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Classroom Management Plan

Nathan L. Tamborello - 1613591

The University of Houston

CUIN 6375 - Classroom Management

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TABLE OF CONTENTS

I. Educational Philosophy……………………………………...…………………….….3

II. Introduction……………………………………………………………………………4

III. Room Arrangement

a. Room Layout Map………………………………………………………...………5

b. Arrangement Description………………………………………………………….6

IV. Classroom Rules………………………………………………………………………7

V. Classroom Procedures…………………………………………………………………8

VI. Differential Instruction………………………………………………………….…9-10

VII. Student Roles in Classroom Management…………………………………………...11

VIII. References……………………………………………………………………………12
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I. Educational Philosophy

I want to challenge students and push them out of their comfort zone. I want them to
become critical thinkers who question everything and take their time contemplating answers to
difficult queries. Beyond striving to ensure that students learn the fundamental content of the
courses I teach, my objectives as a teacher are to foster critical thinking skills, to facilitate the
acquisition of lifelong learning skills, and to create a cooperative and collaborative classroom
where students’ ideas are appreciated and valued. My goal is to create an open and comfortable
classroom environment of young adults who are able to ask questions, think for themselves,
make mistakes, and challenge themselves in learning. I believe that through providing a creative
atmosphere where students are active participants in their educational choices, I can foster a
classroom community where students feel like their voices are heard, that their education
matters, and that they matter.
My personal philosophy of education aligns closely with Glasser’s Choice Theory and
Freiberg’s CMCD model of classroom management. Choice Theory postulates that student
choice can be a powerful motivational tool by helping fulfill five basic human needs: survival
and security, love and belonging, power through cooperation and competency, freedom, and fun.
By understanding and attending to those needs, I hope to customize and manage a classroom
environment where students learn to motivate and monitor themselves. The CMCD approach
has ties to Choice Theory in that it sets the student up as active participants, or citizens of the
classroom, rather than tourists. As the teacher, my aim is to create a consistent but flexible
learning environment in conjunction with the students, establishing a cooperative plan for the
rules and procedures that govern the classroom. By expanding leadership roles towards students
and allowing them to semi-self-govern, I recognize the student as a mature adult, which leads to
students feeling more respected and showing more consistency in their behaviour. In essence, I
believe in treating students like human beings, who have a voice and are able to have an outlet to
have that voice heard.
Student success is the primary focus of education, and my focus as an educator. My
teaching style allows me to embody both a role as facilitator and mentor, displaying the ideals
students should strive towards to be successful both in and out of the classroom. In modelling an
enthusiastic approach to learning, I endeavour to create lessons that impart information in a
creative way that students will respond to. Students’ well-being plays a vital role in the way they
perceive their education, so allowing myself to become a mentor for them and connect to them
on a personal level paves the way for a constructive classroom.
In conclusion, I believe teachers have a duty to their students and to themselves to strive
to be the best role model, mentor, and educator that they can be. Fulfilling this duty requires that
a teacher never stops learning and continues to evaluate their performance among colleagues and
students, leading by example inside and outside of the classroom. But the key to my educational
philosophy still rests on the fundamental idea that students should actively be involved in the
classroom, working with the teacher to create a collaborative experience that fosters growth and
mutual respect.
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II. Introduction

In the 21st century classroom, teachers face an increasing number of challenges, from

state-mandated testing, behavioural issues from students, and heavy-handed administration. Most

of the issues that a teacher faces they have no choice but to endure; however, student behavior

can be modified through the use of classroom management, effective teaching, and instructional

methods that were taught throughout this course. Research has shown us that teachers' actions in

their classrooms have twice the impact on student achievement as do school policies regarding

curriculum, assessment, staff collegiality, and community involvement (Marzano, 2003). One of

the most important jobs a teacher has, besides equipping students with tools for success, is

managing the classroom effectively. Dr. Freiberg introduced me to ways in which a teacher can

“use management strategies to promote instruction and build student self-discipline” and how a

teacher can “use a classroom and instructional management action plan to help frame your

classroom” (Freiberg, 2005). Through this student-centred approach to classroom management, I

believe that learning will be more efficient, students will be more involved in their own learning

process, and that students might actually have a fun time learning. By allowing students to be

involved in the creation of the classroom rules and giving them freedom in some of their choices,

I hope to treat them like the young adults they are and not as ‘children’. In that regard, I hope to

build their respect and trust, allowing them to motivate themselves and their peers and create a

classroom that is mature and fun at the same time.

In researching classroom management, through weekly readings from the textbook,

group presentations on theorists, my own literature readings, and outside sources, I was able to

create the following classroom management plan based on what I learned and discovered

through my research.
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IIIa. Room Layout Map

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IIIb. Arrangement Description

I structured my classroom in a lecture-style based layout that references the classroom I

attended in my own senior year of high school. This layout allows for student interaction, while

still maintaining teacher control via aisles and a central focus. The teacher has a clear view of

the entire room, and students are able to collaborate while not being too disruptive. I had extra

room, so I included a reading nook. However, this most likely won’t be the case in my eventual

room, depending on the floorplan.

