Nikki Sullivan

Classroom Management Plan

Artifact 1: Management Style and Philosophical Beliefs

According to the What Is Your Classroom Management Profile questionnaire, my

classroom management style is authoritative. I will place limits and controls on the students but
simultaneously encourage independence. I believe it is important that I explain the reasons
behind the rules of my classroom and the decisions I make. If a student acts out, I may discipline
them, but I will take in careful consideration of the circumstances. The students in my classroom
will always be working on positive social skills, so I will provide an environment that offers the
students an opportunity to learn and practice communication skills. Thus, the students can
interrupt my lecture with relevant questions and comments. I will guide students through their
learning, rather than lead them. This classroom management style is perfect for the special
education setting, so I am glad I will exhibit a warm and nurturing attitude towards the students
and express genuine interest and affection.
It is important for teachers to have strong classroom management skills because these
skills have a major impact on student achievement. According to Classroom Management That
Works: Research-Based Strategies for Every Teacher, students in the classes of teachers
classified as the most effective (well-managed classrooms) can be expected to gain about 52
percentile points in their achievement over a years time, compared to 14 percentile points for
students in the classes of teachers classified as least effective, (Marzano, p. 2). Effective
teaching and learning cannot take place in poorly managed classrooms.
One thing that I believe develops strong classroom management skills is early attention to
both positive behavior and misbehavior. According to Classroom Management that Works:

Research-Based Strategies for Every Teacher, one of the more significant conclusions (from
these studies) was that early attention to classroom management at the beginning of the school
year is a critical ingredient of a well-run classroom, (Marzano, p. 5). Establishing classroom
rules and procedures on the first day of school will allow students to know what behavior is
expected of them at any given point in time. So, acknowledging positive, on task behavior right
away will reinforce it, and identifying disruptive, misbehavior with consequences right away will
decrease it. I believe consistency in classroom management is another important aspect.
Although the students in my classroom will be working on individual goals, I will be consistent
in my rewards and consistent in my consequences for the individual students.

Artifact 2: Establishing a Positive Classroom Culture/Student-Teacher Relationships

At the beginning of the school year, I plan to develop student-teacher relationships

through student interest surveys. Since, it may be difficult for the students in my classroom to
read and/or write, I will go through these surveys 1:1 with each student. This will also allow me
to ask more clarifying questions that may come up about the student. The survey will include
information about how the student prefers to learn, what their favorite subject is, what their
hobbies are, their favorite thing to do outside of school, family questions, etc. These surveys will
allow me to ask/comment on their interests throughout the entire school year.
It is extremely important that I establish a positive classroom culture right away because I
will have a wide variety of abilities in my classroom. I plan on doing this by incorporating a safe
learning environment section to the rules/procedures of the classroom. This section will include a
no tolerance policy for bullying and disrespect to others. I will always model positive behavior in
the classroom for my students to follow.

Artifact 3: Developing Classroom Rules/Procedures and Routines

http://staff.rentonschools.us/mhe/msthurston/classroom-information

I will establish classroom policies with the students. I think it is extremely important that
the rules and procedures involve group input, as well as explanation. So, I will always explain
the reasons behind the rules of my classroom. The classroom rules/procedures that I will include
to the whole group input are general expectations of behavior, respecting other people and their
property, safe learning environment, and transitions and interruptions (leaving the classroom). I
will have the students sign the classroom rules/procedures before posting them up in the room to
be seen and referred back to at all times.
Since my class sizes will be relatively smaller than a general education class, students
will be expected to just ask permission before leaving the classroom to go to the bathroom, get a
drink, go to the nurse, etc. Routines will be an extremely important aspect of my classroom on a
daily basis because the students in a special education setting struggle with adaptive behaviors. I
will try my best to follow the same routine everyday and will tell the students in advance if the
routine will need to change for a day. My classroom schedule will be posted for the students to
see at all times. Each student will have a folder stapled to the wall that will contain all of the
work they need to finish. During down time, the students will be expected to finish work from
their folder or independently read a book.

Artifact 4: Classroom Layout

Since I will be teaching in the special education setting, I plan on teaching to a smaller
class size. For this reason, I did not need very many student seats. I would like to sit with my
students while teaching them because it will allow me to assist them easier and be on their level
while speaking to them. This reflects my authoritative teaching approach because it will allow
me to guide my students through their learning, rather than lead them. It will also allow for
considerable amounts of verbal interaction between each of my students and me. So, I included
one kidney table and two round tables for the students to sit at while learning or working. I also
included three study corrals on the outside walls for students to work independently and to
minimize distractions for them. I placed two computers in my classroom for students use, but in
the real setting, I would also like to have a couple iPads for the students to use as well. I placed
the teacher desk in a way that I would be able to see the students even if I was sitting in it. On the
wall next to my desk will be all of the students folders mentioned above. This will allow the
students to check in with me when grabbing work or turning in work. Lastly, I created an area for
the students to take breaks in a beanbag when needed.

Artifact 5: Monitor the Classroom and Responding to Student Misbehavior

http://www.educateautism.com/token-economy.html

The strategy I want to implement in my classroom relies more on reinforcement, rather

than punishment. I will use a token economy system to monitor student behavior. The token
economy is a system based on reinforcement of a target behavior(s). Students can earn tokens
when they display the target behaviors, then exchange the tokens for materials, privileges, etc. at
a later time. For example, if students are working quietly in their seats, being respectful to others,
making good decisions, displaying appropriate social skills, etc. they will earn a token. Examples
of thing they can exchange their tokens for include free time, candy, no homework pass,
computer time, etc.
If students are off task, I will ask them if they understand the assignment/content first. If
they understand it, I will remind them of the expectations while working and ask if they may
need a quick break. Then, if they continue to be off task, I will move the students closer to me
and/or away from the distraction. There will be a wide range of behaviors that are unacceptable
to me being in the special education setting, but each individual students behavior will be unique
in its acceptability or not. The consequences for student misbehavior will also be unique
depending on the students goals. Behaviors that I will absolutely not tolerate include bullying
other students, disrespect toward others, physical aggression to self or others, etc.

Artifact 6: Parents as Partners

One way I plan to involve parents in my classroom is by creating a monthly newsletter

about what is going on in our classroom each month. I plan on including information about
upcoming learning experiences, any big projects they may be working on, events (like a field
day), extra-curricular activities (like art club or chorus), opportunities for parents to get involved
in the classroom, etc. Depending on what month it is, the newsletter will serve other purposes as
well. For example, at the beginning of the year, it will include an introduction of myself and my
expectations for the school year.
I plan on providing many opportunities throughout each year for parents to be involved in
theirs students learning in the classroom. For example, I will invite parents to help with a
culminating activity during specific units of study, chaperone field trips, participate in fun events,
and create assignments that have students interact with their parents.
Since I will be working with students in the special education setting, it will be important
for me to keep constant contact with parents (through phone calls, e-mails, meetings). For
example, I may have a check-in/check-out system with a student in which the parent notifies me
each morning about how the morning went and I notify the parents about how the students day
went. I will contact parents about good things the students have accomplished, as well as
concerns or major misbehavior of a student. During conferences and when IEP meetings need to
be scheduled, I will contact the parents. I think it is also important to communicate any changes
in the students schedule as well. In the special education setting, this can happen frequently
depending on the students goals, behavior in the general education setting, availability of an
associate, etc.