Professional Growth Plan- Part 1

1a. What data are you using to guide the development of your professional learning goal
(e.g. reflections on teaching, teaching observations, mid-program evaluations, student
feedback)

To develop my professional learning goal, I am using feedback given to me during teaching

observations from my cooperating teacher and professors. I am also using information from my
own reflections on teaching.

1b. What does the data tell you?

Based on my data, I need improvement on classroom management, higher-order questioning, and

making sure to explicitly state importance and expectations. I struggle with classroom
management and how to effectively implement different strategies and sometimes do not know
how to handle certain situations properly. I tend to forget to state importance and expectations
because it gets lost in all of the other content and information; I need to practice stating them
more explicitly. My strengths include positive interactions with students and planning engaging
lessons and activities. I love interacting with the students and always try to have positive
communication and interactions, and I really enjoy coming up with ideas for lessons and what
fun things I can do that will help the students learn more.

2. Using the information from question 1, what is your focus area (write both the Danielson
domain and the component that you have identified as having the greatest potential for
increasing student learning below)

Domain: 2- The Classroom Environment

Component: 2d- Managing Student Behavior

3. What goal will enable you to strengthen your practice (write your goal statement below)?

My goal is to ensure that expectations are clearly communicated to the students and misbehavior
is dealt with in respectful and appropriate ways.

4. Describe what you will do to build professional background knowledge related to the
domain and component that you have selected in order for you to achieve your goal (e.g.
what articles/books will you read, what internet resources will you use, what workshops
will you attend, will you interview or observe teachers)?

In order to build a professional background knowledge in classroom management, I will read

related chapters in previous and future textbooks and research strategies used in the classroom. I
am also researching classroom management for senior research and practicing different strategies
within my classroom. I have completed all of the CHAMPS training and would like to
incorporate it more in my lesson planning. Reading and learning about classroom management is
important to me, so I will make the effort to read, watch, or listen to any resources that might be
helpful.

5. What specific activities/actions will you implement to help attain your goal (e.g.
administer a student interest inventory, develop lessons that include multiple project
options for students, include the use of formative assessments during instruction, video
tape and critique one’s practice, establish procedures for the distribution and collection of
materials and supplies)?

In order to help attain my goal of classroom management, I will practice different strategies
within the classroom that I have seen/used before; these strategies would include behavior
management plans, class token economy, attention grabbers, rules and procedures, etc. I will
utilize different and engaging attention grabbers to interest the students. I will explicitly teach
rules, procedures, and expectations of students during class and make sure they know what they
should be doing at all times. I will also use behavior management plans for those that might
benefit from the extra incentives. I could also implement a student interest survey that could tell
me the interests of students in different areas, which may be able to help with management or
behavior plans.

6. How will you collaborate with other professionals to meet your goal?

I will discuss different ideas and strategies with my cooperating teachers, co-workers, and peers.
I will discuss what types of strategies may be used for dealing with disruptive or inappropriate
behavior, how to manage time better and ensure no time is wasted unnecessarily, behavior
management plans, and best ways to keep student engagement. For specific students with
behavior management issues, I will collaborate with their past teachers to see what works best
for those students. If a student has a behavior issue that I am unable to get control of, then I will
ask previous educators or specialists what I could do to manage the behavior.

7. What evidence/artifacts will you collect to demonstrate that your goal is being met?

I will use a tally/point system in the classroom to let students see visually how often a disruption
occurs in the classroom. This will allow the students to see their disruptions, but also be my own
personal record. I will compare past reflections from my cooperating teachers and professors
with my most recent reflections after implementing different strategies. I will video record my
lessons to document disruptions; why/how they occur and how they are handled. I will self-
reflect at the end of every day about classroom and behavior management, what strategies were
used, and different disruptions that occurred. I will set a timer and time how long it takes to
complete lessons and then compare the planned lesson time to the actual time it took. This will
then be evaluated by different reasons why it could have taken longer or what was done to make
sure it did not take longer than expected.
 Professional Growth Plan –Part 2
1. What did you do to build your professional background knowledge related to the domain
and component that you selected? Did you add any new professional learning opportunities
during your internship?

I did not add any new professional learning opportunities during my internship.

