present their classroom rules to students?

I would introduce rules on the first day of class, so the expectations are set up immediately.  I liked LouAnne Johnson's idea from Teaching Outside the Box where she suggests introducing rules in a fun way, like giving a multiple choice quiz with non-examples of what the rules mean.  For upper elementary students, this would work out great.  For early elementary students, I would introduce the rules by making a story about them and a rules worksheet which they could keep at their desks to remind them of the rules.  For kindergarteners, I would have them draw pictures of what it looks like to be kind, listen and follow directions, and do your best.

4. Make an action plan for your classroom setup:
    a. What should your default layout be, and what would the most common other layouts look like?  Will you use them enough to justify having your students practice moving from one to another?

Please see attached file of my classroom layout design.  I think pods of four students facing each other would be beneficial to the students, especially in the early grades.  For fifth and sixth graders, I would consider pairing desks into several rows/columns so students are facing forward but can still have a partner when needed.  The older students will probably take more notes and need to focus attention on the front of the class.  In the early elementary grades, I would have big cardboard tri-fold dividers to bring out when they take tests or need a private space.  Just as important as where students will sit is where I will walk.  Pathways needs to be free so I can quickly reach any student in the class.

    b. What are the five most useful and important things you could put on the walls to help students do their work?  Are they up?

Since I do not know what grade I will be teaching for my first job, I will use 1st grade, since this is the grade in which I will be student teaching next semester. 
1) Word Wall: add any new words students learn and arrange it alphabetically
2) Class Rules: 1. Be kind  2. Listen and do what the teacher asks  3. Be a good friend.  4. Do your best!
3) A Number Line to use as a reference; this can go along a wall (or several) close to the ceiling.
4) The alphabet
5) Phonics clusters with phrases to remember their sound

    c. What things are on your walls that don't need to be?

Since I don't have my own classroom yet, I can't answer this.  I will be on the lookout for extra things that are only cluttering my walls and not providing helpful information or showing exemplary student work. 

4. 6 + 5 = ?  Objective: Students will be able to master simple computations: addition, subtraction, multiplication, and division. 
Try to think of ten "Stretch It" questions you might ask for the one that's closest to what you teach.
1) What is another way we can get 11, using the same addends?
2) What is 11 - 5?
3) What is 11 - 6?
4) 11, 5, and 6 are all a part of what?  (A fact family)
5) Using doubles, try to get to 11. (Answers may be 5 + 5 + 1 or 6 + 6 - 1, or some other double).
6) Sarah had 11 pieces of candy.  She wanted to divide them evenly between two friends.  How many can she give each friend? (5)
7) How can you break down 6 + 5 = 11?  (3 + 3 + 3 + 2 = 11)
8) Can you count on, starting at 6 and get to 11?  How many numbers did you count? (5)
9) What is 6 times 5? 
10) How is 6 times 5 different from 6 plus 5?

6. Without Apology: Try to imagine the most "boring" content that you could teach.  Now script the first five minutes of your class in which you find a way to make it exciting and engaging to students.
"Today we are going to discover the exciting way to turn fractions into decimals!  Did you know that you can write a fraction as a decimal?  They mean the same thing, but are written differently on paper.  I would like everyone to transfer this idea to themselves: think of at least two different ways you can be represented.  Are you a daughter or son?  Are you a sister or brother?  Are you a grandchild?  These are just three ways of looking at yourself.  Now let's look at numbers in different way.  Take the fraction 3/10.  How else can we write this?  That's right, 0.3!  Let's draw a representation of this number and write the different ways we can write it.  I want to see how creative you can get!  We will have a contest to see who can be the most creative and that person will get to display their picture on our math bulletin board this week!"  Have the class draw 3 tenths of something (Ideas include: a pizza, ten fingers with 3 rings, etc.).   

3. One of the keys to responding effectively to "almost right" answers--reinforcing effort but holding out for top-quality answers--is having a list of phrases you think of in advance.  After reflecting, try to write four or five of your own.

1) You're almost there--now what's the rest of the answer?
2) You've got a good start; now cross the finishing line!
3) I like the direction you're headed.  Can you keep going further?
4) You've got the right idea; can you make it even clearer?
5) OK, but can you look at it from a different angle and answer again?

2. Share some good first-day activities you have observed or heard about.
The first day is the prime time to introduce yourself to the kids through a powerpoint presentation and/or a bulletin board about yourself.  Students love to get to know more about their teacher!  It is also a great day for everyone to learn their classmates' names.  You can do this by playing a name-learning song game where one student will put another student's name in the song, and that student gets to put someone else's name in the song until everyone has been named.  The first day is also the perfect time to practice routines and introduce the school rules. 

4. Design three non-threatening introductory activities for students of various ages.
1) Students can draw a self-portrait of themselves, including something of interest to them.  Hang them on a bulletin board in the classroom so students can get to know each other better.
2) Design a scavenger hunt activity where students look for things in the classroom like the pencil sharpener, trash can, bathroom pass, posters of rules, class pet, classroom mailboxes, etc.  Place a letter on each thing in the scavenger hunt and have the students unscramble the letter for a secret message.  If you have the students work in groups, they get to know each other as they do this fun activity.
3) Play "Snowball."  Ask students take out three pieces of paper and write something about themselves on each piece.  Then, have them crumple up the paper into a ball and stand on opposing sides of the room.  When the teacher says, "Snowball!" everyone throws their balls of paper across the room.  Each person picks up three new balls of paper and sits down.  The teacher calls on students to read what is written on their paper and the class tries to guess who wrote it.  This is a fun way to learn something new about other classmates.

