5 W’s of Nick Maris

Who Am I?My name is Nick Maris and I will be teaching you about Ancient History.I have always had a passion for wanting to

teach history but in particular I am particularly interested in Ancient Greek History.

I have had the opportunity to travel to Greece and experience all of the fabulous places that I had read about in books. I really want to share them with you.

Why I want to teachI am a passionate historian and I noticed

when I started volunteering for a program called SKCares, that it was very rewarding to have a positive impact on students. I found that by working with students, I could really make difference. In a recent practicum experience, I had the opportunity to teach a lesson on Ancient Greek History. It was so rewarding to see the student’s interest grow and to have them reciprocate my passion for this subject. I can’t wait to be your teacher!

Here are some of the interesting places in Greece we will learn about

Tomb of Agamemnon Olympia – where the first Olympic

games were held

The ancient theatre in Epidaurus has mysterious acoustics, you can hear a paper crinkle from the highest step! How did they do this?

My Philosophy of TeachingOut of the five approaches to classroom management I would use a

combination of humanistic, folkloric and behavioristic approaches.While using the humanistic approach I will encourage the

classroom to be supportive and student-centered. I will encourage the building of relationships with students and view each student as an individual.

By employing the folkloric method, I will continuously try new ideas and concepts until I find one that works the best.

I will employ some behavioristic strategies because this will be necessary with some students. I will reward positive behavior and have consequences for negative behavior.

Classroom RulesI have expectations for students just as you should

have them for me as your teacher. Here is a list of things that I expect us all to do in my classroom:

Be respectful to yourself and others. Be on time!One person speaks at a time. Please raise your hand.Assignments are expected to be completed when due

just as I will get them back to you in a timely manner.Come to class prepared.Do not interrupt other student’s learning. Everyone

has a right to be here.

Principles Behind Management of Learning and Teaching Environment

Class contracts will be developed. There will be three contracts one for establishing how we will treat each other in class, a second one determining the consequences for breaking the contract and a third for establishing how the student broke the contract and what they could have done instead (Pass, 2007).

The goal of the consequences is for remediation rather than punishment.

Principles Behind Management of Learning and Teaching Environment

A three tier classroom management plan will be used (Sayeski & Brown, 2011).

Tier 1: Preventive Classroom ManagementIncludes the following: established routines and procedures, high expectations, teacher modeling of positive behavior, positive student-teacher rapport, positively stated rules, organized classroom, high student engagement, clear communication.

Principles Behind Management of Learning and Teaching Environment Tier 2: First-Line Interventions:

Positive reinforcement system, token economy, behavior contracts, tutoring, contingency system (loss of privileges), home-school note system.

Tier 3: Intensive, Individualized Interventions: Functional behavior assessment, self-monitoring strategies daily, student evaluation, social skill instruction, support groups, crisis management.

References

MacSuga, A.S. & Simonsen, B. (2011). Increasing teachers’ use of evidence-based classroom management strategies through consultation: overview and case studies. Beyond Behavior,20(2) 4-12.

Marzano, R.J. & Marzano, J.S. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.

Pass, S. (2007). A classroom discipline plan that teaches democracy. Issues in Teacher Education, 16, 1, 75-89.

Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 44(1), 8-17.

Sprick. R. & Daniels, K. (2010). Managing student behavior. Principal Leadership, 11(1), 18-21.