Abby SoltisFinal Draft

Classroom Management Plan

PHILOSOPHY OF CLASSROOM MANAGEMENT

I believe that every student is a learner and that every student has the

capacity to be successful in school. Transversely, it is the teacher’s job to provide a

range of opportunities for students, so that every student has the opportunity to be

successful in his or her own way. Assessment and learning opportunities should be

as diverse as the learning styles of students. This means embracing diversity in the

classroom, whether it is cultural, learning styles, or even physical diversity.

Embracing diversity means acknowledging the differences among students by

creating unique relationships based on the student’s needs (Culturally Responsive

Classroom Management, 270).

I believe that learning is social and that learning is a shared responsibility

between teachers and the students. Therefore, the teacher should set the

foundations of a learning community by helping students decide what they want

their learning to look like (INTASC standard, Learning environment). It is the

teacher’s job to develop a set up a system in which all of these things can take place.

Additionally, it is the responsibility of the teacher to learn with his or her students.

As a science teacher, I encourage students to question what they are learning. It will

be my job to answer those questions and convince students that science is relevant

and important. It is also my job to maintain a safe and orderly environment by

means of setting clear boundaries for students (Developmental need, Structure and

Abby SoltisED 327 Dr. Boop 12/16/2011clear limits). This will provide a classroom where discipline will aid learning,

instead of disrupt it.

ROLE AS A TEACHER

As a teacher, it will be my job to create a community-learning environment

where students feel comfortable, safe, and are motivated to learn about science. “A

community [is] a process marked by interaction and deliberation among individuals

who share common interests and commitment to common goals” (Classroom

Management, 265-266). My role as a classroom teacher will be to enforce the rules

set by the community, administration and class, in order to ensure that we are

working toward the common goal: to educate students. The best way to create this

community is to relinquish some of the power and give it to students (Becoming a

Middle Level Teacher, Chapter 4). First and foremost my job as a teacher is to care

about students. Creating a learning community will show students that I not only

care about their achievement and their wellbeing as people, but peers care as well

(INTASC standard, Learning environment).

As a teacher, I will be a role model to students. This means personally

modeling the behavior that I expect from the students. Since my number one

expectation for students is respect, this means that I will act in a professional

manner and avoid speaking poorly about my colleagues and other students by

resolving any issues immediately (INTASC standard, Collaboration, ethics, and

relationships). As a teacher I will expect a lot from my students, so I will hold myself

2

Abby SoltisED 327 Dr. Boop 12/16/2011to the same high standards. I will come to class every day well prepared, ready to

learn, and excited to teach. I expect my students to be motivated learners, so I will

work hard to be motivated in preparing engaging, student-centered learning

activities for my students (Becoming a Middle Level Teacher, Chapter 11). Showing

students that I am passionate about science, and all of the possibilities it has to offer,

will encourage them to find out what they are passionate about. (Sherri Campbell,

Fall 2011). This is incredibly important when students are searching to define

themselves (Behavioral need, Self-definition).

In addition to being a role model to my students, it will also be my job to

identify the needs of the student. Identifying the needs of students will be necessary

to differentiate instruction and assessment according to the student learning styles

(Becoming a Middle Level Teacher, Chapter 11). Especially in middle school,

students are much more concerned about social issues than learning (Behavioral

need, Positive social interaction). Often times, addressing the issue quickly and then

moving on is the only way for any meaningful teaching or learning to happen. I

discovered this quickly when I tutored a high school girl who had to talk about her

boyfriend problems before we could work on her geometry homework. Addressing

student needs means getting to know each student differently by finding out what

they do for fun, what sports they play and attending extra-curricular activities at

school (John Brady, May 2011, Butler Summer Institute mentor teacher).

BEFORE THE FIRST DAY OF SCHOOL

3

Abby SoltisED 327 Dr. Boop 12/16/2011

Before the first day of school I will set up my classroom; I will find out

information about students and parents in my class. I will write a course outline,

that I will provide to students on the first day of school, including the topics to be

studied as well as guidelines for homework, tests and grading. First I will set up my

classroom. Depending on the space I am given, I would like to arrange the desks into

pods, with 4 students to a pod, which will make collaboration, group projects, and

labs easier (INTASC, Learning environment). In the room, I will also set up places for

classroom procedures such as a place for science notebooks, textbooks, and turning

in homework. As far as the décor of the room, I want the room to feel inviting.

Initially, I will decorate with things from the upcoming unit. I will use real photos or

physical models, instead of store bought posters. I will be sure to leave some space

for student work to be displayed later. I also want students to remember the

classroom is theirs as well, so before each new unit, I will allow students to bring in

related science- inspired materials, models, or photos. This will create an inspired

learning environment. On the first day I will have prepared an area of the classroom

that will display my hobbies and interests so the students will have a visual

introduction from their teacher (Mark Weaver, Fall 2011).

