Portfolio of Bishoy Masseh

Competency 6
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To plan, organize and supervise a class in such a way as to promote students' learning and social development.

• Develops and implements an efficient system for running regular classroom activities.
• Communicates clear requirements regarding appropriate school and social behaviour and makes sure that students meet those requirements.
• Involves students on an individual or a group basis in setting standards for the smooth running of the class.
• Develops strategies for preventing inappropriate behaviour and dealing effectively with it when it occurs.
• Maintains a classroom climate that is conducive to learning.


By the end of his or her initial training, the student teacher should be able to:
• Introduce and maintain routines that ensure the smooth running of regular classroom activities;
• Identify and correct organizational problems that hinder the smooth running of the class;
• Anticipate some of the organizational problems that hinder the smooth running of the class and plan measures to prevent them;
• Establish and apply methods that can be used to solve problems with students who exhibit inappropriate behaviours.

How have I developed this competency during this course or professional seminar/field experience?

Throughout my teaching experience I have noted that students are hardwired to test their teacher.

Here are some of the main items I follow to plan, organize and supervise my class. I start by establishing order and expectations, addressing transgressions, enlisting parental support, and using the disciplinary hierarchy. I focus on creating a positive tone and a multi-step approach to discipline so that I can avoid or resolve issues before giving them a punishment such as detention or suspension.

I praise my students to transform a student’s image, uplift the entire class, and reinforce the values I seek to promote in my classroom or school community.

So many behavior problems start with students simply not understanding what they are supposed to do. I prefer to provide visual cues for what students are expected to do. If I want them to do steps 1-4 of today’s class, then clean up their materials, then read silently for the rest of the period. I make a quick list: step 1-4, clean up, read. Simply writing those steps on the board save me from having to remind students or reprimand them for not following the plan.

Additionally, I maintain a reward system in class "Traffic Light". All students start on green and the children's objective is for it not to change from that for the whole lesson. If the noise level or behaviour degrades then I can move the misbehaving student to yellow light. When the children see this happen it encourages them to behave more appropriately. Then I move them back to green light. If they do not improve they go to the red light and then I issue one of my consequences.  
Using this method I don't have to raise my voice and if the children have a sequence of all green lessons then I give them a reward like golden time or certificates.

What is my current level of mastery? (choose one)*


*Use the features of the competency (listed above) and the professional competency rubric.

Name: Bishoy Abdel Masseh
Date: April 10, 2017

PS/FE level (circle one) 1 2 3 4

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