Classroom

Management Portfolio
Lisa Battistone

Management Style and Philosophical Belief:


According to many approaches to classroom management, I have formed my own
philosophical belief. Based on the text Classroom Management That Works by Robert
Marzano, effective management procedures are directly reflected when it comes to student
achievement. Without effective teachers, the classroom environment halts students abilities
to flourish. On page 3 of this text, there is a graph that demonstrates the correlation between
being in an effective school and having an effective teacher on student performance when
they enter the class at the 50th percentile. An effective school meant high overall
achievement, and an effective teacher referred to strong classroom management techniques
and strategies. This graph showed that after two years a student who began at the 50th
percentile would drop to the 37th if they are in the most effective school but have the least
effective teacher. On the other hand, if a student has the most effective teacher in the least
effective school, the student ranking would raise to the 63rd percentile. This research clearly
shows that effective classroom management has an impact on the achievement of the
student.


According to the quiz What is Your Classroom Management Style? I am an
authoritative teacher. Based on this quiz, authoritative style is defined by placing limits and
controls on the student but also allowing them room for independence. Explaining why
things are the way they are, administering fair and thought out reprimands, and showing a
genuine interest in my students are all qualities that go along with the authoritative
approach. I also scored equally in two categories that are very oppositedemocratic and
authoritarian. As strange as it is that I can be both of these equally, it makes sense to me. I
feel as though it is important to determine expectations for students and, especially at the
secondary level, hold students to those expectations, teaching them responsibility for their
actions. I think that both of these styles are extreme, and I dont agree with everything fully.
However, I believe that it is important to make students feel important and give them a role
in the structure of the classroom (the democratic side) and then holding the students to the
decisions that they made (the authoritarian).


In my classroom, I will be working with students to determine what the class
expectations should be. In order to do this, I will present my own expectations and what I
believe the rules and consequences should be. If the students find these unfair or if they
would like to make suggestions for changes, I will listen and then we can meet at a common
ground. This way, I am showing the students that what they have to say does matter, that I
am willing to listen to what they believe, and that I am open to their suggestions. I dont want
students to feel as though I am the only voice that matters, but I also dont want them to
think that a rule they come up with like no homework ever will be okay. I want them to see
that I am going to take their education seriously, so they should too. By allowing them to
make suggestions for the rules and consequences, I am able to show them that we are going
to be a team in this room. This addresses the authoritative approach because I am placing the
final limits, but I am giving them the opportunity for independence and responsibility.

According to Glassers Choice Theory, if students have a say in what goes on in the classroom,
they are more likely to be passionate and take pride in their work, take responsibility for
their learning, and increase their self-esteem in the classroom because they feel as though
they have a voice. I want my students to be excited to come to my classroom and to be
passionate to learn something new. By giving students a choice, I am showing them that they
are as much a part of the structure of the class as I am, and this in turn encourages them to
take responsibility for their work and learning.


Artifact for Philosophical Belief:

The above image shows my result from the quiz What is Your Classroom
Management Style? As I mentioned earlier, the authoritative approach gives student
structure but also allows them to experience responsibility. Instead of just handing out a
consequence, I will explain why that is the consequence and what the misbehavior was. The
results also state that teachers often guide the students through projects instead of telling
them exactly what to do. This is a happy medium between allowing students to do whatever
they want and giving them no direction and lecturing for the full class and giving them
specific guidelines. I want my students to explore the concepts that I teach them, and I want
them to feel comfortable. This is where taking a genuine interest in my students comes into
play. If the students feel like I care about them, they will respond to me in a better way.

Establishing Positive Classroom Culture

By establishing a positive classroom environment, students will feel comfortable and
in turn be more willing and open to the information that I have to offer them. I believe that it
is extremely important to make students feel welcome in the classroom. I want students to
feel that they are able to come and talk to me about anything they may need help with
because I know the teachers that I had growing up helped me immensely. Feeling like
teachers genuinely cared about me, I was more willing to put forth extra effort in their
classes. I felt like my teachers respected me, and in turn I wanted to respect them, and thats
what I hope to build in my own classroom. In order to establish this kind of relationship, I
want to spend time at the beginning getting to know my students by having them fill out
interest forms, like the one below. By having students complete an interest form, I am able to
find out more about them outside of the classroom, but also ask them questions that may
pertain to their performance in my class. One thing I strongly believe in is talking to my
students about concepts that are not only useful in my content area of English. I want to
implement a policy where I do not talk to my students about class in the hallways, in the
cafeteria, or in the bus line unless they come to me. When I see students outside of our
determined time, I will ask them questions about how their sports game went the night
before or what is happening in their favorite TV show, and I can use the interest forms to
determine that information.



