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	var subtitle = document.createElement("h2");
	subtitle.appendChild(document.createTextNode("My Philosophy of Education"));
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	newText.appendChild(document.createTextNode("My primary philosophy of education is that a teacher should make students feel as if they were major participants in the classroom and not simply sitting in the teacher's classroom. It is for this reason that I refer to the classroom as \"Mr. Miller’s Neighborhood\" as opposed to \"Mr. Miller’s Classroom.\" The most important way to make sure students feel they are a part of the classroom is to encourage classroom participation. Sometimes this can be difficult in the later grades, as many students have been stifled when they were younger by teachers who were more worried about keeping the students calm than about promoting participation. One way to promote classroom participation is to allow students to interrupt with their questions when appropriate. It is important that students feel they can ask questions when they are having a problem with a concept being introduced. I have never made a student feel dumb for asking a lot of questions, and when they ask me if they are asking too many questions, I make sure I drive home the point that asking a lot of questions is a good thing."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("It is also essential that the teacher is available for students outside of the classroom. This means devoting time to meet with students individually before or after school to help those students who are having difficulties. If students are willing to devote extra time to learn a difficult concept, then teachers should be willing to give some of their time as well. I always let students know my schedule so they know the best times to come in for extra help."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("Mathematics, one of the subjects I teach, is a very difficult subject for many students, so it is essential to provide students with as many methods as possible to solve problems so they can find what is easiest for them. This would be difficult to do in the classroom, however, as there is limited time to dwell on a single topic. Therefore, in my classroom I encourage the students to investigate alternative methods of solving problems on their own time by offering extra credit. The students can present their alternative method in front of the class so other students can benefit from it as well. In my computer classes I do not offer extra credit for alternative methods, but I do teach students different methods of solving computer problems if I feel a different method would better suit a specific student. Students sometimes find methods of solving a problem that I did not anticipate, however, and I may present those methods to the class if I feel they would benefit other students."));
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	newText.appendChild(document.createTextNode("Overall, my philosophy of education is to make students feel as comfortable as possible in the classroom so they won't feel anxiety about asking questions or admitting when they are having difficulties. The entire point of education is to teach students and they won't learn anything if they are afraid to admit when they are struggling. Making the students feel a part of the classroom is essential to encouraging participation and to helping students through difficult concepts in mathematics and computer science."));
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	var subtitle = document.createElement("h2");
	subtitle.appendChild(document.createTextNode("SEEKING SECONDARY SCHOOL POSITION TEACHING MATH, BUSINESS EDUCATION, AND/OR COMPUTER SCIENCE"));
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	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Contact Information"));
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	newBold.appendChild(document.createTextNode("Email Address: "));
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	newLink.appendChild(document.createTextNode("derekmiller@mac.com"));
	newLink.href = "mailto:derekmiller@mac.com";
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	newText.appendChild(document.createTextNode("630 553-4389 x238"));
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	content.innerHTML += "<h3>Summary of Qualifications</h3><ul>  <li>Committed as a self-motivated, enthusiastic educator to student development, student achievement, and the learning experience.</li>  <li>Include considerable hands-on activities in the mathematics classroom to address the multiple needs of students and to show students the importance of math in everyday life.</li>  <li>Demonstrate an intense passion for computers and computer education with a strong desire to instill that passion within students.</li>  <li>Engage continually in staff development experiences and coursework to stay current with advances in technology and with best practices in education.</li>  <li>Experienced with special needs students, which has led to a broad understanding of and use of differentiated instruction andinclusion.</li>  <li>Recognize the benefit of collaborating with colleagues to share strategies and best practices.</li></ul>";
	
