Ewa Bieciuk

TED 5150
Professor Karen Meyer
October 28 2014
Classroom Organization and Management Plan

Research and Theories:

Throughout my many experiences of working with children, I made sure to pay attention to the
variety of teaching styles and methods occurring in the classrooms. After meeting many teachers and
observing/working in classrooms, I have seen what I believe to be effective practices of working and
educating children. I have spoken to teachers who teach in different styles and asked them why they
believe them to be the most effective way to educate their classroom of children. From these
experiences, I have created a classroom management plan based on my opinions and beliefs as to how I
want to educate the many children that will grow and become strong learners in my classroom.
Of the many teaching theories that exist, I align myself most with the Constructivist theory of
teaching. The proponents of this theory, John Dewey and Knowles, believed that students learned by
connecting education to personal experiences. Children create new knowledge by taking their previous
experiences and applying it to new material through collaboration and discovery. Through this theory,
students actively participate in their education- this occurs when students create goals for themselves,
engage in learning through group collaboration, and partake in hands on experiences. What appeals to
me as an educator and a learner, is that through this theory, students learn to become their own
motivators. Students learn to view education as an exciting passage of discovery led by their own
curiosity to learn more.
In my classroom, students will be led by instruction and then work in collaborative groups and
discussions to construct their own meanings. Lessons and activities will be constantly applied to and
made relevant to their daily lives outside the walls of the school. For students to really want to learn and
for the information to stay with them, they need to see that what is being taught to them by the teacher
is applicable to them as a learner, a child, a sports-loving, book-worm, and super-hero loving person. I
want to take students personal interests, bring them into the classroom, and give students the chance to
experience learning through active involvement.
My plan encourages group collaboration in a variety of ways- from the physical setup of the
classroom, to the type of learning and instruction. Student desks will be placed in small groups of 4-5
(could be less or more depending on the size of the classroom) students, assigning a role to each student
in the group. When introducing new content to the classroom, it will begin as an introduction to the
whole concept and then be further divided into numerous smaller lessons. Students will be encouraged
to come up with questions that will deepen their learning experience. During lessons, the teacher will
circulate the classroom, monitoring groups, and providing feedback and structure (or providing students
with a new idea to steer them into the right direction).

According to the Professional Standards for Michigan Teachers, teachers will create effective
learning environments, which I hope to accomplish with my classroom management plan. In alignment
with these standards and following the constructivist learning theory, the structure of the classroom
environment will be created to promote positive peer interactions and a learning community amongst
the students and the teacher. With these standards, my personal beliefs, and educational aspirations, I
will help my students think the best of themselves and strive to be the best students that they can be.
Elements of the plan:
One of the most important aspects of a well-run classroom in creating an environment that
students feel comfortable, safe and welcomed in; by doing so, children are much more inclined to learn
and take risks as students. Part of this is the physical layout and setup of a classroom; are supplies
readily available and within reach? Do students have access to a variety of different materials and
activities? Do posters and signs on the walls promote creative and deeper thinking? My goal is to create
a classroom that is like a sanctuary to the students. One of the many ways to do this is be coming up
with a class name- this can be decided upon as a class (with student input). This name will be posted in
the classroom and on the door to the classroom.
Like mentioned before, students will divided into small groups that they will work within to
enforce student learning. Groups will be given the task of creating a group name that will represent
themselves. Instead of calling them table 1 or table 2, this name will be used to refer to them as a
whole and as a unique group. Within tables, students will be given roles marked 1-4 (or however many
students are in the groups). These roles can be rotated weekly or even changed as the school year
progresses and students are given more responsibility. Possible roles to be given are as follows (these
roles are for lower elementary students, but can be changed easily for an upper elementary classroom):
1.) Chair Person (pushes in all chairs when group leaves desks)
2.) Wiper (wipes down the tables after group work, assignments, snack, etc.)
3.) Squitter (squirts hand sanitizer into each students hand before snack, before lunch, after
recess, etc.)
4.) Collector (collects all the assignments from the group to turn into the basket)
Creating a community of learners within the classroom can also be done by enforcing rules that
are for the better of the classroom and students; there will be five short but very clear rules that will be
followed by all the students. For students not following the rules, there will be consequences, but as an
incentive to follow the rules, there will also be rewards. The rules, consequences, and rewards will be
posted on the wall in the classroom for all students to see and will be referred to often. I am learning of
the importance of making sure the rules are known from the very first day of school and enforcing them
every day after this. Students will be rewarded for following classroom and school rules; they will also
learn to remind their peers of the rules and promote the following of the rules within their groups and
the classroom.
Rules:
1. Listen quietly when the teacher or another student is talking.
2. Follow directions quickly.
3. Respect others, respect yourself, & respect your school.

4. Raise your hand to speak or share.

5. Use inside voices
Consequences & Rewards
A behavior chart will be posted on the wall in the classroom that consists of different behaviors.
Starting from the top going down the chart it will say:
Super Student!
Role Model!
Excellent Effort
Ready to Learn
Make Better Choices
Teachers choice
Parent Contact
Each student will receive a clothespin with their name on it and each day they will begin with
their clothespin in the middle on ready to learn. As the day goes on, their behavior and actions will
dictate if they move up the chart (rewards) or move down the chart (consequences). Make better
choices occurs after 2 verbal warnings. Teachers choice, is a consequence decided upon by the teacher
depending on the students actions. This can be a loss of recess time, free play time, or anything else as
decided upon by the teacher. Parent contact is after multiple warnings- this will result in a phone call
home as well as a note to be sent home, signed, and returned to school.
Rewards for positive behavior can be things as a small prize from a prize bucket (pencils, erasers,
candy, and stickers), homework passes, etc. Students who move up will also get a note home
congratulating them on their great behavior.
Students need to know that they have a teacher who cares about them- not just their education,
but their interests and well-being. I will do my best to get to know my students learning styles, likes,
dislikes, hobbies, families, and interests. I will greet each student as they walk into the classroom and
welcome them to a new day of learning.
Accommodations:

In addition to the classroom behavior chart, some students may require daily or weekly personal
behavior charts. These charts will be sent home daily to be signed by a parent or guardian and
returned the next day.
For those students that have difficulty settling down in between lessons/activities, they will be
provided with extra time to transition.
Students that struggle with behavior or academics, will be assigned a buddy to help keep them
on track and remind them of what they should be doing.
Students that struggle with multi-step directions will be given individual instructions (less at a
time).

