Title: Classroom Management Plan
Date: March 31, 2014
Artifact Description:
My artifact for this experience is when I created my first classroom management plan. I
used the Star Legacy modules from http://iris.peabody.vanderbilt.edu/, which were
assigned to us in my Guidance, Assessment, and Instruction course. Not only did I create
a management plan in these modules, but I also reflected on several experiences
involving challenging management scenarios and defined the importance of each step in
the classroom management plan making process.
Alignment:
Wisconsin Teacher Standard Alignment:
This artifact best aligns with standard five of the Wisconsin Teacher Development and
Licensure Standards, which states: “The teacher uses an understanding of individual and
group motivation and behavior to create a learning environment that encourages positive
social interaction, active engagement in learning, and self-motivation.” In my classroom
management plan I created a statement purpose, classroom rules, classroom procedures,
positive consequences, negative consequences, a crisis plan, and an action plan. This
experience aligns with standard five best because the process of building a classroom
management plan has one goal, which is to create a productive, encouraging, and positive
learning environment. As I built my plan, I had to continually assess myself to make sure
I was creating standards that were fair and clear to both the class as a whole and to each
individual student. While my goal was to create a plan that encouraged a more beneficial
and harmonious environment in my classroom, I truly aimed to make a plan that would
better encourage positive behavior and collaboration between students, teachers, and
parents involved with my classroom. I believe that with a positive encouraging
atmosphere, students can more easily be actively engaged in learning and become more
self-motivated to achieve their goals.
This experience has made me a more competent teacher candidate because I have learned
what criteria should be included in a successful classroom management plan, how to
create one, and how to implement one in the classroom. Also, as a result of this
experience, I now have a deeper understanding of how to create a classroom management
plan with the purpose of creating a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation in both individual students
and in the class as a whole.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement Alignment:
This experience best aligns with KSD2.c. of the UW-Platteville Knowledge, Skill, and
Disposition Statements, which states: “The candidate values and has the ability to
manage self-motivated students and instructional groups who are productively and
independently working at all times with classroom transitions and routines occurring
smoothly. The teacher, volunteers, paraprofessionals and students share the responsibility
for the classroom environment.” This experience best aligns with this standard because I
gained an understanding of what is necessary to run procedures in a classroom smoothly.
In order for students to work productively in groups and independently, rules and
expectations of the classroom must be clear and the consequences for these rules must be
followed through. Keeping both of these in mind, a teacher is able to assist students with
making classroom transitions and routines run smoothly and successfully. As a result of
this experience, I have been aided with the ability to manage a classroom effectively,
ultimately creating a positive learning environment for every student.
Additional Alignments:
KSD2.d. Manages Student Behavior
KS2.e. Organizes Physical Space
Reflection:
What I learned about teaching/learning:
What I learned most about teaching and learning in this experience was the importance in
taking time to create a thoughtful classroom management plan that encouraged positive
behavior, higher thinking and learning, and encouragement and support from one another
in every day procedures. Without the goals of being specific in your intentions for the
class as a teacher or bettering the learning and social environment of the classroom,
management would be lost. I have seen many elements of my plan used in classrooms
for which I have volunteered, especially in my Block I placement, and the environment of
the classroom is much more apt for learning and working with one another compared to
classrooms I have seen with less structure and positive interaction. Until I created this
plan I had been taught glimpses of what management in a classroom should look like.
But, this experience has tied my previous knowledge of management with a clearer,
deeper knowledge of the key concepts of building and implementing a classroom
management plan.
What I learned about myself as a prospective educator:
What I learned most about myself as a prospective educator was that I have high
expectations for my students, but also do not want to “hold them hostage” for bad
behavior. While I do have strict rules in my management plan, I prefer to reinforce these
rules with positive consequences instead of negative consequences. I believe this
preference is because I truly believe in making a positive environment the goal in every
procedure I do. I have seen multiple times from other teachers and my own experiences
in teaching how this method is much more effective in creating a better learning
experience than only using negative consequences for even the slightest of misbehaviors.
I believe that high expectations are necessary, but having a positive attitude and teaching
with encouragement is the most important lesson I learned.