Q: How do you build rapport with your students?
A: Rapport is based on numerous factors that are predicated on my ability to apply classroom management skills, be thoroughly prepared for most situations, and genuinely express interest in a student’s well-being and academic goals. Relationships take time to build and I am constantly looking for ways through the educational process to get to know all the students in my classroom. For example, in the first two weeks of class I assign writing prompts that allow the student to document their past, present, and future job goals or reflect on who they are or conduct a project-based learning assignment that seeks to identify the different parts of one’s personality. This helps me to assess their writing skills, learn more about them as individuals, and leave positive comments on their paper.
I’ve also included a “road map” that I created while in the National University Teaching Credential program. I feel this assists in visualizing the process of building a vibrant classroom culture. As you can see, everyone plays a role in building student success!
Q: How do you engage with adult learners?
The Knowles’ et al.’s (2015) andragogy based Whole-Part-Whole (motivation, knowledge, and skills practice) learning model is the foundational theoretical framework I utilize to disseminate knowledge, foster feedback, motivate students, and develop the necessary skills to build confidence (self-efficacy) and ensure maximum educational growth in the four areas of reading, writing, speaking, and listening.
Q: What are the benefits of seating assignments?
A: Assigned seats assists in memorizing names, giving students an associated student number for the purposes of class participation, taking attendance quickly, and encourages interaction with students who normally do not or would not associate with each other. It also allows the teacher to move students around if they have behavioral issues, there might be situations when students need to be paired according to learning abilities, and it takes away the pressure of students finding a seat according to social pressures. On the other hand, I am not set on assigning seats based on the fact it is dependent on how the individual student and collective classroom are progressing in achieving their objective. If the students are engaged with the curriculum and are seated in spaces of their own choosing, then I will not assign seats.
Q: Under what conditions should a teacher send students out of their classroom?
A: This is the last resort in my classroom management “tool belt” when dealing with negative or challenging behavior. My main goal should be to positively reinforce class expectations, not feed into the negative behavior, and redirect the student to a new task that supports the overall educational goal(s) for the day. At the end of the day, I want all students to have the opportunity to fully engage in their educational goals and this means they must be in the classroom to achieve success.
Q: Do you use a warning system (1st, 2nd, 3rd Offense) as a framework for reinforcing class management expectations?
A: The system itself is a viable solution but it does not necessarily have to be implemented to be a successful teacher. There are several negatives to using this type of positive reinforcement which includes a teacher has to keep track of the offenses and when the offenses occurred. If I am able to build rapport and create an atmosphere where the student is aware the teacher is paying attention then; in my opinion, the system itself is not necessary.
Q: Do you track class participation?
A: This is a subjective grading system, a time-consuming endeavor, and takes away from teaching. One should be aware that it is a viable option in the overall scheme of classroom management but can be recognized in different ways during instructional phases through student-teacher interaction, verbal feedback, rewards, and set expectations. I expect students to participate in class because they are involved in a dynamic energetic learning environment.
Q: Why is your door always open?
A: My figurative “door” to talk with me is always open, but the literal meaning I am discussing in this response is that I believe the classroom feels more inviting to any person who chooses to enter. I welcome administrators, peers, and sometimes other students to participate in or observe our classroom experience. In our current state of affairs with the challenges of violence on school campuses, I understand this idea may not be widely accepted. The only times I will close the door is for safety purposes or when I am not in the classroom or watching an audio/movie clip that may disturb other classrooms. I have also noticed there are fewer distractions with the door open because students going to the bathroom or needing to leave the room for various reasons are not knocking on the door and making either the teacher or another student allow them back in to class.
Q: Are you teaching or reviewing basic rules of English at the high school and/or college level?
A: Grade level, informal observations, and formative assessment dictates the review or lesson planning related to the dissemination of English writing rules. High school teachers and many college professors may not implicitly cover English rules, but they can review those rules through varying exercises integrated into warm-up exercises prior to the main body of the lesson plan. For example, Daily Language Lessons (DLL’s) present an incorrectly written sentence to the class. Students are then tasked with recognizing the mistakes, they rewrite the sentence correctly, and they have immediate feedback from a peer review process.
Q: Grading Systems (What do you use)?