In terms of physical appearance, there are a few things I want in my classroom that I

consider must-haves:

 Good lighting: if there are fluorescent bulbs, I would like to replicate my 10th grade

teacher and hand yellow paper over every other light to reduce the glare from the

artificial lighting and provide a more natural look

 Golden pothos plants scattered around the room: I find that having living organisms in

the room is a positive aspect on learning, and allows the students to take turns watering/

caring for the plants

 Bookshelves full of books: the only way to get students to become lifelong readers is to

lead by example and have books readily available for students to check out and read

during the year

 GOOD posters on the wall: I’ve found a website that makes pop-culture referenced

Language Arts posters that are jam-packed full of useful information. I think

motivational posters are cheesy, so I’d love to have some of those posters hanging around

instead.
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IV. Classroom Rules

From what I experienced as a student, the most effective teachers were the ones who kept

their rules to a minimum. I expect to do the same and reinforce the rules that do exist. Certainly,

school rules will also be emphasized along with classroom policies. The number one rule across

the board is to treat each and every individual with respect- treat others the way you want to be

treated.

Secondly, when one person is speaking, whether it is a student or me, I expect the rest of

the class to give that person their undivided attention. Students will be considerate towards

themselves, the classroom, classmates, and me. Logical consequences will be discussed as a

class on the first day for any policy violation. Any major disrespectful action will be taken

seriously and the student will be held accountable. I do believe many classroom misbehaviors

can be resolved with private conversations before or after class and I hope that will be the most

effective tool in alleviating conflict.

The most important rule in my classroom is: you are responsible for your own learning.

We each have choices to make within the classroom. I’m going to work hard to provide each

student with everything they need to succeed, but ultimately whether they do well or fail is up to

their own attitude.

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V. Classroom Procedures

1. Entering class: All students are to be seated in their assigned seats, with all required materials

on their desks, and working on the warm-up activity when the tardy bell rings.

2. Prepared for class: All students are required to bring all of their materials to class everyday. This

includes notebook, folder, textbook, writing utensils and any supplemental material.

3. Speaking in class: All students are entitled and deserve an orderly and quiet environment that is

conducive to learning. You must raise your hand and wait to be called on by the teacher. Language

must be appropriate and respectful of others in the class – no cursing/swearing.

4. Bathroom: All students are expected to use the bathroom in-between classes. Students will only

be dismissed to the bathroom in case of extreme emergency. You must obtain a hall pass in order

to be dismissed to the bathroom. If you have a medical condition, and need to use the bathroom

often, please ask your parent to provide a note.

5. Ending class: The last two minutes of class will be dedicated to review and writing down

classroom assignments for the next day. When the bell rings, students are expected to remain

seated, and wait to be dismissed by the teacher.

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VI. Differentiation for Special Populations

A Problem-Solving Approach to Teaching Learning-Disabled Students

There is no single best way to help learning disabled students because there is no single

syndrome of reading disability. The best thing you can do is to observe and listen carefully to

how students speak, how they read aloud (and whether they do better reading silently than

aloud), and try to figure out what will be helpful. Are there times they are successful? Use your

own sleuthing skills. Be specific and objective. Start by looking at very basic skills such as

ability to analyze words into components, get alphabetic-sound linkage right. Sometimes it

seems so simple that it’s hard to believe that the otherwise smart student can’t make the

connection.

In the regular classroom, it is always helpful to try to get around the disability in teaching

anything but reading.

- Lighten the reading load – shorten selections, use same words every time for

assignments, etc.

- Use technology wherever it will work (new programs will read material aloud

including material from the internet, anticipate spelling, etc.). Some programs will enable

teacher to scan the test in – to read the test to the student and record the student’s oral

response so the teacher can grade it later.

- Use many different media – get books from reading services or have parent tape

text, let parent read longer homework selections to students, use videos, etc. For true

dyslexics, keep complexity of material high; for those with language-learning disabilities,

try to simplify or at least repeat material and let parent/buddy interpret if needed.
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Your best approach is often through the student’s own interests and material that is

challenging, keeping their engagement and motivation high.

Be a believer. Some problems students have seem so simple – like linking letters and

sounds – that it is almost impossible to believe that they continue to have these problems, day

after day, year after year. They can be exasperating – even more for the student than for the

teacher/parent.
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VII. Student Roles in Classroom Management

As stated earlier, the CMCD model hinges on the notion of student-centred

classrooms, with students taking active roles as leaders within the school community. The

teacher can take small steps within the classroom to increase student leadership, such as the

implementation of the classroom manager position for each class, which gives students

responsibility and frees up the teacher for lessons. "Person-centered communities enable all

students to belong and have a voice in the classroom. They have clear responsibilities, built by

consensus; consequences are rational and fit the situation. Teachers facilitate positive

interactions through cooperative rule development (e.g., through developing a class constitution)

and through conflict resolution processes (e.g. instituting a Peace Table to solve classroom

disputes)" (Freiberg, 2010-2013). Freiberg also states that “the teacher creates a consistent but

flexible learning environment and joins with the students in in establishing a cooperative plan for

the rules and procedures that govern the classroom” (2005). By expanding leadership roles

towards students and allowing them to semi-self-govern, you recognize the student as a mature

adult, which leads to students feeling more respected and shows more consistency in their

behavior. Kohn explains that “in progressive schools, students play a vital role in helping to

design the curriculum, formulate the questions, seek out (and create) answers, think through

possibilities, and evaluate how successful they - and their teachers - have been” (2008).
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IX. References

Dollard, N., Christensen, L., & Colucci, K. (1996). Constructive Classroom Management. Focus

on Exceptional Children, October, 29, 1-12.

Freiberg, H.J. The BIO Content: Behavioral, Instructional, and Organizational Management.

2010-2013.

Freiberg, H. J., & Driscoll, A. (2005). Universal Teaching Strategies (4th ed.). Boston:

Pearson/A & B.

Kohn, A. (2008). Progressive education: Why it’s hard to beat, but also hard to find.

Independent School, Spring.

Marzano, R. J. (2003). What Works in Schools. Alexandria, VA: ASCD.