	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Education"));
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	content.innerHTML = content.innerHTML + "<p><strong>Masters of Arts in Teaching - Secondary Education Certification Program</strong> 2004 - 2005<br />&nbsp;&nbsp;&nbsp;&nbsp;Certification in Computer Science and Mathematics<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.aurora.edu/\">Aurora University</a>, Aurora, Illinois<p><strong>Bachelor of Science Degree</strong> 1999 - 2003<br />&nbsp;&nbsp;&nbsp;&nbsp;Degree in Statistics and Computer Science<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://illinois.edu/\">University of Illinois</a>, Champaign/Urbana, Illinois<p><strong>High School Diploma</strong> 1995 - 1999<br />&nbsp;&nbsp;&nbsp;&nbsp;Member of National Honor Society<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.lphs.org/\">Lake Park High School</a>, Roselle, Illinois";
	
	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Teaching Experience"));
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	content.innerHTML = content.innerHTML + "<p><strong>Business Education Teacher</strong> August 2006 - Present<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.yorkville.k12.il.us/schools/yhs.html\">Yorkville High School,</a> Yorkville, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Currently teaching or have taught a wide variety of computer courses including Computer Concepts, Advanced Computer Concepts, Web Design, Advanced Web Design, Computer Programming I and II, and AP Computer Science.</p><p><strong>Math  Teacher</strong> January 2006 - June 2006<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.evergreenpark.org/\">Evergreen Park  High School</a>, Evergreen Park, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Taught Algebra B, Geometry B, and Intermediate Geometry on the block schedule. Algebra B and Geometry B were lower-level math courses.</p><p><strong>Student  Teacher</strong> August 2005 - December 2005<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://schools.u-46.org/index.pl?id=2225\">South Elgin High School</a>, South Elgin, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Taught two Honors Geometry courses and two Algebra 1.5 courses. Algebra courses were similar to block scheduling in that students had more time in math than they would in a normal Algebra classroom.</p><p><strong>Methods Practicum</strong> January 2005 - March 2005<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.lz95.lake.k12.il.us/lzhs/index.htm\">Lake Zurich High School</a>, Lake Zurich, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Worked with Honors Algebra I, Academic Algebra, and Algebra II classes. Taught a total of three lessons to Algebra II and Honors Algebra I classes. Also observed Algebra I, Honors Algebra II, Honors Precalculus, Geometry, Visual BASIC, and AP Calculus BC classes.</p><p><strong>One-on-One Aide</strong> January 2004 - June 2005<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.wilmette39.org/wjhs/\">Wilmette Junior High School</a>, Wilmette, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Worked with two students in 2004. One student with Asperger's Syndrome was included in most classes, while the other student who was lower-level was only included in one class. In 2005 worked with a student who was fully included with Asperger's Syndrome.</p><p><strong>Camp Counselor,  Camp Director </strong> June 2001 - Present<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.computercamps.com/\">Emagination Computer Camps</a>, Lake Forest, IL and Rosemont, PA<br />&nbsp;&nbsp;&nbsp;&nbsp;Taught a number of computer workshops including BASIC Programming, Digital Photography, PASCAL Programming, Perl Programming, Flash Animation, and Web Development over the summer for children ages 7 to 17. Was promoted to Recreation Director in 2003, Assistant Camp Director in 2004, and Camp Director in 2008. Worked on a number of curricula for the camp including Web Design, Advanced Web Design, Perl Programming, Flash Animation, Advanced Flash Animation, and Flash Games.</p><p><strong>Reading Tutor </strong> January 2002 - May 2002<br />&nbsp;&nbsp;&nbsp;&nbsp;<a href=\"http://www.usd116.org/home/schools/paine.html\">Thomas Paine Elementary School</a>, Urbana, Illinois<br />&nbsp;&nbsp;&nbsp;&nbsp;Tutored a fourth-grade student in reading and occasionally helped him with other homework. While I was tutoring him the student was named student of the week, and improved his reading to grade-level.</p>";
	
	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Relevant Coursework"));
