My Classroom Management Plan
Ryan Cardenas
“The best classroom management plan is a good lesson plan.”
~ Blaze Newman, English Teacher
“Our kids won’t do anything if it doesn’t have a purpose to them.”
~ George Stimson, Physics Teacher
Philosophical Grounding
My classroom management plan is built upon the foundation of a progressive and socially reconstructive teaching philosophy. It assumes the best of the students without neglecting the need for guidance in developing appropriate behaviors. It emphasizes student-teacher unity in essentials, flexibility in non-essentials, and compassion in all interactions. Most importantly, it is focused on the needs of the students. The following statements reflect my personal teaching philosophy:
I believe that all students are able to learn, but not necessarily on the same day or in the same way.
I believe that every student has needs which, if unmet, will hinder the student’s ability to learn.
I believe that many students enter high school already damaged and that many students have been hurt by previous experiences in school. Students may be afraid to try, afraid to fail, or afraid to care because of how they have been hurt in the past. My job as their teacher is to provide an environment in which they are safe to try, to fail, and to care. My goal is to teach them that – for the sake of succeeding – trying, failing, and caring are worth it.
I believe that students are inherently motivated. My job is not to motivate them, but rather to recognize that the motivation is already there and to help the student surmount any obstacles that may hinder their learning process.
I believe that students will exhibit the best behavior when they are fascinated, engaged, and active in class.
I believe that students will exhibit the best behavior when such behavior has a purpose to them.
I believe that the purpose of classroom management is to help students learn. Management strategies must always clearly support this purpose.
I believe that rules are tools: they must have a purpose, an intended use. All of my class rules will be designed to help my students and I achieve our learning/teaching goals. There will be no pointless rules in my class.
I believe that students will take pride in their work when their work is personally meaningful to them. Assignments, activities and projects should be designed in such a way that students can be proud of what they produce. There will be no pointless assignments or “busywork” in my class.
Creating a Caring Community
My teaching philosophy assumes that every student would rather have a meaningful class than a pointless one. The task of creating a meaningful learning experience requires that students be allowed to participate in the creation of their own learning experience. My approach to creating a caring, involved community among my students relies heavily on group work, collaboration, and student-input. Every student will have a chance to use their voice; every student will be important to the class and to the teacher.
1. I will learn all of my students’ names before the first day of instruction by using the pictures and information provided to me in class rosters and school databases. If my class rosters are not made available to me before the first day of instruction, I will memorize the names and faces of all of my students within the first week of instruction.
2. My students will learn each other’s names by playing a name game in class during the first week of instruction.
3. My students will, at various times, work in cooperative learning structures, collaborating as they solve physics problems, work on projects, complete labs, and explore simulations. (Villa, Thousand, & Nevin, 2010, p. 174)
4. I will use student feedback to help me create clear, understandable instructions in all activities and assignments. Clear instructions will help students to stay on task. (Echevarria, Vogt & Short, p. 101)
5. My students will have frequent opportunities to practice “Think, Pair, Share” collaboration. This form of collaboration allows students to first develop their own thoughts before sharing ideas with others. In this way, every student will have a chance to share his or her ideas. (Lyman, F., 1981).
Recovery
There are times when student behavior needs correction. My teaching philosophy pays heed to the needs and situations of each individual student in determining which classroom management strategy to employ in a particular circumstance. It focuses on restoring students so that they can learn, rather than pronouncing judgments and exacting punishments on them.
1. I will use solid eye contact to alert students when they are behaving disruptively. This will allow me to immediately address disruptive behavior without interrupting class time. (Villa, Thousand, & Nevin, 2010, p. 178) (Albert, 1996, Cooperative Discipline.)
2. I will respond to behavioral issues with great consideration for the reasons behind student behavior, relying heavily upon Maslow’s Hierarchy of Needs in determining the appropriate course of action to correct behavior problems. (Nelson, Jane & Lott, Lynn, 1993, The Positive Discipline in the Classroom) (Maslow, 1943)
3. I will seek non-punitive solutions to behavioral issues, recognizing that discipline is fundamentally different from punishment. My responses to inappropriate student behavior will be geared toward correction, restoration, and encouragement rather than condemnation or disappointment. (Nelson & Lott, 1993)
4. I will give positive encouragement to students who struggle to stay focused or who avoid engaging in class activities. (Brendtro, Brokenleg, & Bockern, 2002, Reclaiming Youth at Risk: Our Hope for the Future)
5. I will distract students’ attention away from unproductive behavior by using physical proximity, non-verbal signals, and guiding questions in order to help students focus on classwork. (Albert, 1996)
Life Skills
I take a holistic approach to educating my students, recognizing that they are more than just intellectual beings. My teaching philosophy addresses the emotional and social aspects of who my students are. I want to equip my students with skills that they can use outside of the classroom, in everyday interactions with other people.