Secondly, I will find out which students will be in my classes. I will look at

student files before school starts so I know what to expect from my students and if

any specific needs need be addressed immediately. Also, I feel it is important to get

to know students names, so being aware of which students will be coming to my

class on the first day will help me put names with faces. I will learn all students’

4

Abby SoltisED 327 Dr. Boop 12/16/2011names in the first week, so I will take photos and make flashcards to study. This will

allow students to know that they are an important part of our classroom community

(Behavioral need, Meaningful participation in community). I will also write a letter

for parents to be passed out to students on the first day of school. If emails have

been provided I will email this out as well (INTASC standard, Communication). This

letter will let parents know my grading, homework and test procedures and policies,

as well as my contact information, the URL for the classroom website, and

information about accessing their student’s online grades. I believe that parent

involvement is important in the classroom, so starting off by being clear about my

expectations and sharing that with parents will start the year off on the right foot.

In order to be clear and concise with students, I will plan to discuss

behavioral expectations as well as grading expectations on the first day of school. So

before the first day of school I will prepare a tentative syllabus as well as the grading

scale and proposed assignments. I expect the syllabus of my course to become more

explicit and detailed each year I teach a course. Hopefully before school starts I will

have a chance to work with other science teachers and team teachers to better plan

my course and grading scale. Before the first day of school I will have also learned

school and district procedures by looking up all applicable handbooks, which will

help me determine grading guidelines and discipline policies. I will also read the

student handbook, so I know what things they are held accountable for.

FIRST DAY OF SCHOOL

5

Abby SoltisED 327 Dr. Boop 12/16/2011Welcoming students

On the first day of school I will stand outside the classroom and greet

students as they enter. This will show students that I am prepared for class and

ready to start the semester (Sherri Campbell, Fall 2011). As students enter the

room, I will allow students to choose where they will sit. In the first week or two of

school, I will allow students to sit where they choose before I develop a seating

chart. I will ask students to sit in the same seat everyday so I can learn names as

quickly as possible. For my middle school students, I will probably always use a

seating chart to encourage students to work with a variety of other students, not

just their friends. For high school classes I will assign a seating chart based on

maturity and whether or not students have difficulty working with others and

staying on task during class.

Introducing Myself

On the first day of class I will start out introducing myself to students, being

sure to include information about my life, interests and hobbies (Marc Weaver, Fall

2011). This is important in developing a relationship and mutual respect with

students. If students have respect for you they will be more willing to listen to what

you have to say. I plan to create this mutual respect by starting out on the first day

by being honest with students about who I am, what they can expect from me, and

what I expect from them. After I introduce myself, we will play a type of icebreaker

game so I can begin to learn my students’ names.

6

Abby SoltisED 327 Dr. Boop 12/16/2011Learning Names

Student names are important to learn as quickly as possible. As a teacher, I

will learn all student names within the first week of school. If I do not know a

student’s name, it will appear to them that I do not care about there individual

needs (Behavioral need, Meaningful participation in community). Quickly learning

all students’ names will also help develop mutual respect between students and

myself. For an icebreaker game, we will go around the room choosing a science

word that starts with the same letter as their name. Each student has to repeat all

the previous students’ names and science words, before they say their own name. I

will go last so I will have to repeat every student’s name and word. This will get the

students involved, as it is important for them to get to know everyone’s name in the

class to be able to create a strong learning community. I will also have students fill

out an interest surveys for homework, so I will have ideas for possible connections

between student interests and curriculum. This will also allow me to start

developing meaningful relationships with the students. Getting to know the

students better will help to create this mutual respect (Becoming a Middle Level

Teacher).

Syllabus and Classroom Procedures

After the icebreaker game, I will give students the ‘syllabus’ and go over it

with them being sure to be detailed and concise about my grading expectations,

allowing students to ask any questions they might have. This will get the students

7

Abby SoltisED 327 Dr. Boop 12/16/2011thinking about science and understand the expectations for the class. At this time

during the 90 minute period, I will also go over classroom procedures letting

students know where they will put their science notebooks, where they will find

assignments, where they will turn in homework, and where they can get work if

they are absent, etc. Addressing these things on the first day will help to ensure that

we spend the majority of time learning, not dealing with late work and passing out

papers (Classroom Management).

Classroom Rules

In order for students to achieve they need to have their needs met. Creating

rules and guidelines for the classroom meets developmental needs as well keeps the

classroom orderly and efficient (Behavioral need, Structure and clear guidelines). In

order to relinquish some of the power to the students, I will have each class period

develop a set of 4 or 5 classroom rules (Mark Weaver, Fall 2011). I will combine

these rules into a comprehensive list, reserving the right to add or change the rules

if necessary. These rules will be posted during the class period each day, so we can

refer to them easily as issues arise. I will also put these rules down in contract form

and have each student and their parent or guardians sign the contract, so everyone

is aware of rules and the consequences for breaking these rules.