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	content.innerHTML = content.innerHTML + "<dl><dt><strong>Fall 2005</strong></dt>  <dd><strong>EDU 675:</strong> Student Teaching Internship</dd>  <dt><strong>Spring 2005</strong></dt>  <dd><strong>EDU 572: </strong>Reading and Writing in the Content Areas<br />    <strong>EDU 575:</strong> Methods Practicum<br />    <strong>EDU 582:</strong> Secondary Methods: Math and Science</dd>  <dt><strong>Fall 2004</strong></dt>  <dd><strong>EDU 510: </strong>Classroom Dynamics<br />        <strong>EDU 526:</strong> Advanced Educational Psychology: Human Development and Learning<br />          <strong>EDU 530: </strong>Assessment and Approaches to Learning</dd>  <dt><strong>Summer 2004</strong></dt>  <dd><strong>EDU 537: </strong>Adolescent Development and Learning</dd>  <dt><strong>Spring 2004</strong></dt>  <dd><strong>EDU 520: </strong>Philosophical Foundations of Education</dd>  <dt>    <hr />    <strong>Fall 2003</strong></dt>  <dd><strong>CS 373:</strong> Combinatorial Algorithms </dd>  <dt><strong>Spring 2003</strong></dt>  <dd><strong>STAT 320: </strong>Applied Statistics<br />      <strong>STAT 328: </strong>Statistical Computing</dd>  <dt><strong>Fall 2002</strong></dt>  <dd><strong>CS 210:</strong> Ethics in Computer Science<br />        <strong>CS 257: </strong>Numerical Methods<br />        <strong>CS 311:</strong> Database Systems<br />      <strong>CS 321:</strong> Programming Languages and Compilers</dd>  <dt><strong>Spring 2002</strong></dt>  <dd><strong>C&amp;I 160: </strong>Serving Children<br />        <strong>CS 232: </strong>Computer Architecture II<br />      <strong>STAT 311:</strong> Mathematical Statistics and Probability II</dd>  <dt><strong>Fall 2001</strong></dt>  <dd><strong>CS 231:</strong> Computer Architecture I<br />      <strong>STAT 310: </strong>Mathematical Statistics and Probability I</dd>  <dt><strong>Spring 2001</strong></dt>  <dd><strong>CS 273: </strong>Introduction to Theoretical Computing<br />      <strong>MATH 315: </strong>Linear Transformations and Matrices</dd>  <dt><strong>Fall 2000</strong></dt>  <dd><strong>CS 225: </strong>Data Structures and Software Principles<br />        <strong>MATH 247: </strong>Fundamental Mathematics<br />      <strong>STAT 100: </strong>Introduction to Statistics</dd>  <dt><strong>Summer 2000</strong></dt>  <dd><strong>MATH 242: </strong>Calculus of Several Variables</dd>  <dt>&nbsp;</dt>  <dt><strong>Spring 2000</strong></dt>  <dd><strong>CS 125:</strong> Introduction to Computer Science<br />      <strong>CS 173:</strong> Discrete Mathematical Structures<br />      <strong>MATH 130: </strong>Calculus and Analytical Geometry II</dd>  <dt><strong>Fall 1999</strong></dt>  <dd><strong>CS 100: </strong>Freshman Orientation in Computer Science<br />      <strong>MATH 120:</strong> Calculus and Analytical Geometry</dd></dl>";
	
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	subtitle.appendChild(document.createTextNode("Extra-Curricular Activities"));
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	content.innerHTML = content.innerHTML + "<dl>  <dt><strong>  Post-College</strong></dt>  <dd><strong>Head Cross Country Coach</strong>, Yorkville Middle School, 2008-Present<br />   <strong>Leader of Designing a Classroom Webpage Cohort</strong>, 2008-2009<br />    Member of <strong>School Improvement Committee</strong>, 2008-Present<br />      Member of <strong>Commitment to Best Practice Team</strong>, 2008-Present<br />      <strong>Park District Basketball League</strong>, Roselle, Illinois, 2004-Present</dd>  <dt><strong>College</strong></dt>  <dd><strong>Intramural Softball Captain<br />  Intramural Basketball</strong></dd>  <dt><strong>High School</strong></dt>  <dd><strong>Cross Country Captain</strong>, Academic All-Conference<br />        <strong>Track &amp; Field Varsity Runner</strong>, Academic All-Conference<br />          <strong>Math Team Member</strong><br />          <strong>Member of National Honor Society</strong></dd></dl>";
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function recommend()
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	subtitle.appendChild(document.createTextNode("Letters of Recommendation"));
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	content.innerHTML = content.innerHTML + "<dt><b>YHS Student</b>, Junior Student <br /><a href=\"http://www.yorkville.k12.il.us/schools/yhs.html\">Yorkville High School</a></i></dt><dd>\"Although Mr. Miller is an outstanding teacher and I enjoy his classes, it is <u>who</u> Mr. Miller is that I find important. He is genuinely kind to all students, no matter what stereotypes they might carry or whatever their background is. He holds a level of respect with each student, which I in return respect him for.\"</dd><dd><a href=\"references/YHS_junior.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><dt><b>Eric Miller</b>, Business Department Head<br /><a href=\"http://www.yorkville.k12.il.us/schools/yhs.html\">Yorkville High School</a></i></dt><dd>\"Mr. Miller is interested in the growth of his students who are involved in his courses. He involves himself with his students and assigns engaging projects. The students also help teachers with Web Page design for their classroom activities.