For my inquiry into teaching practice, I am focusing on classroom management and how it effects the behavior of students. After reading chapter five from the Tomlinson book, I was given some new insight and material that will help during my research process. The whole chapter discusses classroom rountines and procedures. Essentially, classroom procedures and routines support different prescribed ways of doing things that allow teaching and learning to proceed in a structured, predictable, and efficient manner. Like I have stated in almost all of my posts, my classroom is extremely traditional. Therefore, the routine is so repetitive that the students know what is expected of them on a daily basis in reference to the different subject areas. They know when they walk in the door, they have bellwork. They know which subject comes before the next. They know what assignment to get out.  It is almost like they are robots. But, my teacher has structured her class where the students understand the routine and procedures of each day. What is lacking is the management plan that will help the procedures to run smoothly. The students behavior can get completely out of hand. Therefore, they do not respond well to multiple directions, group work, or any responsibility. Because of this, they have very little experience and practice in these areas. So, when Megan and I try to differentiate the directions, create opportunities for cooperative learning groups, or distribute responsibilities, it is nearly impossible for the students to behave because they have not learned how to. So, Megan and I are teaming up on our inquiry project. I am focusing more on the aspect of an overall classroom management plan for the disruptive students and she is focusing on applying that classroom management plan and understanding ways that our students can work in cooperative learning groups.