During this time I will also be sure to talk to students about the kind of

learning environment we would like to be a part of. Manning and Bucher in their

book point out that “teachers should turn student’s from tourists into visitors”

8

Abby SoltisED 327 Dr. Boop 12/16/2011(Classroom Management, 165). This means that I will be sure to let students know

that this is not just my classroom, but theirs as well. Because it is everyone’s

classroom, students need to know that they (and I) will be supportive of everyone

and the way that each person learns (INTASC standard, learning environment). For

instance, an English Language Learning student may need to speak in his or her

native language, a visual learning may need to draw a picture or a diagram, or a

kinesthetic learner may need to act out a process or event in science. Student

learning is just as diverse as students themselves (Culturally Responsive Classroom

Management). This also means that our classroom will not tolerate bullying, so no

bullying remarks or behaviors will be ignored. Offenders will be spoken with

privately in addition to consequences mentioned in the following section

(Classroom Management, 231).

PLAN FOR MANAGING BEHAVIOR

The primary purpose for students to be in school is to learn. So, when

discipline issues arise I will try to deal with the situation quickly and efficiently, so

learning can continue. However, I will stick to any rules and guidelines that have

been set by me and the class in advance because setting clear boundaries is one of

the seven developmental needs for middle school students. Students have much

more respect for a teacher who sets clear boundaries.

For small behavior issues, I will use body language so that I do not disrupt

the class. At Westlane, I had the opportunity to observe and engage in an EH,

9

Abby SoltisED 327 Dr. Boop 12/16/2011emotional handicap, special education classroom. The teacher, Mr. Burt, told me that

when you speak to a student you are inviting him or her to respond. In order to deal

with small discipline issues such as talking, etc., using body language such as making

eye contact or physically pointing to a rule lets the student know that his or her

behavior is unacceptable, without inviting the student to respond, which could lead

to an outburst as often occurs in Mr. Burt’s classroom. In addition to pointing to the

posted rules and making eye contact, I will also physically move closer to the

student involved in the disruptions and if that is not possible I will engage the

student directly by asking him or her a question posed to the class (Classroom

Management).

If the behavior is continual, I will follow the consequences set up on the first

day of school. I will only remove students from the classroom if the student is

disrupting the learning of others, endangering himself, herself, or others, or verbally

disrespecting me or another student. A student who will not participate will be

spoken with privately after class, but not called out in class (INTASC standard,

communication). This is because removing this student from class will not make the

student more motivated to learn, it will only cause resentment toward the teacher. If

allowed by school policy, I would like students to serve detentions with me, as they

will be asked to reflect on their behavior. Anytime a student is disciplined past a

verbal warning, they will need to speak with me privately after class. An example of

discipline steps are as follows.

1. Verbal warning

10

Abby SoltisED 327 Dr. Boop 12/16/2011

2. Move the student to an isolated desk in the room

3. Call home

4. Pull the student into the hallway

5. Send the student to the main office for a referral.

PARENTAL INVOLVEMENT

Something I want to strive for in my classroom is high parental involvement.

Often times, parents serve as not only a resource to support their students, but a

resource to further knowledge. As a science teacher, I plan to involve students in

project-based learning, where students will be asked to look at a problem in the

community, come up with solutions, and hopefully implement these solutions. For

instance if the students were looking at the declining habitat of a specific bird

species and decided a solution would be to build bird houses, a parent who works in

construction may be an excellent resource to get students started on their project

(Conversation with John Brady, May 2011, Butler Summer Institute research with

Dr. McAllister). The first step to getting parents involved is to keep them informed

about what is going on in the classroom.

I will inform parents about what’s happening in our science classroom

through a classroom website (INTASC standard, Communication). A classroom

website is a great way to show parents what is going on at school, but also to

provide an authentic audience to display student work (We’re not waiting for

11

Abby SoltisED 327 Dr. Boop 12/16/2011superman conference, April 2011). It’s important for parents to know how their

students are doing. For this reason I plan to also use a program like PowerSchool,

which allows parents online access to student grades, in order to keep parents up to

date with grades so there are no surprises when grading period grades come out.

Another thing I plan to do is make phone calls home to parents. When a child

is misbehaving or having difficultly in class, it is important to let his or her parents

know. This is not in order to punish students, but to make sure that I am doing

everything I can to meet the student’s need in order for him or her to be successful

in the classroom. Additionally, I intend to call home to report good things to parents

as well. This is not done often at the high school level, but I think a positive call

home will motivate student learning greatly (Behavioral need, Competence and

achievement).

CLASSROOM PROCEDURES

During school the goal is to spend as much time as possible on learning

activities. In order to do this is important to minimize the time it takes returning

papers, taking attendance, and other menial tasks that must be done, but do not

involve actual learning. Setting structures for these types of activities makes these

processes more efficient, increasing the time for learning.