\"</dd><dd><a href=\"references/eric_miller.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Allison Fitzgerald</b>, Assistant Director of Camps<br /><a href=\"http://www.computercamps.com\">Emagination Computer Camps</a></i></dt><dd>\"Mr. Miller is honest, hard working and enthusiastic about his responsibilities. I can rely on him to be on time and preparedfor the task at hand. He is able to keep the children engaged and excited about the programs and activities offered atcamp. Mr. Miller is one of the most popular staff members among his peers, the campers and the parents. Not only doeshe interact well with his co-workers, but he is also able to provide leadership and guidance to those he supervises.Furthermore, Mr. Miller is eager to learn and welcomes professional challenges.\"</dd><dd><a href=\"references/allison_fitzgerald.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Gordon Brown</b>, Cooperating Teacher during Student Teaching<br /><a href=\"http://schools.u-46.org/index.pl?id=2225\">South Elgin High School</a></dt><dd>\"Derek has clearly demonstrated that his commitment and personality are well-suited to the educational profession and the students he serves. Derek has shown true potential during his short time at South Elgin High School.\"</dd><dd><a href=\"references/gordon_brown.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Mike Stevens</b>, Student Teaching Supervisor<br /><a href=\"http://www.aurora.edu\">Aurora University</a></dt><dd>\"Derek's use of a variety of instructional strategies continues to expand and during any one class more than two strategies are usually employed to engage sutdents in the study of mathematical concepts. Classroom management was never an issue. Derek treats all students with respect, even when correcting their behavior. Students, in turn, respected Derek as if he were a seasoned veteran.\"</dd><dd><a href=\"references/mike_stevens.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Justine Repplinger</b>, Math Teacher<br /><a href=\"http://www.lz95.lake.k12.il.us/lzhs/index.htm\">Lake Zurich High School</a></dt><dd>\"Throughout both lessons, it was apparent that Derek has a genuine concern for students. He prepared lessons that were easy to follow and his pacing was excellent. He went through new material at a comfortable rate giving students time to digest and try out the new concepts and skills. Students were on task and participated in questioning and practice problems.\"</dd><dd><a href=\"references/justine_repplinger.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Rose Varisco</b>, Clinical Supervisor<br /><a href=\"http://www.aurora.edu/\">Aurora University</a></i></dt><dd>\"Derek is open to suggestions and feedback to improve his teaching skills. He worked closely with Mrs. Replinger to develop lesson plans that followed the Algebra curriculum. Lesson plans included clear directions, guided practice, and closure. It is my opinion that with good mentoring Derek will continue to learn strategies to creative productive lessons.\"</dd><dd><a href=\"references/rose_varisco.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Mona Boudreau</b>, 7th Grade Math Teacher<br /><a href=\"http://wilmette39.org/wjhs/\">Wilmette Junior High</a></i></dt><dd>\"The student Derek works with has a difficult time paying attention in class, but Derek creates example problems for him to solve to ensure he knows how to solve the problems. Derek's knowledge of mathematical concepts is a great asset to the student, and I am sure Derek will make a great math teacher. Derek also makes sure his student keeps his math binder organized, which may not sound like a big deal, but the improvement this students has shown in regards to organization is pretty remarkable.\"</dd><dd><a href=\"references/mona_boudreau.pdf\">Full Recommendation (PDF)</a><p></p></dd><dt><b>Lisa Merrill</b>, Learning Behavioral Specialist<br /><a href=\"http://wilmette39.org/wjhs/\">Wilmette Junior High</a></i></dt><dd>\"Derek has an innate sense of how to build relationships with the students and how to address their needs. He is highly responsible and displays compassion and competence in working with students who have special needs. Derek participated as a member of our classroom team taking the initiative to help where ever needed. He was always pleasant, cooperative and maintained a sense of humor.\"</dd><dd><a href=\"references/lisa_merrill.pdf\">Full Recommendation (PDF)</a><p></p></dd>";
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function lessons()
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	var subtitle = document.createElement("h2");
	subtitle.appendChild(document.createTextNode("Lesson Plans"));
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	var newText = document.createElement("p");