1. I will teach students about Maslow’s Hierarchy, explaining that it is a tool which can be helpful in understanding one’s own needs. Students will be able to refer to Maslow’s Hierarchy when gauging their own behaviors. (Maslow, 1943)
2. My students will use “I-messages” when communicating needs and feelings, focusing on how they feel instead of focusing on what others are doing. (Classen & Classen, 2008)
3. I will model appropriate behavior, which includes taking ownership of one’s own actions and speech. When I make a mistake, I will admit it, apologize (if applicable) and then correct my actions. Giving students the opportunity to see my humanity and my character will teach them to take responsibility for their own actions. (Bracket & Kremenitzer, 2011)
4. My students will practice goal-setting and action-planning, starting with the first day of class. I will work with my students to create a set of class goals which can be referenced throughout the course of the school semester. Having these goals written down will give students a purpose in managing their own behavior.
5. My students will practice effective communication when working in groups. In class discussions and debates, students will use rational communication techniques that focus on critiquing ideas rather than critiquing people.
Somewhere Else Plan
My teaching philosophy accounts for students who may need personal space to adjust their behaviors before attempting to function in the public sphere of the classroom. I give my students the space they need to regain control over their behaviors so that they can learn. If needed, I will temporarily step into that personal space to provide the student with guidance in managing his/her behavior.
1. I will encourage my students to remove themselves from class if they are experiencing emotional distress so that they can go speak with a counselor or peer counselor.
2. I will suggest to students who need a moment of alone-time to use the bathroom pass and take a short five-minute walk.
3. I will require students who exhibit egregious behavior to have a sit-down discussion with me after school or during lunch. Together, the student and I will come to an agreement on what course of action to take in order to best facilitate the student’s learning.
Wraparound Support (For students who need greater behavioral support.)
Having a teaching philosophy that is focused on the needs of the student, I recognize that there are situations in which I cannot provide the support that the student needs. In these situations, I will seek help from parents, colleagues, and administrators so that my students can receive the full measure of support that they need.
1. I will schedule a meeting with the student and the student’s parents in order to discuss any ongoing egregious behavior.
2. I will work with the school counselors and the student to create or revise an IEP.
3. I will ask for assistance from the assistant principal and/or other school administrators.
4. I will ask for assistance from the student’s other teachers in supporting the student’s learning. Those teachers and I will cooperatively hold the student accountable in developing self-discipline.
Expectation Communication
1. On the first day of instruction, I will guide the class through a discussion of individual and community goals. The discussion will follow this outline:
Class Goals Discussion Outline
2. The above class goals discussion will be written down and included in the class syllabus, which will be distributed to the students on the second day of instruction.
Example Syllabus With Goals Clearly Outlined
3. My students will make a set of class posters to display the results of our goals discussion in the classroom. Throughout the semester, students will refer back to the class goals discussion as they seek meaningful ways to engage in class activities.
Example Class Goals Poster
4. Every week or every month (whichever my schedule allows) I will send an email or electronic newsletter to parents. This newsletter will give an overview of major activities, labs, projects, and assignments that will be held during that week/month. The newsletter will also refer back to the class goals discussion and connect the anticipated classroom events to the class goals. This will allow parents to stay informed and become enthused about what goes on in their child’s class. The newsletter will also allow parents and students to see the purpose of everything that will be done in class and to know that the students are making progress in meeting their goals.
Sample Electronic Newsletter
5. At the end of each academic unit, students will be assessed based on how well they worked toward their individual and class goals. Expectations will be communicated to students in the form of a rubric before the start of each academic unit so that students can keep track of how their work addresses their goals. Students will produce a portfolio of their work as a final project for each grading period and use this portfolio as evidence for the grade believe they have earned.
Sample Physics Rubric that covers a few academic goals (Actual rubric would be tailored to the goals of the class.)
