Artifact Reflection

Title of Artifact: Classroom Management Plan

Date Completed: March 2013

Artifact Description
The artifact is a classroom management plan that I created to use in my future classroom.

Wisconsin Teacher Standard Alignment
The artifact primarily aligns with Standard 5 Environment: teachers know how to manage a classroom, 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 future classroom, I will understand the motivation of both the students in my classroom and the group as
a whole. In order to do so, I will start by getting to know my students. I will make small talk with my students
in between classes and prior to class starting. Building that relationship will help me better understand my
students and them understand me. Part of my classroom management plan involves me providing positive
consequences for behavior. When a student in my classroom provides a great answer, works above and beyond
or needs encouragement, I will provide the extrinsic motivation, or a reward system outside of the learner. Free
and frequent positive consequences would be verbal praises, smile or a thumbs us. It would progress to
contacting the parents about the students positive behavior to provide the student with a long term outcome
such as a class party, honor roll or them being able to pick a project they want to work on. The student will also
need to be motivated intrinsically, or from within. When an assignment is given to a student, I will push each
student to do their best. From getting to know my students, I will have a good idea of what each student can
accomplish and as they are working, I will push them to think outside the box or take the assignment or project
even further. I feel that one of the biggest motivators for a student is getting the student interested in the subject
or creating a learning environment that sparks their curiosity. For instance, if I was teaching a Geography class
about landforms, I could have the students research a place where they would go if they had unlimited money. I
would ask the students questions such as what would they see here, who would they meet here and what would
the land look like? Students would have a bit of control over their learning by researching something of interest
to them. This would also show students firsthand what the area they are researching is like so that they can add
it to their knowledge base.

I would also create a learning environment that would intensify the motivation of the students. In doing so, I
would model learning as we were going over a subject and always be enthusiastic about a topic. Even if I dont
think a topic is the most interesting, I will act as if it is the most interesting topic thus far. Being enthusiastic
about a subject shows students that I do care and that what I have to say is worth learning. I would remain
positive for all students and through my interaction with the students they will see that I care about them and
about their learning.

UWP Knowledge, Skill, Disposition Statement Alignment
The artifact primarily aligns with standard KSD2.d Manages student behavior, which states, The candidate can
establish clear standards of conduct with student input. The monitoring of these standards is subtle and
preventive with respectful student self- and peer monitoring also occurring. The candidate can respond to
misbehavior effectively, being sensitive to individual needs.

The classroom management plan specifically lays out expectations of students behaviors. In my future
classroom, I would introduce the information in the plan on the first day of class. Students would understand
the expectations of their behavior, including use of cell phones in the classroom, being late for class, homework
due dates and a crisis management plan. During the first day of class, I would also ask my students if they think
that the expectations are fair and/or if they believe there is something missing from the plan. If the majority of
the students would like to see a different expectation, that I would adjust the plan accordingly. Because the plan
would be laid out for students, they would know what to expect and if they receive a warning from me or a
negative consequence, they would fully understand the reason for it. As I get to know my students, I will be
able to see when a students actions are out of the ordinary and if they are not acting as they normally would, it
would be a sign that I would need to use my classroom management plan to address the situation. For instance,
if a student needs to stretch his or her legs regularly and has discussed it with me before, that is fine. But when
they start kicking other students as they stretch, I would provide them a classroom response, if that didnt help I
would say something to the student individually, next would be a verbal warning and finally I would have to
call the parents and notify the office if the behavior did not stop. Being caring, but also firm is a necessity for
teachers.

Secondary Alignment:
1. KSD2.b Establishes a culture for learning
2. KSD2.c Manages classroom procedures
3. KSD2.e Organizes physical space

What I learned about teaching/learning from this experience:
Through reflecting on this standard, I learned that teachers have tools to use for classroom management. When
rules and expectations are addressed and clearly laid out, it makes implementing them much easier because all
students know about them. Although it may take a bit more time to use additional classroom management tools,
it is worth it when a situation happens because you can address the situation based on the behavioral plan. I feel
that when students have something specifically laid out for them; they are more apt to follow what has been laid
out. If this means that students will behave more appropriately, that is great for a teacher.

What I learned about myself as a prospective educator as a result of this experience/artifact:
I learned that I can be a stronger, more organized teacher with a classroom management plan. I feel that
students will respect me more if I get to know them and what makes them tick. In building the respect, I would
expect my students to follow my rules and expectations or face the negative consequences for negative actions.
As a caring and enthusiastic teacher, my students will also see that I am firm in what I set out for them. I truly
feel that I can make a difference in my students lives by being a positive role model and mentor.