	newText.appendChild(document.createTextNode("All of the lesson plans below have been written by me, and have been used in the classroom. For my computer lessons go to "));
	var newLink = document.createElement("a");
	newLink.appendChild(document.createTextNode("themrmiller.com"));
	newLink.href = "http://www.themrmiller.com";
	newText.appendChild(newLink);
	newText.appendChild(document.createTextNode("where I post every lesson I teach so my students can reference them. The lessons are laid out as step-by-step tutorials so students who miss a lesson can easily catch up on their own. The lessons below are PDF files that can be viewed using Adobe Acrobat."));
	content.appendChild(newText);	
		
	
	content.innerHTML = content.innerHTML + "<dl><dt><b>Sitting Down Proof Activity (Geometry)</b></dt><dd><a href=\"lessons/lesson01.pdf\">Lesson Plan</a><p></p></dd><dt><b>Show Me The Money Activity (Junior High Math)</b></dt><dd><a href=\"lessons/lesson02.pdf\">Lesson Plan</a></dd><dd><a href=\"lessons/lesson02_rubric.pdf\">Activity Rubric</a><p></p></dd><dt><b>Investigating Exponential Decay (Algebra 1-2)</b></dt><dd><a href=\"lessons/lesson03.pdf\">Lesson Plan</a></dd><dd><a href=\"lessons/lesson03_lab.pdf\">Lab Activity Sheet</a></dd><dd><a href=\"lessons/lesson03_notes.pdf\">Student Notes Sheet</a><p></p></dd><dt><b>Square Roots and the Pythagorean Theorem (Algebra 1-2)</b></dt><dd><a href=\"lessons/lesson04.pdf\">Lesson Plan</a></dd><dd><a href=\"lessons/lesson04_lab.pdf\">Lab Activity Sheet</a></dd><dd><a href=\"lessons/lesson04_squareA.pdf\">Square A</a>, <a href=\"lessons/lesson04_squareB.pdf\">Square B</a>, <a href=\"lessons/lesson04_squareC.pdf\">Square C</a> for Lab</dd><dd><a href=\"lessons/lesson04_notes.pdf\">Student Notes Sheet</a><p></p></dd><dt><b>Polynomial Long Division (Algebra 3-4)</b></dt><dd><a href=\"lessons/lesson05.pdf\">Lesson Plan</a></dd><dd><a href=\"lessons/lesson05_notes.pdf\">Student Notes Sheet</a><p></p></dd>";
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function management()
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	var subtitle = document.createElement("h2");
	subtitle.appendChild(document.createTextNode("Classroom Management"));
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	var newText = document.createElement("p");
	newText.appendChild(document.createTextNode("This section consists of my ideas to make my classroom the most conducive to student learning. I include my ideas for organizing the classroom space, my ideas for building a classroom community, and my classroom routines and expectations. Each of these sections can be downloaded as an Adobe PDF document."));
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	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Physical Environment"));
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	var newLink = document.createElement("a");
	newLink.appendChild(document.createTextNode("Download PDF"));
	newLink.href = "PDFs/environment.pdf";
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("My classroom setup is for a high school-level math classroom. In the case of computer courses I will generally be teaching in a computer lab where I do not have control of the layout so I know I will have to work with whatever I have. I believe group work is very important to students’ social development as well as their development academically, and that is a major factor in my classroom setup. I try to seat my students in groups of five, and the classroom I organized is based on a class of 25 students. Tables would be the best option for this classroom setup, but, obviously, I won't always have the option, so I may have to use desks. I formed my opinion from sitting in many different classrooms as well as my own classroom experience. I realized that group work usually requires students to move around the room or move their desks, which wastes class time. The only classrooms that had a permanent group-oriented setup were the science classrooms, and I found that a teacher with good control of his or her class room does not have too much trouble keeping the students' attention while lecturing."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("I believe groups can work well under a good classroom management structure, as the main problem with groups is keeping the students focused. When there is extra time at the end of class, I have students work on their homework, which allows them to work on the homework together and help each other as well as getting assistance from me. Another potential problem with my setup would be students straining to see the board while I am lecturing, but the orientation of the desks ensures students do not have to strain to see the board. One student faces the board directly while the other four in each group only need to turn their heads to the side to see the front of the classroom. Another potential issue with permanently-grouped seating would be prospective cheating during tests, but I put the desks into traditional rows on test days. I also realize the students may not like working with the same group of peers week after week so I sometimes mix up the groups every few weeks."