I also feel that it is important I allow students the chance to know each other. Since I
want to teach in an inclusive classroom with both students with disabilities and general
education students, I think that it is important to establish a level of respect at the beginning.
This would entail putting a section in the syllabus and having students sign a contract
saying that the classroom is a safe zone and that no one will intentionally say anything that
would hurt someone else. I want my students to feel comfortable in my classroom and that
means not intentionally putting anyone else down. Having students agree that those things
will not be tolerated in my classroom will help to establish that comfortable climate.

Artifact for Classroom Culture:

Student Name ________________________________________________________

Student Interest Form

What is your favorite movie?

What is your favorite TV show?



What is your favorite book? Why?




What extracurricular activities do you participate in? Do you have any hobbies?








What is your favorite subject? Why?






What do you think is one of your strengths when it comes to schoolwork? (Example: you are
extremely organized, you are a leader)


Developing Classroom Rules and Procedures

When it comes to classroom rules, I struggle because I want students to have a voice,
but I also want rules to be consistent for all of my classes and not have to worry about what
would happen if my first period class has a different rule for something than the 5th period
class. I have decided that when it comes to classroom rules, I will present a list that I think
are fair on the first day of class. If the students have different suggestions, I will allow them to
make suggestions. The second day, students will then vote on the final amendments
(hopefully a lot of the suggestions will overlap and students will agree with each other) and I
can make one final list that will be posted around the room.

Some rules that I know I will want in my classroom include policies on cell phones,
tardiness, late work, and absences. Cell phones will not be tolerated unless given permission.
I realize that cell phones are what students use to look up words they may not know or
research things that they are curious about. However, this will not be allowed while students
or I am talking. I will preface this by saying that when given in-class work time, students may
use their phones to listen to music or look up words, so they will be given opportunities, they
just should not be doing it without permission. When it comes to tardiness, students will
require to show a pass. If something happens, like their locker gets jammed, students should
come to me first, let me know, and then I can help them get ahold of a janitor to help them
open their locker. If they check in with me first they will not penalized, but if they are
unexcused, whatever the school policy is (lunch detention, etc) will be followed. Students will
not be able to make up late work. I will be willing to give students extensions if they talk to
me at least 3 days in advance and they show proof of multiple other assignments due that
same day. In regards to absences, students will have one day for each day absent to get their
work into me. Other rules and procedures are discussed in the section addressing
misbehaviors.

Giving students the opportunity to negotiate these rules with me will be has been
shown, according to the book Classroom Management That Works, to decrease student
misbehavior. I want students to feel like they have a voice in the classroom, but I also want to
have the final word, so by allowing students to mend my own rules gives the classroom both.
Students will be given a sheet with detailed examples of the rules and policies that they will
be asked to sign and give back the bottom as a form of a contract. I will also summarize rules
and hang them around the classroom.

Artifact for Rules and Procedures

Miss Battistones Classroom Rules

I will be respectful to my peers.

I will be on time to class with the right materials.

I will hand in my homework on time.


Syllabus portion:

In Miss Battistones class, students are expected to
Show up on time. If you are held up in another class, please get a pass from that
teacher. If you have trouble with your locker or need to use the restroom, come to my
classroom first
Hand in assignments on time. Late work will not be expected
o If you know that you have a heavy course load the week that, for example, a
paper is due, let me know and we might be able to work something out! This
must be done three days in advance.
Complete assignments even when absent. You will be given one day for each day
missed to hand everything in (if you miss three days, all assignments are due three
days after you come back)
Only use cell phones during permitted times
Be respectful to peers. Everyone should be able to ask questions and give answers
without fear of being laughed at or judged.


If you need clarifications on anything, please feel free to come see me.

