5 W’s of Nick Maris

1. 5 W’s of Nick Maris

2. 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.

3. Why I want to teach • I 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!

4. Here are some of the interesting places in Greece we will learn about Tomb of Agamemnon Olympia – where the first Olympic games were held

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

6. My Philosophy of Teaching • Out 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.

7. Classroom Rules • I 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.

8. 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.

9. Principles Behind Management of Learning and Teaching Environment • A three tier classroom management plan will be used (Sayeski & Brown, 2011). • Tier 1: Preventive Classroom Management Includes 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.

10. 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.

11. 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.