Ryan Cardenas
“The best classroom management plan is a good lesson plan.”
~ Blaze Newman, English Teacher
“Our kids won’t do anything if it doesn’t have a purpose to them.”
~ George Stimson, Physics Teacher
Philosophical Grounding
My classroom management plan is built upon the foundation of a progressive and socially reconstructive teaching philosophy. It assumes the best of the students without neglecting the need for guidance in developing appropriate behaviors. It emphasizes student-teacher unity in essentials, flexibility in non-essentials, and compassion in all interactions. Most importantly, it is focused on the needs of the students. The following statements reflect my personal teaching philosophy:
I believe that all students are able to learn, but not necessarily on the same day or in the same way.
I believe that every student has needs which, if unmet, will hinder the student’s ability to learn.
I believe that many students enter high school already damaged and that many students have been hurt by previous experiences in school. Students may be afraid to try, afraid to fail, or afraid to care because of how they have been hurt in the past. My job as their teacher is to provide an environment in which they are safe to try, to fail, and to care. My goal is to teach them that – for the sake of succeeding – trying, failing, and caring are worth it.
I believe that students are inherently motivated. My job is not to motivate them, but rather to recognize that the motivation is already there and to help the student surmount any obstacles that may hinder their learning process.
I believe that students will exhibit the best behavior when they are fascinated, engaged, and active in class.
I believe that students will exhibit the best behavior when such behavior has a purpose to them.
I believe that the purpose of classroom management is to help students learn. Management strategies must always clearly support this purpose.
I believe that rules are tools: they must have a purpose, an intended use. All of my class rules will be designed to help my students and I achieve our learning/teaching goals. There will be no pointless rules in my class.
I believe that students will take pride in their work when their work is personally meaningful to them. Assignments, activities and projects should be designed in such a way that students can be proud of what they produce. There will be no pointless assignments or “busywork” in my class.
Creating a Caring Community
My teaching philosophy assumes that every student would rather have a meaningful class than a pointless one. The task of creating a meaningful learning experience requires that students be allowed to participate in the creation of their own learning experience. My approach to creating a caring, involved community among my students relies heavily on group work, collaboration, and student-input. Every student will have a chance to use their voice; every student will be important to the class and to the teacher.
1. I will learn all of my students’ names before the first day of instruction by using the pictures and information provided to me in class rosters and school databases. If my class rosters are not made available to me before the first day of instruction, I will memorize the names and faces of all of my students within the first week of instruction.
2. My students will learn each other’s names by playing a name game in class during the first week of instruction.
3. My students will, at various times, work in cooperative learning structures, collaborating as they solve physics problems, work on projects, complete labs, and explore simulations. (Villa, Thousand, & Nevin, 2010, p. 174)
4. I will use student feedback to help me create clear, understandable instructions in all activities and assignments. Clear instructions will help students to stay on task. (Echevarria, Vogt & Short, p. 101)
5. My students will have frequent opportunities to practice “Think, Pair, Share” collaboration. This form of collaboration allows students to first develop their own thoughts before sharing ideas with others. In this way, every student will have a chance to share his or her ideas. (Lyman, F., 1981).
Recovery
There are times when student behavior needs correction. My teaching philosophy pays heed to the needs and situations of each individual student in determining which classroom management strategy to employ in a particular circumstance. It focuses on restoring students so that they can learn, rather than pronouncing judgments and exacting punishments on them.
1. I will use solid eye contact to alert students when they are behaving disruptively. This will allow me to immediately address disruptive behavior without interrupting class time. (Villa, Thousand, & Nevin, 2010, p. 178) (Albert, 1996, Cooperative Discipline.)
2. I will respond to behavioral issues with great consideration for the reasons behind student behavior, relying heavily upon Maslow’s Hierarchy of Needs in determining the appropriate course of action to correct behavior problems. (Nelson, Jane & Lott, Lynn, 1993, The Positive Discipline in the Classroom) (Maslow, 1943)
3. I will seek non-punitive solutions to behavioral issues, recognizing that discipline is fundamentally different from punishment. My responses to inappropriate student behavior will be geared toward correction, restoration, and encouragement rather than condemnation or disappointment. (Nelson & Lott, 1993)
4. I will give positive encouragement to students who struggle to stay focused or who avoid engaging in class activities. (Brendtro, Brokenleg, & Bockern, 2002, Reclaiming Youth at Risk: Our Hope for the Future)
5. I will distract students’ attention away from unproductive behavior by using physical proximity, non-verbal signals, and guiding questions in order to help students focus on classwork. (Albert, 1996)
Life Skills
I take a holistic approach to educating my students, recognizing that they are more than just intellectual beings. My teaching philosophy addresses the emotional and social aspects of who my students are. I want to equip my students with skills that they can use outside of the classroom, in everyday interactions with other people.