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("The storage area at one end of the room will have space to store any classroom materials I may need along with extra classroom textbooks for any students who forget to bring their book to class. There will also be two to three computers in the back of the class for students to access if they need them. I try to use technology often in my math classroom so students will have many opportunities to use the computers. Hopefully, the classroom will also contain a projection system for displaying a computer screen in addition to an overhead projector, as I use the computer often in my classroom."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("Finally, my own desk will be located at the back of the room facing the door. I don't want to have my desk in the front of the room, as it will seem like a barrier between the students and myself. I like it facing the door, however, because I want to be able to see who is entering and leaving the room when I am sitting at the desk."));
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	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Classroom Community"));
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	var newLink = document.createElement("a");
	newLink.appendChild(document.createTextNode("Download PDF"));
	newLink.href = "PDFs/community.pdf";
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	newText.appendChild(document.createTextNode("I believe my group-oriented classroom already goes a long way in building a classroom community simply based on the emphasis put on group work. Just because students are constantly in groups does not mean a positive classroom community will instantly be built, however. I believe a good activity to do at the beginning of the year would be one in which the students in each group talk over their common interests. Since this is a math classroom, I would relate it to math by making the students come up with statistics about their group's interests. For example, if only one out of five students is interested in video games, they will say one out of five group members, or 20%, are interested in video games. If four out of five group members are interested in sports, they will say four out of five group members, or 80%, are interested in sports. We will then come up with some statistics as a class to determine what everyone is interested in as a whole. I will also mention my interests to show I am a part of the classroom community and not just the teacher of a room full of students. To help the students out, I will provide them with a list of interests to go over, but I will also encourage them to come up with some of their own. I believe this activity will immediately set a good tone for the classroom and will go a long way in establishing a positive classroom community."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("For conflicts in the classroom involving more than one student, I separate the two students if it is during my lecture and redirect the remaining students to either work on their homework or to work on an activity I had planned in case of a classroom disruption. I will then take the students involved in the conflict out into the hallway one at a time to discuss the situation. I will make sure to leave the door ajar to keep abreast of what is going on in the classroom. Obviously, every situation will be different, so I will decide on a case-by-case basis what punishment to give the students if any punishment is necessary beyond my mediation."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("A major part of my classroom management strategy is one that is focused more on rewards than punishments. Each one of my classes has a collection of Lego people that have been donated by my students. Each class starts with five Lego people, and I allow the class to choose a new person for their collection if they had a good day. I also give Lego men for a specific student doing something particularly good. The class that has the most Lego people at the end of the term earns a class party. I also take away Lego people if the class misbehaves in some way, but usually the threat of taking away a Lego person does a lot to quench further misbehavior. It is amazing how much the students connect to the Lego people in their collection, and they will do everything they can to keep their collection intact."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("I believe my respect for the students and my ideas for building a classroom community result in a positive classroom community. I have a lot of interests, so my community-building activity will probably show my students that I have a lot of common interests with them, and I'm sure they will also find peers in the class with common interests as well. I realize not every student will get along with every other student in the classroom, but I believe my strategies will create an extremely successful classroom community."));