Please tear here after completing the bottom of this page: ----------------------------



I understand the policies listed above for Miss Battistones class.



Your Signature _______________________________________________________

Classroom Layout

When I was organizing my classroom via Classroom Architect, the first thing I thought
of was the arrangement of the desk. I chose the horseshoe shape because, being an English
class and going along with my Authoritative style, I believe that this style is very conducive to
lectures when they need to happen, but since I dont see myself lecturing everyday or for the
whole period, I also see this arrangement being perfect for both whole group and small
group discussions. It is important to teach students how to effectively discuss with each
other, and one of the aspects of that listen is to listen and be attentive to the individual
speaking. In order to do this, the speaker needs to be seen. A horseshoe shape allows for
(almost) all of the students to see each other. The desks are also easily able to split up into
small groups being that they are in mostly rows of four. Each row can then move to become a
table. Beyond the organization of the desks, I included multiple shelves by the door on the
right hand side. My thoughts for this was that they could be large book shelves, with some
levels including a library, but others having trays for extra notebook paper, pencils,
homework turn-ins, outboxes, and files for when students were absent. With this placed by
the door, students can stop there on the way to their desk and drop off their homework, pick
up any loose papers that they have, and check what assignments they missed. I also included
a lot of shelves behind the teachers desk that can also include books from the library, as well
as the curriculum books that I may need throughout the year. The storage cabinet in the book
will be used for my personal belongings and will be kept lock so that students cannot get into
it. I placed the teachers desk at the back because according to the book Classroom
Management That Works, in secondary classrooms it is nice to place the desk where students
can be observed without knowing they are being observed. The desk in the back also assures
teacher movement and prevents the teacher from just sitting in the desk the whole class; it
encourages the teacher to move around an engage with students. The kidney shaped table in
the back will be used for teacher led groups and administering reading probes, which I know
I will need to do in inclusive classrooms or as a co-teacher. I can use this table to do pullouts
and still be able to observe the rest of the class. I can also use this for differentiated

instruction and students who may need more one-on-one attention. I place a computer in the
classroom, although I am not sure if that is something that will still be there. By the time I am
in my own classroom, this may be replaced with laptop cabinets or iPad carts. Lastly, the rug
with the beanbag chairs is used as a reading center for students. I placed this at the front of
the classroom because, being in plain sight, it will still encourage good behavior since
everyone will be able to view whoever is in that area at the time. I also thought this would be
a good thing to include in the classroom in order to use as a reward. Students who were on
task for the whole period can go to the reading center for the last portion to work on
homework or read a book from the library.

Monitoring Classroom and Responding to Misbehavior

In order to respond to misbehavior, I first need to determine what the misbehaviors
include. Talking when other students are talking is something that I will enforce. I want
students to learn more than just the content in my English class; I want them to learn to be
respectful individuals and really bring out that hidden curriculum. In order to be respectful
you need to listen to what others have to say. If I am spending a small portion of time
lecturing, or another student is giving a presentation, I will not tolerate side conversations.
This behavior, as well as others like working on other assignments instead of what they are
supposed to be doing for my class, using cell phones or listening to music when not given
permission, inappropriate language, and making rude comments to their peers, will also be
addressed in my classroom.


As far as responding to these behaviors, I will first address it on my own. If students
are having a hard time settling down and getting started, I will wait silently at the front of the
room and wait for them to be silent. I have realized that students are intrigued when
teachers are silent. Once the class settles down, I will begin the lesson for that day. If there is
a lot of side chatter happening, I will once again be quiet and wait. On the third strike, I will
speak with individual students and ask them to be quiet. If students are engaging in personal
behaviors, like using their phones or not working on assignments that they should be, I will
walk over and stand next to their desk while I talk and the lesson continues. If the student
does not stop, I will take whatever it is they are working on until the end of the period. The
use of inappropriate language or making rude comments to other students will be addressed
immediately.