1. I will teach students about Maslow’s Hierarchy, explaining that it is a tool which can be helpful in understanding one’s own needs. Students will be able to refer to Maslow’s Hierarchy when gauging their own behaviors. (Maslow, 1943)
2. My students will use “I-messages” when communicating needs and feelings, focusing on how they feel instead of focusing on what others are doing. (Classen & Classen, 2008)
3. I will model appropriate behavior, which includes taking ownership of one’s own actions and speech. When I make a mistake, I will admit it, apologize (if applicable) and then correct my actions. Giving students the opportunity to see my humanity and my character will teach them to take responsibility for their own actions. (Bracket & Kremenitzer, 2011)
4. My students will practice goal-setting and action-planning, starting with the first day of class. I will work with my students to create a set of class goals which can be referenced throughout the course of the school semester. Having these goals written down will give students a purpose in managing their own behavior.
5. My students will practice effective communication when working in groups. In class discussions and debates, students will use rational communication techniques that focus on critiquing ideas rather than critiquing people.
Somewhere Else Plan
My teaching philosophy accounts for students who may need personal space to adjust their behaviors before attempting to function in the public sphere of the classroom. I give my students the space they need to regain control over their behaviors so that they can learn. If needed, I will temporarily step into that personal space to provide the student with guidance in managing his/her behavior.
1. I will encourage my students to remove themselves from class if they are experiencing emotional distress so that they can go speak with a counselor or peer counselor.
2. I will suggest to students who need a moment of alone-time to use the bathroom pass and take a short five-minute walk.
3. I will require students who exhibit egregious behavior to have a sit-down discussion with me after school or during lunch. Together, the student and I will come to an agreement on what course of action to take in order to best facilitate the student’s learning.
Wraparound Support (For students who need greater behavioral support.)
Having a teaching philosophy that is focused on the needs of the student, I recognize that there are situations in which I cannot provide the support that the student needs. In these situations, I will seek help from parents, colleagues, and administrators so that my students can receive the full measure of support that they need.
1. I will schedule a meeting with the student and the student’s parents in order to discuss any ongoing egregious behavior.
2. I will work with the school counselors and the student to create or revise an IEP.
3. I will ask for assistance from the assistant principal and/or other school administrators.
4. I will ask for assistance from the student’s other teachers in supporting the student’s learning. Those teachers and I will cooperatively hold the student accountable in developing self-discipline.
Expectation Communication
1. On the first day of instruction, I will guide the class through a discussion of individual and community goals. The discussion will follow this outline:
Class Goals Discussion Outline
2. The above class goals discussion will be written down and included in the class syllabus, which will be distributed to the students on the second day of instruction.
Example Syllabus With Goals Clearly Outlined
3. My students will make a set of class posters to display the results of our goals discussion in the classroom. Throughout the semester, students will refer back to the class goals discussion as they seek meaningful ways to engage in class activities.
Example Class Goals Poster
4. Every week or every month (whichever my schedule allows) I will send an email or electronic newsletter to parents. This newsletter will give an overview of major activities, labs, projects, and assignments that will be held during that week/month. The newsletter will also refer back to the class goals discussion and connect the anticipated classroom events to the class goals. This will allow parents to stay informed and become enthused about what goes on in their child’s class. The newsletter will also allow parents and students to see the purpose of everything that will be done in class and to know that the students are making progress in meeting their goals.
Sample Electronic Newsletter
5. At the end of each academic unit, students will be assessed based on how well they worked toward their individual and class goals. Expectations will be communicated to students in the form of a rubric before the start of each academic unit so that students can keep track of how their work addresses their goals. Students will produce a portfolio of their work as a final project for each grading period and use this portfolio as evidence for the grade believe they have earned.
Sample Physics Rubric that covers a few academic goals (Actual rubric would be tailored to the goals of the class.)