2. What specific activities/actions did you implement to help you attain your goal?

Throughout the semester, I kept track of student behavior by using Class Dojo to reward or take
away points. I started with a table points reward system in the beginning of the semester but
switched to Class Dojo when the students wanted it to be more individualized. At the end of the
week, the top five students got to have lunch bunch with me in the classroom. I attempted to use
different types of attention grabbers; however, they were not needed as often. I explicitly taught
expectations and rules before each lesson to ensure that students were not wasting class time
asking what they should be doing or interrupting the class. I also administered a student interest
survey to get to know the students better in hopes that I can interest them more during instruction
and provide appropriate interventions for behavior if needed.

3. Did you meet your intended goal? Describe the evidence and artifacts that demonstrate
the professional learning goal was met (include at least 5 descriptions of evidence). Two
pieces of evidence must be the focused observations by your cooperating teacher in your
selected area of growth (attach the feedback provided by your cooperating teacher).

It is hard for me to determine whether I met my goal or not because I went from a class during
my junior internship that had multiple behavior issues and interruptions to a class during my
senior internship that was typically well-behaved with no major behavior issues. I think I stayed
consistent with behavior management but am not sure how much I progressed towards my goal
since I entered a classroom that was already well-established and organized.

Evidence 1: PGP Focused Observation 1- March 14th, 2019

My first PGP focused observation was mostly positive in nature, but there were a few
suggestions made. Mrs. Kent observed that there were no major behavior concerns in the
classroom and my interactions with students is always respectful and commented that my
attitude and behavior shows a genuine desire to know the students. She also mentioned my
implementation of weekly lunch bunch as a reward for good behavior and top Dojo points. She
suggested that I should reduce call-outs by students when I ask a question and identify/praise
students for following expectations and showing good work.

Evidence 2: PGP Focused Observation 2- April 10th, 2019

My second PGP focused observation was better than my first because Mrs. Kent noted that my
time management was better than before and there were much less call-outs from the students.
The overall impression was that I addressed students who did not follow directions and more
focus was on the tasks and activities.

Evidence 3: Danielson Assessment C (Kent)- February 20th, 2019

Mrs. Kent observed one of my lessons using the Danielson Assessment C rubric and rated me
developing in managing classroom procedures and proficient in managing student behavior. Her
feedback tells me that I have been successful in in managing student behavior by utilizing Class
Dojo to award/take points to students who are on task and exhibiting good behavior, responding
to students consistently, and stating expectations. The feedback given to me was to remember to
limit call-outs from students. This is hard for me to do because I will ask a question and they are
all excited to answer, so it is difficult for me to tell them to calm down and wait to be called on,
especially since I do not have time to hear everyone’s thoughts.

Evidence 4: Before and After Tally Marks

In the beginning of my internship I tallied how many disruptions occurred in the classroom over
a week while I observed Mrs. Kent and I marked 13 tallies. Disruptions were tallied when Mrs.
Kent had to stop teaching to talk with the student or handle the situation. I also tallied disruptions
during my first week of full inclusion and marked 27 tallies. Clearly, the students had to adjust to
having someone else teaching them. Then I tallied disruptions during my last week of full
inclusion and marked 9. The results from these tally marks show that I improved in my
classroom management strategies and progressed towards my goal; however, I am not entirely
sure whether the increase in good behavior was due to my strategies or the students becoming
used to me teaching them.

Evidence 5: Lesson Plans (good and bad behavior management)

I decided to use two different lesson plans from my internship: one that demonstrated behavior
management that needed extra work and one that showed good behavior management. I chose
one lesson plan from the beginning of my internship when I was still being introduced to the
class and learning their names/interests/backgrounds. The lesson plan shows that I struggled a
little with classroom management because it was my first lesson in the classroom and my CT
took over classroom management. I also chose a lesson plan during my unit when the students
were becoming more comfortable with me teaching. By this time, we had already started forming
positive relationships and I was becoming more familiar with their classroom procedures. The
lesson plan shows that I improved in my classroom management from beginning to end because
there were not as many disruptions during instruction and my CT did not have to handle the
classroom management for me.