For students that have difficulty with keeping their attention focused and remembering
instruction will be given written instructions to keep on their desk to give them a visual
reminder of the steps to follow. This will be reviewed and repeated with the teacher.
If necessary, a number line/ABC chart will be posted or taped onto the students desk/work
area.
If students struggle with written assessments/tests, they will be provided with the opportunity
to take oral tests. Tests can also be modified to be shorter, consist of different vocabulary or
have picture directions. The teacher can review the test/assessment with the student explain
the directions verbally before the student take the test on his/her own.
For ELL students, directions and objects in the classroom will be labeled with pictures and the
vocabulary term in their native language and in English.
ELL students or students with learning disabilities will be paired with a reading/study partner to
assist them in daily classroom activities.
For those students that require it, they will have a written or picture schedule posted on their
desk to provide visual cues of the daily activities.

Routines, Transitions, and Procedures:

One of the most important procedures for students to learn is what they do when they first
enter the classroom. This is important time that can easily be misused and waster. Starting the day of
with a daily routine will set the tone for the rest of the day and the year (according to Harry Wong).

Students will enter the classroom, go to their desk and begin unpacking their backpack. They will
remove any folders, books, snacks, lunches, and notes to the teachers. Notes and folders will be
placed in designated bins.
Students will put their lunches, backpacks, and jackets in the coatroom on their hook/cubby.
After putting everything away, students will sit at their desk or in the carpet area of the
classroom with a book and begin to read silently or quietly with a buddy until the teacher calls
the class to order.
Students will put their books away as the teacher sings a song such as Wake up Jack or Good
morning Molly. During these songs, students are called on, one at a time, to put their book
away and return to their seat.

Some other routines, transitions, and procedures that will occur in the classroom are:

When walking in the hallway, students will line up in their number order. To promote good
behavior in the classroom, students will give themselves a hug to help keep hands to
themselves.
If someone knocks at the door, the teacher will open the door herself or will call a student to
open the door. Students will practice this multiple times at the beginning of the year and will
never open the door unless called upon by the teacher.
During PA announcements, students will stop their work and immediately put their hands on
their head or in their lap and sit quietly.
In lower elementary classes, weekly homework will be placed in student homework folders by
the teacher every Monday. Students are to return the folder to school with completed
homework the following Monday.

At the end of each day, students will be called in their number order to clear out their cubby and
choose a book out of the classroom library, or out of a selected set of books by the teacher.
These books are to be returned the following day.
In between activities, students will transition from their desks to the carpet area or from the
carpet to their desks in their groups. This will prevent all the students from standing up and
walking around at the same time.

Above is a diagram of my ideal classroom, which includes a variety of aspects that appeal to
collaborative learning. Working in round tables creates unity amongst students. What I would also add
to this diagram, are designated areas and tables for centers. My ideal classroom would also have a Math
center, a science center, a more expansive arts center. These centers would include activities that help
build important skills. Activities in these centers will be rotated to match content being taught during
the given period.
Roles:
Roles of the Teacher

The teacher will always strive to create a safe and welcoming environment for the students.
The teacher will be available to provide extra assistance and will work with students to achieve
their independent and classroom goals.
The teacher will be reflective and innovative of his/her practices; he/she will constantly be
looking for ways to improve instruction.

The teacher will make clear and concise directions for all activities and provide ample time for
students to practice and refine their skills.
The teacher will keep in contact with parents/guardians of student progress and
classroom/school events.
The teacher will provide parents and students with outside resources to help achieve student
success.
The teacher will listen to students wants, needs, and interests to help them succeed.
The teacher will do his/her best to grade student work and return it in a timely manner.
The teacher will be respectful to all students, come to school every day (unless sick), and create
interesting lessons that teach important skills.
The teacher will also follow all school and classroom rules.

Role of the Student:

The student will do all work to the best of their ability.

The student will always work hard to learn new things.
The student will always follow classroom and school rules.
The student will respect their peers, other teachers, and guests.
The student will do their job and help their classmates follow the rules and complete their job.
The student will be a SUPER SCHOLAR.

Parent communication is vital for the success of creating a positive learning experience for children.
When parents know what is occurring in the classroom, they can reinforce learning at home and provide
students with further practice. This will occur in a variety of ways:

Weekly newsletters about what the students will be learning, any upcoming events, and
extra resources for reviewing at home.
Calling parents occasionally to update them on individual student progress. It is important to
call for positive occurrences, as well as any negative information.
At the beginning of the year, parents will be sent a copy of the classroom management plan.
A slip will be signed and returned to the teacher; the plan itself is to remain at home for
parents to reference when needed.
Parents and/or caregivers will be invited to volunteer in the classrooms for different
activities such as: reading to the class, reading individually with students, and helping out
with more involved crafts/projects. If needed, parents will be invited to come in ahead of
time to go over what their responsibilities as a volunteer entail.