A: A grading system is dependent on the individual teacher coupled with the ELA department’s expectations. They are varied and for the most part, are not micro managed. Creating a framework is important so that the teacher can transfer written grades to the shared electronic format. Whatever grading system I choose will be clearly posted in the class syllabus. Generally, I apply a 4-point based system for assessing individual and group work: 1=Needs Improvement, 2=Below Standards, 3=Proficient, 4=Mastery. This standards based grading system allows flexibility to return assignments if they do not meet mastery and request the student read the constructive feedback in order to understand what they can improve upon to achieve mastery standards.
Q: Is there a specific educational pedagogy that you use when constructing a lesson plan?
A: I am a firm believer in two pedagogy’s: Bloom’s Revised Taxonomy and Webb’s Depth of Knowledge (DoK) which I utilize as a foundation for instructional planning, reflecting, evaluating, and disseminating information to my students.
WEBB’s DOK
The major difference between these two conceptual frameworks is what is being measured. Bloom’s Taxonomy measures the cognitive level students are expected to show in order to prove a learning experience occurred. While the DoK is focused more on the context—the scenario, the setting, or the situation—in which students are expected to express the learning. Bloom’s is better used in measuring the instruction, objective, or cognitive rigor; while DoK is better used in measuring the actual assessment itself. In other words, Bloom’s provides the instructional framework, while DoK analyzes the specifics of the assignments. Also, Bloom’s Taxonomy requires that students master the lower levels of cognition before moving onto the next.
Q: How are your students external needs accounted for in your educational philosophy?
A: The easiest and/or simplest answer to this extremely complex and difficult question is visually represented through Maslow’s Hierarchy of Needs. In my life experience as a professional baseball player, business owner, police officer and teacher, I have encountered a wide range of persons from differing economic and cultural backgrounds. Through these interactions, I have repeatedly observed Maslow’s Hierarchy of Needs at work, and I have used this model to engage with the whole person to find solutions to complex problems. No two students are alike; therefore, each person should be treated with respect, love, and empathy so they have the opportunity to achieve their personal educational objectives/goals.
Q: What resources do you use or have used?
A: There are an infinite array of resources available to modern day teachers. With that said, I am constantly seeking new sources of information that reliably and effectively convey ideas, concepts, and problem-solving techniques. This web site is a reflection of my on going pursuit of knowledge, new ideas, and creating a knowledge management system for reference.
Q: What are Webpage essentials?
A: The web page I have created (www.gchiaramonte.com) contains all the necessary information a student in my classroom will need to be informed, stay informed, and understand the expectations set forth by myself and the school district.
Q: Is there an intended voice level veteran teachers use or voice level expectations for students?
A: One teaching philosophy associated to teacher and student voice levels says: I won’t talk over them because I will not accept them talking while I’m teaching. In my opinion, this may imply an intersecting idea, “If you get angry you lose”. It is common knowledge that students recognize teachers’ non-verbal cues; therefore, a teacher needs to constantly evaluate and/or control their emotional responses. In short, I lean towards using a short easy to remember phrase: “I talk-you don’t”.
Q: What are the posted English standards (Conventions, Read, Write, Speak and Listen) in your room (i.e. are they Common Core or based on a personal ideology?).
A: Standards are visibly posted on my classroom wall. One’s personal ideology is no longer a factor due to Common Core standards being the educational norm and required teaching criteria at the primary and secondary level. When I am teaching college classes, the course syllabus clearly identifies objectives and standards.
Q: What student behaviors do you document (i.e. tardies, bathroom, behavior, dress code)?
A: In this current educational atmosphere there are multiple ways teachers are expected to document student’s actions. Teacher’s must have built-in forms that students use to sign in and sign out of class. These “forms” can normally be found at the back of the class near the door and include but are not limited to a bathroom sign out sheet and reason for tardy form. Any behaviors opposing or conflicting with the school district’s Code of Conduct need to be documented in the school’s computer database and via follow-up emails. Emails are an important line of communication because they create “strings” that are easily tracked and can be used to contact varied administration positions or parents/guardians.
Q: When constructing and/or designing a classroom theme, are there necessary components one should consider to maximize student output and create positive external input?
A: I think about color scheme that goes with the school and my personal likes or dislikes . Teaching posters are used as direct references that students can use to help them with certain tasks or assignments. Normally, I start with the item that is most important to cultivating the learning environment. From that point, I create a “trail” where paperwork and assignments are expected to be. Organization of the room and the “flow” by which the students can be comfortable are keys to teacher and student success.
Q: How do you interact with student-athletes?
A: There are some who believe student-athletes should be held to a higher standard inside of the classroom because they have made the choice to participate in an extra-curricular activity. In my past life, I was a student-athlete and this can be a positive and negative expectation. With that in mind, I believe each student is infinitely complex and should be individually evaluated according to their strengths and weaknesses.
