Title: Classroom Behavior Management Plan

Date: Fall 2013

Artifact Description:
This artifact includes my classroom behavior management plan from my 2013 fall semester at
the University of Wisconsin- Platteville. It includes several sections including a purpose
statement, procedures, rules, consequences, action plan, discipline techniques for grades prek-5,
and a logical classroom physical environment. This artifact was divided into several separate
assignments that were all based around creating a classroom behavior management plan.
ALIGNMENT
Wisconsin Teacher Standard Alignment
I believe 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. This artifact best aligns with
standard five because it shows that I have several strategies available to me in order to be fluent
in classroom management. In my management plan I include individual procedures for students
such as turning homework into designated areas, sharpen pencils before class starts, and bring
all supplies to class. I also include group management and motivation techniques such
lunch/recess dismissal and lineup/hallway procedures. Both strategies involve dismissing
students by desk rows according to the day of the week. Keeping standard procedures for
transitions will ensure positive classroom management. Finally, the action plan section that I
have included in my management plan proves that I have resources to create a positive and
engaging learning environment.
UW-Platteville School of Education Knowledge, Skill, Disposition Statement
Alignment:
I believe this artifact best aligns with KSD2.c. of UW-Platteville School of Education Knowledge,
Skill, 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 artifact best aligns with this standard because I include transition techniques
such as lunch/recess dismissal and lineup/hallway procedures in my classroom behavior
management plan. The plan also includes classroom rules that will be explicitly discussed and
taught as well as posted around the room for all individuals to see. This validates that all
individuals in the classroom actively participate in the classroom environment.
Secondary Alignment:
KSD2.b: Establishes Culture for Learning
KSD2.d: Manages Student Behavior
KS2.e: Organizes physical Space
REFLECTION
What I learned about teaching/learning:
I learned that being able to manage a classroom is crucial in creating a learning environment
that encourages positive social interaction as well as positive student engagement. Students
need to have a consistent set of rules and procedures in order to function smoothly as a class.
These rules and procedures also need to be addressed often and posted for all individuals to
observe.
What I learned about myself as a prospective educator:
I learned that I have to know how to manage classroom behavior in order to obtain a positive
learning environment for my students. I have to set up my expectations right away so that the

students know what to expect throughout the year. Keeping rules and expectations regularly
practiced and discussed throughout the year is also essential to keeping positive classroom
management. I also learned that it is important to be flexible when addressing your classroom
management plan in order to differentiate among specific students needs.