Artifact Reflection Title of Artifact: Classroom Management Plan Date Completed: 5/6/13 Artifact Description: This management plan

was built as a part of an instructional methods class. We had to outline our management plan including the way that we would arrange the room, how we would create the initial classroom environment, and how we would manage behavior issues. We then had to give a presentation on our management plan and defending our choices using rational that we had learned from our classes. WISCONSIN TEACHING STANDARD ALIGNMENT 5. Environment: Teachers know how to manage a classroom. 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. I organized my management plan into three sections, before school, first day of the year, and throughout school year. Starting chronologically with before the school year started I outlined how I would organize my classroom and set up a classroom that would bring the most efficiency. Starting with the arrangement of the desks, I would organize them into groups of at least three but no more five. Not only does this make it easier for the students to work in groups without having to rearrange the classroom every time group work was needed it also provides a chance for the students to work cooperatively and ask each other questions if they are struggling. Although this can lead to excessive talking the benefits outweigh the potential negative behaviors that can be dealt with through effective classroom management. I also outline how I would utilize the use of a drop box for each class to use for them to drop off their assignments. This makes it easy for the students to turn in their homework when it gets done rather than when it is collected in class, making them a little more responsible for their own work. On the first day rather than just give them a syllabus or go over a list of rules, I would rather have the students help build the list of rules and punishments for those rules. I would start with a couple of basic rules like respect, the procedure to answering questions, cheating, etc. that are mandatory and have the students develop not only what those rules mean in the classroom but the punishment for those rules with guidance from me. The guidance I would provide would be if I thought a rule wasnt strict enough or the punishment didnt fit the crime. After those first few rules are decided then I would ask the students if they want to add any other rules or punishments. Then I would print out a copy of the rules and punishments decided upon for everyone in the classroom, so that everyone has a copy and no one can say they didnt understand the rules or what would happen if they broke them. For me this process is two-fold. Not only does it model the way that discussion will be held in the class and begin to get the students involved but it also gives the student a voice in the classroom right away. They are able to help decide the rules and punishments that they are going to have to live by in the classroom from then on and are more likely to take responsibility if they happen to break those rules. I

believe that being a part of this process is empowering for the students and allows them to start feeling motivated to becoming a part of the class and doing their assignments. Along with the building of the rules of the first day I would also issue a challenge to the students that if I am able to see that they are putting in effort into their assignments and improving their skills on a consistent basis that I would treat them in some way at the end of the year/semester/grading period. This extrinsic motivation to accompany the potential intrinsic motivation that would come along with the participation of the rule building would make a good pairing. Moving on to the next section, throughout the school year, I would implement consistently the rules that the students had decided upon the first day and change any rules that need to be adjusted based upon class behavior. I also would utilize group work as much as possible so that the students can work together in order to work through problems they may have, help each other out with the lessons, and provide opportunities for social interactions between the students. To combat the possibilities that these social interactions might get out of hand or deviate I would also use techniques such as wandering around as they are doing group work to check on how they are progressing, and have them provide examples of what they are working on. Other techniques such as standing next to a student that is acting out or not paying attention in order to bring their attention back to the lesson or at the very least stop distracting others could also be implemented. Another big thing that I would do throughout the school year is to get the students working on projects that mean something to them. Having the student apply the lessons they are learning in a form that they enjoy not only makes it fun for them to learn but also make the lesson more concrete and useful to the student. For example if the class was reading a book and then I asked the class to review the book, I might have one student that enjoys drawing rather than writing. I would ask the student to draw a picture summarizing important points or symbols of the book and then write an explanation of the picture they drew and why they included what they did in the picture. This allows them to do something they enjoy, i.e. drawing, while still working on the skills that are required. I would then have students share their projects with the class in one form or another, either through an oral presentation in front of the class or simply putting it up on the wall. This allows them to take personal pride in the work that they have done and make them want to work harder in the future. Secondary Alignment: 6. Communication: Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. UW-PLATTEVILLE SCHOOL OF EDUCATION KNOWLEDGE, SKILL, DISPOSITION STATEMENT ALIGNMENT I believe that this artifact best aligns with KS2.e. ORGANIZES PHYSICAL SPACE The candidate has the ability to establish a classroom environment that is safe. Physical resources will be arranged to best serve the teacher and student in providing productive learning for all students. I use the physical organization of the room to

provide more opportunities for the students to interact with each other in a group setting because of the arrangement of the desks into groups normally. Because of this arrangement it will not only make it easier for students to do group work without having to turn or rearrange their desks but because the desks are already in groups, group work will invariably be used more often providing more interactive opportunities for the students. This along with several other elements including the drop boxes for their assignments will make the procedures of the class smoother. Secondary Alignment KSD2.d. MANAGES STUDENT BEHAVIOR KSD2.c. MANAGES CLASSROOM PROCEDURES What I learned about teaching/learning: When I presented this management plan to the class I realized that there are several different approaches to teaching. Every one of my peers had a differing opinion on a least one aspect of my plan. Some thought I was being too permissive with the development of the rules, others thought the reward at the end of the lesson was a cheap and ineffective way to motivate the students, and still others gave suggestions of different techniques to curb different behaviors. I defended each of my choices but I realized something in the process. Each of their suggestions might be totally valid for them and for the circumstances that they might teach in, and while my management plan might completely shift due to my circumstances or experience, this plan is where I want to begin with and see how well it works for me. What I learned about myself as a prospective teacher: By synthesizing this classroom management plan I realized that I value the involvement of my students in all levels of their education. By high school they are developing their inner self and they want chances to voice that inner self. I realized that as a teacher I want to give them multiple opportunities to express and test that inner self through not only being involved in the inner workings of the classroom procedures but also through their work in the classroom that handouts and standardized test often dont provide the opportunity for them to do. So while I may be the head of the classroom and ultimately the final voice in the major decisions I dont feel the need to dictate every movement or choice the students make/