Q: What is your protocol when communicating with parents? (i.e. email, letter home, personal contact)
A: Personal contact or meetings with parents are the last resort in the communication process. Email, letters home, and one on one interactions with students must be relentlessly pursued so that students prioritize their responsibilities and I am able to document all forms of communication.
Q: Do you provide school supplies if a student does not have them?
A: Supplies are available within the classroom for student use. The main goal of providing basic needs are to encourage the student(s) to seamlessly work through the activity that is being done during class and alleviate any problems that may arise due to a student not being prepared.
Q: Do you ever allow students the use of class printer?
A: If there is a printer in the classroom, use of the class printer is discretionary and also based on printer availability. Some classes are equipped with a printer that is dedicated to student use but most of the time students are instructed to use the printers found in the library or at home.
Q: Do you correct everything in the essay or just the major errors?
A: Grading depends on the intended purpose of the assignment. There are numerous factors that can positively or negatively affect this flexible and subjective system. A particular writing task may be assigned for the purposes of assessing skill which in turn helps the teacher to scaffold their future instruction appropriately. With this in mind, I might choose to give full credit regardless of glaring errors. On the other hand, an essay or other writing endeavor can be categorized in the rough draft or revision phase and garner excessive comments in an effort to improve the final paper but the grade may reflect the effort given. Additionally, teaching experience assists in assessing the essay and one might elect to grade the first paragraph with extra zeal. One suggestion was if a teacher finds four or five glaring errors then the grader can assume the paper is no longer an “A” level paper. The assignment could be handed back with some type of phrase such as: “errors distract from final draft”. Looking for specific criterion (rigor of thought, depth, clarity, grammatically correct, sentence structure) allows the teacher (grader) to “not get crazy” and focus on what’s important. Finally, it should be noted that most educational institutions with defined English departments will spend time together in groups or meetings calibrating the grading process.
Q: Do you allow the use of cellphones and/or laptops for research papers?
A: At the beginning of class, cell phones are placed in a separate area away from student interface. Once the teacher takes the cell phones from the students, the teacher is now responsible for these items. I am not keen on taking cell phones from a students possession and will post on the board or verbalize to the students when they can access their cell phones for research purposes. Laptop computers belonging to the school are issued to the students when researching or formally writing papers.
Q: Do you believe in class parties or a rewards system?
A: Small rewards for positive class participation will commonly take the form of a small piece of candy. Class parties are not part of the yearly lesson plan.
Q: Do you believe in the concept of “free time”?
A: Structured free time is designed to allow students the necessary time to retrieve cell phones at the end of class or ask appropriate questions. Students are expected to utilize the entire class time for instructional purposes.
Q: Do you provide journals?
A: Journals are completed using their own paper/resources and whatever type of color ink they choose. I stay away from allowing pencils based on the fact it is hard to read when reviewing and grading.
Q: How much time is allowed for warm-up exercises (flexible, 5min., 10 min. etc.)?
A: Writing in journals is not time sensitive. If students don’t complete the assigned class journal, they have the option to complete it at home as a homework assignment.
Q: Why are there warm-up exercises (Journaling, Quiet time reading, Daily Language Lesson, etc.)?
A: Journaling is a straightforward teacher initiated prompt writing assignment utilized at the beginning of class as a warm-up exercise. However, if the student does not complete the assignment during the time allotted; then they can finish it for homework or at their convenience. The writing requirements are loose in nature, students must complete at least half a page, and there is no associated grading rubric. The assignment is turned in on a weekly or bi-weekly basis for nominal credit. Students must be aware that they will be graded on completing the assignment with a thoughtful response to the teacher prompt and any unnecessary filler will result in loss of points or zero credit.
Q: Is scaffolding an important part of your teaching philosophy?
A: Scaffolding is an integral part of assessing students’ individual abilities and plays a major role in how I engage with present and future pedagogical planning.
Q: APA vs MLA (Is this dictated by the administration, PLC or can it be an individual directive?).
A: MLA is the accepted writing format for ELA high school and junior high students. For college level writers, I tend to also gravitate towards MLA format.
Q: Does it matter if students adhere to formatting specification when turning in papers (For example: name, date, class -placement in upper right or left corner)?
A: One of my goals is to practice and reinforce standard English formatting skills. This means, students writing essays in my class will adhere to MLA format requirements. There are no exceptions to this expectation.