4. How did you collaborate with other professionals to meet your goal?
When it came to my classroom management, I always asked for feedback after my lessons or at
the end of the day. Sometimes it is difficult to see everything that happens in the classroom, so
having someone else’s point of view helps me to understand what I might not have seen before.
At the beginning of the semester, I collaborated with my CT and asked for her opinion on what
types of behavior management strategies would work best with the class. When it came to more
specific behavioral issues, I discussed the behaviors with my CT, and we came up with specific
plans that could help diminish or get rid of the behaviors. I completed a behavior management
case study for class, which helped me pay more attention to what was going on around the
classroom as well as what could be done for specific students.

5. What new learning did you acquire as a result of the professional learning opportunities
in which you engaged?

I did not engage in any new professional learning opportunities at the school; however, I did
complete my senior research on classroom management, and I think that was really helpful for
learning about different strategies that can be used for behavior management as well as overall
classroom management.

6. What impact did the changes in instructional practice have on you as a professional?

Being able to really monitor the class and be in charge for a longer amount of time helped me
develop my “teacher voice” and reactions to student misbehavior. In the beginning of the
semester, I started a table points system where each table had a mascot and the top two tables
with the most points at the end of the week got lunch bunch, but the students kept complaining
that it was not fair. I did agree that it was not as fair because students who continuously earned
points still did not get lunch bunch if they were at a table including students who were not
always on their best behavior. Table points lasted for about three weeks before I decided to
change to Class Dojo where it would be more individualized. Although there were not many
changes in the instructional practice other than implementing Class Dojo and lunch bunch, I was
held accountable for my observation. I needed to keep up with my points because the students
really strived to earn points for lunch bunch and made sure they were on their best behavior. I
learned a lot about classroom management and how to make sure that students are always on task
and engaged. I noticed that the students always enjoyed moving around more and staying active,
competition, and hands-on activities that kept them engaged. These instructional practices
worked best in the classroom because the students wanted to continue to be able to do the more
“fun” activities and lessons, so they were always on their best behavior.

7. What impact did the changes in instructional practice have on your students’ learning?

I started at the beginning of the semester with a class that was already a very well-behaved class
with almost no major behavior issues. The most common disruptions in the class included
talking out of turn or getting out of their seats without permission. While I was in the class, I
followed the rules and procedures that were implemented in the beginning of the year and made
sure my rewards/consequences were consistent with my CT’s. There were not many changes
made other than a new classroom management system with Class Dojo; however, having those
rewards and consequences increased their engagement and participation in the class. If the
students were talking or off task, then I would get my iPad and start taking points away until they
straightened up. Having Class Dojo to keep track of their points increased their engagement and
participation because they wanted to get points and get lunch bunch at the end of the week.

8. How will you continue to develop this area?

I will continue to develop this area by developing close relationships with my students, which
will impact their actions and behaviors in my classroom. Being able to learn more about my
students and their backgrounds will allow me to provide the most effective behavior
management strategies to each student individually when needed. It is important to know and
understand my students and their backgrounds to not only impact their behavior, but also their
learning and instruction. I will continue trying new strategies for behavior management and
providing rewards that my students will be motivated to earn. Being in my own classroom will
allow me to implement these strategies in the very beginning and I will be able to keep track of
progress throughout the year rather than one semester. I will continue trying new strategies in my
classroom and involving my students in creating the reward systems and management strategies
because it is important for them to have control over their rewards and consequences. I will
attend seminars or meetings that review or discuss classroom management in the classroom and
will collaborate with my future team on different strategies and plans that were successful and
unsuccessful.
Name: Chayce Goggin Date: January 24th, 2019 Time: 9:00-9:30
EvidenceLesson
5 #

Big Idea/Topic: Summarizing Grade/ Subject: 4th grade/ ELA

CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/5767

Lesson Structure: Whole Group

Standards: (CCSS/NGSSS)

LAFS.4.RI.1.2

Determine the main idea of a text and explain how it is supported by key details; summarize the text.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning

The students will be able to create their own gist statements in ten words.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will write their gist statements on their desks.

The students will discuss their ideas and statements with their group members.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms)
(include hyperlinks to videos & websites)
Gist: the substance or essence of a speech or text; the main
point or part. Desks

Statement: a declaration or remark. Sani-Wipes

Summary: brief statement that presents the main points in Dry-Erase Markers
a concise form.
“Tales of a Fourth Grade Nothing”
Concise: short and to the point.
Pencils
Engulfs: to flow over or surround.
Whiteboard
Eternal: goes on forever
“5 W’s” Graphic Organizer
Versatile: used for many things.
Flocabulary video (Mrs. Kent’s account)

H.O.T.S. Graphic Organizer/Thinking Map:

http://www.enchantedlearning.com/graphicorganiz
Bloom’s Taxonomy ers/
http://www.edpsycinteractive.org/topics/cognition/bloom.
html
Above Knowledge: Why would gist statements be 5 W’s
important to use for summarizing?