Daily Procedure

Each day, students will come into the classroom fully prepared with all items

necessary. However, a student may go to their locker if the student will miss out on

12

Abby SoltisED 327 Dr. Boop 12/16/2011learning by not having the item. Students may not return to their lockers for

homework or items such as pens, pencils, paper or calculators. I will provide pencils

and colored pencils for students to borrow if necessary.

Each day, I will write the schedule for the day on the board as well as any

homework assignments, upcoming tests and their respective due dates. Middle

school and high school students will be expected to write in his or her planner daily

and will be giving the first few minutes of class to do so. I will not write a pass for a

student who has a planner that has not been filled out (Sherri Campbell, Fall 2011).

During the days when I need to return student papers and/or tests, I will give

students a Bell Ringer, which is a question to write about either reviewing

information from a previous lesson or activating background knowledge for a new

topic. I will pass out all student papers that have a grade because I believe that is not

information that other students should be able to see or know (Behavioral need,

Competence and achievement and Positive social interactions). This means that I

will have to do this during times when students are occupied with a task. At Each

table, one student will be in charge of getting materials such as books, lab materials,

and science notebooks for their table. This job will rotate around the table, giving

each student this responsibility.

Homework and Tests

Homework will be turned in at the start of class each day into specified trays

when the students enter the room. If homework is not turned in at the start of class

13

Abby SoltisED 327 Dr. Boop 12/16/2011only partial credit will be given. If the assignment is 1 day late the grade will be

reduced by 1 letter grade. If the grade is 2 or more days late the student will have

the grade reduced by half. This will cut down on students working on homework

during the class in which it is due. I plan to assign short homework assignments

several days a week to emphasize key points in the lesson, however, the

assignments will be short. This is because little evidence has been shown that

homework benefits learning (Vatterott, 344). Homework will generally be due the

next class period. Homework will make up 30% of the student’s grade to

supplement test scores. In addition to homework, I plan to use a variety of tests and

assessments to ensure that every student is being graded accurately. Due to the

importance of standardized testing, I will be giving students tests so they can learn

to express their knowledge of a subject area in this way (Sherri Campbell). Tests will

make up another 30% of the final grade.

Lab Safety

As a science teacher, I plan to use many hands-on experiments, as well as

fieldwork (Behavioral need, Physical activity). During these activities it is necessary

to address safety with students. Behavioral issues such as horse play and improper

use of science tools will result in the student being sent to the office for a referral.

We will not follow the prescribed behavior plan mentioned later in this paper

because these activities need to be taken seriously, due to the real risk that students

may harm themselves or others by neglecting to follow safety procedures. During

experiments in the classroom students will be given explicit safety precautions and

14

Abby SoltisED 327 Dr. Boop 12/16/2011instructions before the lab begins. During fieldwork, safety procedures must be

followed even more closely. For example, the class period before fieldwork

activities, I will let students know that we will be going outside and therefore they

will need to dress properly (closed-toed shoes, clothing they can get dirty). Before

going outside I will be sure that students know what they should be doing, what

things (places) are off limits and where we will be meeting and when we will be

returning to the classroom. The office must be notified that the class will be going

outside. Again, during lab time and fieldwork students all procedures must be

followed. In my classroom I will take safety very seriously and I expect my students

to do the same in order to participate. Lab work will make up 40% of the final grade

due to the importance of hands-on work in science.

Conclusion

Overall, I plan to use this classroom management plan to meet the needs of

students and enhance student learning in the most efficient way possible. By

following these steps I will develop meaningful relationships with my students,

minimizing distraction and discipline issues and develop a mutual respect between

my students and myself in order to create a social learning community where

students feel safe and are willing to take risks, which will result in a positive

learning experience for everyone.

15

Abby SoltisED 327 Dr. Boop 12/16/2011

References:

o Mr. John Brady, environmental science teacher, personal communication and observation, Brebeuf Jesuit High School

o Mr. Jon Burt, special education teacher, personal communication and observation, Westlane Middle School

o Ms. Sherri Campbell, 6th, 7th, and 8th grade honors science teacher, personal communication and observation, Westlane Middle School.

o Mr. Mark Weaver, Carmel Clay Middle School, Tour, Fall 2011. o Manning, M. Lee, and Bucher, Katherine T. Classroom Management: Models,

Applications and Cases. Upper Saddle River, New Jersey. Pearson. 2007. o Cathy Vatterott. Becoming a Middle Level Teacher: The Student Focused

Teaching of Early Adolescents. New York, NY. McGraw-Hill. 2007. o Weinstein, Carol, Curran, Mary, and Tomlinson-Clarke, Saundra. Culturally

Responsive Classroom Management: Awareness into action. Ohio State University. 2003.

16