Q: What do you do if you think, made aware of or know that a student is under the influence of drugs or alcohol?
A: Notifying a third party of the situation through email or other private means regarding what you believe to be the problem with the student allows for a distancing from personal involvement and minimizes class distractions. The student is able to deal with the problem in a safe environment away from public scrutiny and forge a path to finding a solution through someone who is trained to deal with these issues.
Q: I’ve heard many different types of writing requirements such as number of sentences, word count, page count, etc. What do you find works best and why?
A: Most of the time, page requirements are the best way to provide structure for writing requirements in high school. One may receive a written assignment from a student that does not meet the “full page” request, but if they have written “brilliantly” then the teacher should consider content over length. Students must be pushed to elongate thoughts through building complex sentences. Another requirement that is applicable would be to assign a certain number of paragraphs according to the assigned essay. This ensures the student is providing supporting evidence to their thesis statement and also summarizing their thoughts via a conclusion.
Q: Do you ever grade on a curve?
A: Grading curves are not part of my grading system and will not be applied in most situations. If there is an extenuating circumstance where a curve is utilized; then I will notify the students well in advance of the grading change.
Q: I believe poetry and literature go hand in hand. Can a teacher integrate poetry into the daily or weekly lesson plan while still adhering to standard writing expectations or agreed upon department criterion?
A: In short, the answer is “Yes.” Poetry can and should be an integral part of the lesson plan in whatever form the teacher wants to present. It can be introduced at every level including but not limited to: concept understanding, creation of original poetry, and/or an extended lesson plan covering poetry.
Q: Do you have a predesignated independent studies assignment packet already prepared for students on vacation or with extended sicknesses?
A: I do not have a predesignated independent studies assignment packet, but I do expect the student to complete all the assignments that were missed in a timely manner. If there is a valid excuse, I will do my best to assist the student who misses an extended period of time with whatever they need to succeed.
Q: Are there attendance requirements?
A: These requirements are not an area that the school administration provides much flexibility. Attendance is normally due within a specified time period especially during the morning classes. A teacher must factor this into certain classes and also take into account such variables as absences, tardies, and schedule changes. Mistakes can lead to miscommunication between school administration and parents/guardians related to student’s whereabouts.
Q: How do you lesson plan?
A: A weekly calendar listing the various activities that will be done in class is posted on the web site and then archived in an accessible digital folder (calendar folder). This assists in tracking class progress and assisting the students with taking control of their educational goals. Preparing a traditional lesson plan is advisable but is not required in certain school districts. If you have a question about lesson planning; please refer to the calendar of events which will provide bullet points of what is being covered in class.
Q: How do you prepare your classes for dealing with a substitute teacher?
A: A comprehensive sub-folder is created to cover expectations, guidelines, and general instructions as to how the class should function. In theory, the substitute teacher should be able to teach the class in conjunction with your lesson plan and work autonomously with the students. The sub-folder contains emergency policies, identifies students who are class leaders, provides games or activities that the students can do in lieu of the lesson plan, and of course, the lesson plan for the day.
Q: Have you ever brought in outside resources to assist in teaching certain subjects (i.e. English professors, professional authors, poets, college level student-athletes, business persons, grant writers)?
A: This is an option but one must be aware there is an approval process that must go through various administrative levels. Bottom line is I can’t just bring someone in my class. In addition, many persons who are not teachers and may not have prior experience speaking with students might struggle or make comments that turn students off from the message being disseminated.
Q: What would you do if a student refuses to participate or adhere to a class rule/policy?
A: Engaging in the negative behavior only encourages the actions being exhibited by the student. With this in mind, a teacher must disengage from what is occurring and seek alternative methods to redirect the student back to the intended goal. For example, a teacher can use humor, present options, encourage, provide the student with the consequence to their action (i.e. they will not graduate, loss of credit) or ignore the behavior.
Q: What are examples of extra credit assignments that are widely accepted?
A: There are many ways to give extra credit but a teacher has to keep in mind that there may be administration or even other departments that question why the extra credit is being given. Some extra credit ideas are: Attend plays and/or musical, voluntarily give speeches in front of the class, attend and/or participate in a poetry event, and turn in assignments early. The following statement can be used to support the use of extra credit: “extra credit is given at the discretion of the teacher”. Class participation, revision, editing, rough drafts or peer review should not be part of the extra credit system. Based on the standards based grading system I generally employ, extra credit is not necessary achieve high marks.