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Welcome to Miss Hunting's Teaching Portfolio!


adfa dkj a akj dal; akj da;klja dkj a;;a kd a;lk adf ak a kld al dl akjd a;lkj akjd; aklj a;jk   "Teaching more than virtually any activity...depends on quick instinctive habits and behavior, and on deeply held ways of seeing and valuing.  When a child asks if he can... go to the barhroom, sharpen his pencil, move his seat... your answer carries with it a host of assumptions about what is and is not appropriate and why.  Correcting a child's writing, calling on children who don't have their hands raised, deciding whether to intervene in a quarrel, pretending not to overhear a cruel tease -- all carry messages of import, and all involve decisions that must be made instantaneously."

~ Deborah Meier, The Power of Their Ideas



Goals for My Students:


         Students will show respect for one another. 

         Students will have a sense of self-worth.

         Students will feel that their contributions are valued by their peers and teacher.

         Students will be prepared for class.

         Students will put their best efforts forward.

         Students will take responsibility for their learning by seeking help when they need it.

         Students will assume responsibility for their own behavior.

         Students will promote a positive learning environment for others.

         Students will remain on-task and engaged in the material. 


Classroom Conditions I Would Like to Maintain:


         Positive, nurturing environment

         Sense of community

         Active learning and participation





         Fun and enjoyment

         Engaging lessons and activities

         Good communication

         Personal relationships between teachers and students, and among students




         Student involvement in program planning


How I Will Work Individually or Cooperatively with Students to Help Ensure Appropriate Behavior:


  • Involve students in the creation of a classroom discipline plan.

As suggested by Gordon, collaborative rule setting is effective because students’ and teachers’ needs are communicated and met equally and by mutual agreement.  Subsequently, students feel more invested in the rules because they took part in creating them.


  • Involve students in planning the structure of the course.

Likewise, according to Gordon, involving students in the planning of the course causes them to feel valued and gives them a sense of responsibility.


  • Develop personal relationships with students. 

According to Canter, acknowledging students as individuals promotes respect and trust within the classroom.  I especially like Jones’s suggestions to use positive facial expressions (winks and smiles) to both encourage students and make them feel valued.


  • Provide a sense of hope and caring to misbehaving students.

According to Curwin and Mendler, misbehaving students have often lost hope in education, and teachers need to do what they can to make learning more interesting and worthwhile for these students.

  • Keep the classroom energy level high through my own enthusiasm, engagement, and humor.
  • Develop trust with and among class members.

As Canter suggests, developing trust is vital to creating a learning environment in which students will want to participate.


  • Avoid time-wasting, keep students active, and select activities that are relevant and engaging.

This will be done by using Jones’s technique of “bell work” and planning activities that involve group-work or student involvement.


  • Preserve dignity when dealing with misbehavior.

As noted by Curwin and Mendler, teachers must “…keep student dignity intact and bolster it when possible” (131).


  • Help students to assume responsibility for misbehavior.

As Coloroso notes, students need to realize that they make choices in how they behave. 


How I will Intervene When Misbehavior Occurs or Appears Imminent:


  • Use physical proximity and eye contact to redirect off-task behavior.

As Canter and Jones articulate, often these two methods are all that is necessary to keep students on task.


  • Speak with student privately.

This will preserve student dignity, as suggested by Curwin and Mendler.


  • Show concern and caring for student when speaking about misbehavior.

As Curwin and Mendler propose, students who misbehave often resort to misbehaving because they would rather be seen as a troublemaker than as stupid.  Teachers need to recognize the root of the problem and try to help the student to behave appropriately.


  • Actively listen to the student and avoid communication roadblocks.

As suggested by Gordon, I will try to bolster communication and avoid giving orders, warning, preaching, lecturing, or criticizing students, which may cause students to refrain from expressing themselves.


  • Follow the procedures agreed upon by the class.
  • Be consistent and fair in using disciplinary actions.


Works cited:


Charles, C.M.  (2005). Building Classroom Discipline.  Boston: Pearson Education, Inc. 


Yair, G.  (2000). Educational Battlefields in America: The Tug-of-War over Students’ Engagement with Instruction.  Sociology of Education, 73 (4), 247-269. 

Abigail Hunting * 2421 Falls Place Court, Falls Church, VA  22043 * (860) 214-7908