Artifact Reflection

Title of Artifact: Classroom Management Plan

Date Completed: January 2016
Artifact Description
The artifact is a classroom management plan that I created to use in my 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 classroom, I understand the motivation of both the students in my classroom and the group as a whole. In
order to do so, I started by getting to know my students. I 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 also created a learning environment that would intensify the motivation of the students. In doing so, I 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 classroom, I
introduce the information in the plan on the first day of class. Students 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 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.