Knowledge: How are gist statements different from

regular summaries?

Lesson Portions: Pacin ESOL Support

g
• How will you introduce the lesson, For each level EL at each instructional step. (Add
assess or activate prior knowledge, additional rows with Tab)
motivate students to learn?
• How will the lesson develop or
proceed? What steps will you follow?
What are the students expected to do?
• Highlight differentiated strategies.
• Underline higher order/high quality
questions in lesson.
Introduction/Building Background: (Link to
Prior Knowledge)
I:
Ask:
Hand gestures
Has anyone ever heard of a gist statement?
Leveled questions:
If no, ask what the word ‘gist’ means.
How many words does a gist statement have?
What about the phrase “get the fist”?
She has her language dictionary available to her at
Explain: all times.

A gist statement is a summary written in ten

words or less. They are called gist statements
because a gist is a short summary about the main
points or parts of a text. 3 mins

Today we will be working on creating gist

statements, but first I want to show you this
video about summarizing.

Show Flocabulary Video

Pass out graphic organizer while students are 4 mins I: N/A

watching video.

Instructional Steps:

Knowledge: How are gist statements different

from regular summaries?

When summarizing, I like to use the “5 w’s”,

raise your hand if you know what the “5 w’s”
are.

Explain:
Who: who was involved? I:

What: what happened? Hand gestures

When: when did it happen? She has her language dictionary available to her at
all times.
Where: where did it happen?

Why: why did it happen?

Gist statements can be used for books, movies,

and even passages. I love using gist statements
because they are so versatile, meaning they can
be used for many different things.

When creating gist statements, you use the

information found with the “5 w’s” in whatever
text you are using and come up with a short
summary about the text, using ten words at most.

Let’s use the movie “Frozen” as an example.

Write on board: 5 mins

Who: Anna

What: searches for her sister Elsa.

When: 1840’s

Where: Arendelle

Why: Elsa accidentally engulfs Arendelle in an

eternal winter.

EX: Anna journeys to find Elsa and save

Arendelle from winter.

Explain each ‘W” and how they do not all have

to be used when creating gist statements.

Now I want you to practice writing your own

gist statements using “Tales of a Fourth Grade
Nothing”.

Explain: I:

You all will work individually and fill out the 5 Leveled questions:
W’s on the worksheet I passed out by going back
in the text for chapter 8 of “Tales of a Fourth Who was in chapter 8?
Grade Nothing.”
What do you remember from chapter 8?
I will give you a few minutes to fill out the
worksheet before we move on. 7 mins She has her language dictionary available to her at
all times.
(about 5 minutes, more or less)
Tell them to grab their dry-erase markers out of
their baskets.

Explain:

Get students’ attention and explain that they will

now create their own gist statements with their I:
groups.
I allowed her to use more than ten words to create
Using your dry-erase markers, I want you to her gist statement.
write your gist statements on your desks.
Leveled questions:
You may create your own gist statement, or you
can work with your group to combine all of your What happened in the chapter?
knowledge and create one gist statement for the 8 mins
whole group. You have about 5 minutes to create What was the chapter mostly about?
your gist statements, and remember, ten words!
What parts were the most important?

She has her language dictionary available to her at

all times.

Call on groups or individuals to share their gist

statements and count out the number of words.

You all did such a great job with finding the

important details in chapter 8 and creating gist
statements!
I:
Raise your hand and tell me…
5 mins Hand gestures
Above Knowledge: Why would gist statements
be important to use for summarizing. Leveled questions:

Why are gist statements important?

How are gist statements useful/what do they do?

Closures Pacing ESOL Support

Content:

Gist statements are important because they “get to the point” I: N/A
and summarize texts with only the most important facts and
details.

Procedural:

Go ahead and wipe your desks off, put your markers away,
and get ready to move right into Seminole Wars.
Assessment of Student Learning: (congruent with instructional
objectives)

Objective 1:

5 W’s worksheet—checked for completion and appropriate

information.