1. Script the steps and expectations for the five most critical routines in your classroom.
1) Entry Routine:
    "As soon as you enter the room, hang up your coat and backpack.  Then, put your homework in the "homework basket" on my desk.  Mark on the "Lunch Chart" if you will have hot or cold lunch and indicate white or chocolate milk.  Next, pick up the "Morning Warm-up" sheet and take it to your desk.  Make sure all your pencils are sharpened and ready to go for the day.  Work on your warm-up sheet.  When you are finished, read a book until the announcements come on the loudspeaker.  I expect very little talking during our morning routine, no touching other people, and students hard at work when sitting at your desks."
2) Do Now Routine:
    "If you complete an assignment early, you should look at the "I'm Through, What do I Do?" poster hanging on the wall in our room.  (Point to the poster).  It lists several things you can do when you are finished with an assignment early.  You may work on handwriting, math homework, write in your agenda, silent read, review flashcards, or take a bathroom break.  I expect you will always be busy learning and working in this classroom."
3) Lining Up Routine:
    "When we line up to go to Specials, lunch, or recess, we have a routine.  On my count 1, stand up and push in your chairs.  Stand behind your chair with your hands resting on the top of it.  On count 2, please face the door.  On count 3, follow your line leader to the door, keeping an arm's length distance between the person in front of you."  If necessary, I will mark the floor with tape so students know how far apart to stand from each other.  I will also make a map of the route so students will learn to always follow the same path to get into line.  We will even play a game and see how quickly and quietly we can line up.  Students think this is fun, and they can try to beat their record.  This saves valuable time over course of a school year!
4) Tight Transitions:
    "Anytime we move from one activity to another, we want to be quick and safe.  We need to put materials away and get materials out efficiently.  I will assign a "Table Leader" each week who will be responsible for bringing materials to his/her table and putting them away when we are finished.  For instance, when we need to get our science textbooks out, the table leaders will quickly and quietly get them from the shelf and bring them to their table.  When you need markers or other supplies for an assignment, the table leader will gather the necessary supplies from the supply shelf and bring them to the table.  When the assignment or lesson is done, the table leader will return the supplies to the shelf.  I expect table leaders to be responsible for being careful when carrying supplies to and from tables, and to be quick and quiet when moving around the classroom."
5) End-of-the-Day Routine:
    "Ten minutes before you are dismissed from school, I will say, 'Time to pack up!'  This is your cue to put all of your supplies away, make sure your agenda, mail, and homework is in your binder to take home, get your coat on, and put your chair on your desk, upside down.  This is so the janitor can vacuum our room later.  Then, you should pick up any trash that is on the floor, starting with your area and working your way across the room.  Please do not line up until I say it is time to do so.  Everyone should be picking up trash and straightening the room until I give the signal to line up.  This is so we all work together to keep our classroom looking nice.  Then, I will make announcements and dismiss you.  I expect you to work hard and stay in your own space as you get ready to leave for the day." 
    
     

3. How can teachers effectively establish rapport with students who come from different cultural or ethnic backgrounds from the teacher's?
The first step to establishing rapport with students from diverse backgrounds is to be genuinely respectful of each of those students.  Getting to know each of these students and valuing each student's contribution to the world is an excellent way to gain respect as a teacher.  As a teacher, I would make sure to ask each students questions about what they like to do and invite them to share traditions and practices that are unique to their culture.  Most importantly, I will listen to these students and try to reach out to them by learning more about who they are and what they value.  By celebrating our differences and embracing our uniqueness, I will hopefully give a message that I care about each student as a unique human being who is deserving of respect and love, and who has something important to contribute to the world.

6. Share some comments that you remember from your childhood teachers.  Why do you still remember those comments?
I am very fortunate in that I remember many encouraging and positive messages from my teachers over the years.  Many were written comments on assignments, including smiley faces from my first-grade teacher.  I still remember feeling great about myself as I looked at those smiley faces.  As I grew older, teachers continually told me what a positive person I was and how talented I was.  I really enjoyed the positive reinforcement, and it made me want to try even harder to succeed.  I do, however, still remember one negative comment from my Sunday School teacher when I was in fifth grade.  We were having a lesson on the "fruits of the Spirit," and I couldn't stop talking to my friends during the lesson.  The teacher stopped, looked at me, and said, "Anna, you do not have any self-control, which is one of the fruits of the Spirit!"  For a long time afterwards, I thought I could not master that habit of self-control because of what the teacher said.  It is amazing how powerful those comments can be.  As an adult, I have, of course, worked hard to develop self-control and discipline, and I am happy to say that I have improved greatly since the fifth grade...! 

Teaching Outside the Box: p. 15, #3, 4
3. Which of the teaching philosophies from the list in this chapter do you agree with?  Which do you disagree with, and why?
I agree with three of the philosphies.  They are: 1) "Mutual respect is the cornerstone of a successful teacher-student relationship and it is the teacher's responsibility to set the tone and model respectful behavior."  2) "Students must be held accountable for their behavior.  I want students to understand that their behavior has consequences, so they will learn to make better choices."  3) Effective teachers set the stage for learning--then step aside and let students learn through discovery and experiement.  A teacher is really a guide.
I disagree with the philosophy that states, "Teachers should never appear to know less than students.  A teacher who makes mistakes, or admits making mistakes, loses the respect of students and is unprofessional."  I think that teachers who show that they sometimes make mistakes show that they are human.  Their students will learn that it is okay to make mistakes and not always know the right anwers.  The important thing to know is how to correct your mistakes and be willing and able to find answers to your questions. 
4. Briefly state your own philosophy. 
I belive that it is my responsibility to reach each child at his or her level of understanding.  Every child is capable of improvement and of ultimately taking responsibility for his/her own education.  It is my duty to facilitate learning in a variety of ways that speak to diverse students, provide encouragement, and be fair.  By being a good role model, listening to my students, and reaching out to their families as partners in the educational journey, I will hopefully encourage my students to become life-long learners.