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	subtitle = document.createElement("h3");
	subtitle.appendChild(document.createTextNode("Classroom Routines and Expectations"));
	content.appendChild(subtitle);
	
	var newLink = document.createElement("a");
	newLink.appendChild(document.createTextNode("Download PDF"));
	newLink.href = "PDFs/expectations.pdf";
	content.appendChild(newLink);
	
	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("I rely heavily on routine when I work, and I try to bring that into the classroom so students will always know what to expect when they enter my classroom. On normal days in which we do not have a test, I will write on the board the goal or goals for the day. I make sure students keep organized notes because they are just beginning to form their study habits in high school. I will encourage them to keep their notes organized by putting the goal and date at the top of their notes page every day. The wording of the goal will always relate to the material they are learning so they can easily find something in their notes if they forget how to do something. When the students first enter the room, the computer or overhead projector will display the answers to their homework assignment for them to correct their homework. I will also have the students write a note at the end of each homework saying what, if anything, they had trouble with. When students are done correcting their homework, they will put the percent at the top, and then go to the board to write down the numbers of problems they had trouble with. If another student has already written the number on the board they put a hash mark under the number. This will let me know what problems the students had the most trouble with, so we can go over them. After going over the homework, students will hand it in by having one group member take the entire group’s homework and put it in a folder for their class period located at the side of the room. I do not grade the homework on correctness, but I just want to make sure the students understand the material before they get too far behind so collecting their homework gives me a means of checking on their understanding. Students will learn this routine because it will be the same routine every day, and should be something they come to expect from my classroom and something they can do even if I am not there."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("For my lower-level classes I will have warm-up problems for them to complete every day. They will have a warm-up sheet on which they will complete the week's warm-up problems, and I will check their work as I walk around the classroom and use a rubber stamp to give them credit for the work. (An example of the warm-up sheets I use can be seen by downloading the Routines and Expectations PDF file.) When students have finished their work and have been stamped, they are encouraged to help their classmates who are having trouble. If they do this, they can earn a second stamp for extra credit. This makes the warm-up process go more quickly since I do not have to spend as much time helping students. At the end of the week the students have a weekly quiz that they will complete on their warm-up sheet that they will then turn in for me to check."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("I also have a notes sheet for the majority of my classes every day. (An example of the notes sheets I use can be seen by downloading the Routines and Expectations PDF file.) The sheet contains space for the students to write notes, fill in definitions, and complete problems. I will not require these notes sheets as many students have their own system for taking notes, but for students who complete them, they can turn them in at the end of the chapter for extra credit, and I believe the sheets can be extremely helpful for students who do not take good notes or who do not normally take notes at all."));
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	newText = document.createElement("p");
	newText.appendChild(document.createTextNode("My key to classroom management is to set an example for the class. The students will hopefully never see me do something that I would not have wanted them to do, and I will always try to model appropriate behavior for them and show them the respect I would like them to show me. Although I do not think always praising students is good for them, I will praise students when I do think they did a fantastic job on something. I will also keep my criticisms to a minimum, and only use criticism in a benign way that will try to redirect the student. This means asking students questions about their behavior that they must use reasoning to answer. Questions such as, \"What would happen if everyone called out whenever they wanted?\", force students to think about their behavior as opposed to them thinking about the fact that they were criticized."));
	content.appendChild(newText);		
}