Gist Statements—observed/read while walking around the room or

listened to students who volunteered to share.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

Based off of the formative assessment, the students were able to look back in their books and find appropriate
information for each of the 5 W’s and most of them were able to create gist statements in about ten words, with
a few of them using a little more, which I said was okay for their first time practicing them. Upon looking at
their 5 W’s worksheets, it was clear that they were able to find accurate information to fill in for each “W”
(some of them even inferred the “when” box). With my observation of their gist statements, I could see that
some of them had a hard time only using ten words and some used less than ten but did not have enough detail.
Based off of my formative assessment, I would work more with gist formation and give them more practice
creating the statements with only ten words.

Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

The lesson started out a little rocky because the video was not working, so I had Mrs. Kent try and get the video
working while I continued with the lesson. Overall, I think the students enjoyed the lessons and responded well
to it. Unfortunately, Mrs. Kent stepped in with the classroom management before I had the chance, but there
honestly was not much to begin with. I tried to smile more and relax so I did not get too nervous, and I think
overall, I did very well. I began by introducing gist statements and explaining what they are and what the word
gist means, then moved onto the 5 W’s, where I explained each “W” and what question it answers. I used the
movie “Frozen” to give the example because I figured they should have all seen it and would understand the
facts. I then had them create their own gist statements using “Tales of a Fourth Grade Nothing”, which is the
book we have been reading during whole group. I think they enjoyed being able to use a book they were familiar
with and liked reading rather than giving them a passage from a textbook or something similar. I also had them
write on their desks with dry-erase markers because I noticed that they do it every now and then and they always
have fun with it. I was able to ask comprehension questions throughout the lesson and most of the students were
able to answer correctly and those that did not asked questions to clarify. My class did not have any behavior
issues other than a little arguing between two students and talking during instruction, which was handled by
Mrs. Kent before I had the chance to intervene. As my first lesson in this classroom, I think it went very well
and will work more on my communication with students and classroom management for future lessons.

Name: Chayce Goggin Date: February 6th, 2019 Time: 9:00-9:30 Lesson #2

Big Idea/Topic: Firsthand/Secondhand Grade/ Subject: 4th grade/ Social Studies

Accounts
CPALMS/ Resource link: http://www.cpalms.org/Public/PreviewStandard/Preview/3017

Lesson Structure: Whole Group/ Partners

Standards: (CCSS/NGSSS)

SS.4.A.8.1

Identify Florida’s role in the Civil Rights Movement.

Instructional outcomes/objectives(s): (Clear objectives written in the form of student learning)

The students will be able to compare firsthand and secondhand accounts of text and give examples of each.

The students will be able to identify and explain the difference between biographies and autobiographies.

Language Objective(s): (Must include language skill/domain and function, may contain grammar, where
appropriate)

The students will write recollections of important events in their lives.

The students will read their partner’s events.

The students will discuss firsthand and secondhand accounts and give examples.

Key Vocabulary (academic/content-defined in kid Instructional Materials/Resources/Technology

friendly terms)
(include hyperlinks to videos & websites)
Firsthand account- given from the point of view of
someone who experienced the event. Anchor Chart (completed in class)

Secondhand account- given from the point of view of Markers

someone who did not experience the event.
Paper/Pencils
Primary source- original evidence.
https://betterlesson.com/lesson/551929/biographie
Secondary source- any source of an event, period, or issue s-my-autobiography
that was produced after the event.
Idea for Lesson

H.O.T.S. Graphic Organizer/Thinking Map:

http://www.enchantedlearning.com/graphicorganiz
Bloom’s Taxonomy ers/
http://www.edpsycinteractive.org/topics/cognition/bloom.
html
Anchor Chart
Knowledge: What is the difference between
autobiographies and biographies?

Above Knowledge: Why did I have you guys do this

exercise?

Above Knowledge: Why is it important for you to

identify firsthand and secondhand accounts?

Knowledge: Is our read aloud a firsthand or secondhand

account?
Lesson Portions: Pacing ESOL Support

• How will you introduce the For each level EL at each instructional step. (Add
lesson, assess or activate prior additional rows with Tab)
knowledge, motivate students
to learn?
• How will the lesson develop or
proceed? What steps will you
follow? What are the students
expected to do?
• Highlight differentiated
strategies.
• Underline higher order/high
quality questions in lesson.
Introduction/Building Background:

I:

What is the difference between N/A

biographies and autobiographies?
2 mins

Instructional Steps:

We will be talking about firsthand and

secondhand accounts today and how
they relate to biographies and
autobiographies.
I:
Hang anchor chart on the board. (will be
created during class). Extra time.

Firsthand accounts are considered Visuals/gestures.

primary sources.
Leveled questions:
What are primary sources?
Give me an example of a source that tells the story
Firsthand accounts are descriptions of by someone who experienced the event.
events from people who were there to
experience it. Showing examples.

What are some examples of firsthand

accounts?
10 mins
Ex.

Diary/journals, autobiography, speeches

photos/videos.

Secondhand accounts are considered

secondary sources.

What are secondary sources?

They are descriptions of events based on
research or told from someone who was
not there to experience it.

What are some examples of firsthand

accounts?

Ex.

Textbooks, biography, informational

texts.

Fill out the anchor chart through

discussion.

When figuring out whether you are

working with a firsthand account or
secondhand account, I want you to ask
yourself: was the person telling the
account present at the time of the event?

What point of view are firsthand

accounts told from? Secondhand
accounts?

Split the class into partners and give

each pair two blank sheets of paper (1
each).

I am going to give you a minute and I

want you to think about an event that
happened in your life.

Give them a minute to think. I:

Now write a short paragraph about that Leveled questions:

event. Be specific and give details about
the event. Fully explain what happened. Tell me an important event in your life.

Give them 2-3 minutes to write. May write shorter paragraphs.

Now switch papers with your partner Have partner read their event to her.
and read what they wrote.

Give them 1-2 minutes to read.

Now flip the paper over and write about

their event. Write a small paragraph but
be sure to include specific details and
facts from your partner’s event.
Remember, you are not writing this from 15 mins
your point of view.

Why did I have you guys do this

exercise?
Why is it important to know the
difference between firsthand and
secondhand accounts?

Is our read aloud a firsthand or

secondhand account?

Closures Pacing ESOL Support

Content:

Firsthand accounts are recollections of an event from I: N/A

someone who was there to experience the event. Secondhand
accounts are recollections of an event done through research
by someone who was not present during the event. Being
able to determine whether something is a firsthand or
secondhand account helps the reader understand from the
writer’s point of view.

Procedural:

I will walk around and staple your groups papers together

and then collect them. Once I have your papers, make sure
all of your materials are put away and then sit quietly until
we begin small group.

Assessment of Student Learning: (congruent with instructional

objectives)

Objective 1:

I will collect their papers with their events and their partners’
recollections of those events.

Post Lesson Analysis

Lesson Adjustment: (How are you re-teaching objectives for mastery based on formative assessment? Include
evidence.)

I would focus more on specific examples of firsthand and secondhand accounts. I think the students were able to
identify the differences between firsthand and secondhand accounts and which point of view they each are
written in, but they had a hard time listing examples of each type of account. I would bring in examples of
different types of firsthand and secondhand accounts and have them analyze/describe the different examples and
what makes them qualify as a firsthand or secondhand account.

After looking at their written examples of events and their partner’s recollections of those events, I noticed that
they all used the proper point of view and were able to discuss what they noticed that was similar and different
about the different recollections of the same event.
Reflection on Teaching: (Analyze and evaluate your lesson and class management.)

I started by having the students tell me what they already know about autobiographies and biographies and then
went into creating the anchor chart. I asked comprehension questions throughout the lesson and made sure they
were understanding everything before moving on. I wanted to make sure they connected firsthand and
secondhand accounts with biographies and autobiographies and what point of view they are written in. At times
I had a hard time keeping the students under control, but only by calling out or wanting to answer. During the
written portion, I did not tell them that they would be switching papers with their partners until after they were
done writing. When everyone was done, I had them explain or tell me what they noticed about the two different
versions and which account they would be and why. When I had any behavior issues, I would just remind them
to raise their hand if they want to speak or to put away what they were doing. I also introduced to them that if
one of their classmates is answering, then everyone else should put their hands down unless the person asks for
help or I move on. So, the students have started correcting each other when behavior increases and remind each
other to put their hands down or be quiet. I think this is also due to my table points system.