I will make sure to address misbehaviors and how they will be handled/the order that
they will be handled in the syllabus, and then I will have the student sign the last page of the
syllabus stating that they understand these issues. These will also be explained to parents at
either Back to School Night or conferences. First I will handle the situation silently, either by
waiting for the class to settle down or standing over students to see if they can self-correct
their own behavior. Then I will speak to students individually, either at my desk in the back
of the room or after class. I do not think behaviors like working on a different assignment
should result in a detention, but if the behavior consistently happens over more than one
day, I think it is important to tell that student that I will be contacting the teacher for
whatever class they are working on and speaking with the parents. This brings me to the
next step. If I talk to a student and they either do not understand the issue or it happens
more than once I will do a call home or send an email. If the behaviors continue, I will ask for
a conference with the parents. The behaviors that entail speaking inappropriately and being
rude to peers will be an automatic contact home and a conference if needed.


Being SPED I think it is important for me to note that I will likely have students that
have behavior plans (FBAs and BIPs), and the consequences for these behaviors will be
subject to change.

Artifact for Misbehavior:

Miss Battistones Syllabus: Page 4

Consequences for Misbehaving:

Misbehavior includes:
Speaking when the teacher or other students are speaking
Working on tasks that are not supposed to be done at that time
o This includes writing when you are supposed to be reading, doing homework for
other classes, or just sitting and not working
Inappropriate language
Derogatory or demeaning comments to other students

*If you need a clarification on any of the behaviors, see me and we can talk about them.

Consequences for the misbehaviors listed above will result in the following order:
Warning in class
o Example: if you are talking while another student is trying to talk, I will give you
one verbal warning and ask you to stop
If the behavior continues, you will be asked to speak with me after class
If the behavior continues the next day, there is another conference the possibility to for a
lunch detention
Continuing behaviors after being discussed with me will result in contacts home
o Phone or email contact will be made and conferences will be scheduled based on
teacher discretion


After reading the syllabus, I, ____________________________________, understand my responsibilities in
Miss Battistones classroom. I have read all of the policies and I am familiar with the
consequences for misbehaving.

Your Signature: ______________________________________________________

Parents as Partners



Parents play an important role in their childs education and it is important that, as a
teacher, I am willing to work with them in order to provide the best for their student. I have
learned that often times, parents have certain expectations and misconceptions about their
childs teacher, and it is my job to address those right away. First things first, at the schools
version of back to school night, I will pass out parent information sheets, which address
things that they want me to know about their students, as well as the best way to get ahold of
the parent if needed. By allowing parents to comment on their students needs or strengths, it
makes them aware that I am genuinely curious and really do care about their individual
student.


Moving forward, I recognize that there will be two types of parents: parents that will
be impossible to get ahold of or that work more than one job and find it difficult to come in
and meet with me, and those parents who will feel the need to contact me everyday asking
about their students. In order to address those parents in the first group, it is important that I
express that I am flexible to meet and talk with them. We can have phone conferences during
lunch breaks or in the evening even if I am not at school, I can come in early in the morning,
et cetra. For the parents that want to be overly involved, I can ask them to get involved with
the PTA, as lunchroom supervisors, and whatever other opportunities the school holds for
parent volunteers. Finding them a place will make them feel important, as well as
preoccupied.


When it comes to students and informing parents on student progress, I want to make
sure that I call or email each students parents every so often to tell them good things that
occur. I want to be able to send home student work that gets good grades or brag to parents
that their child helped out another student that day. Showing that I am recognizing the
positives reminds parents that I am on their childs team.


A portion of parent involvement that may be unique for me as a teacher is identifying
the difference in an integrated classroom. I have been putting together a parent resource
packet (pictured below) about inclusion for parents of both children with IEPs and those
without. The way this packet works is that there are multiple articles for different categories
that I can make copies of to give to parents based on their needs for their child. The purpose
of this packet and the resources in it is to give parents the means to discuss issues that may
arise in our classroom with their child. For example, there is one section that addresses
bullying and how to explain disabilities to students in the general education setting. There is
an article on helpful tips for how to get your child to be comfortable around students who
have a social disability and how to include them in their activities. This would be a helpful
resource to discuss at the back to school nights and parent teach conferences when I explain
that the classroom is an integrated environment. A lot of students may not have been
exposed to that yet, and parents may want to talk about it with their child on their own. This
way, I am bridging that gap and showing that I am going to be a supportive companion in this
experience.

Artifact for Parents as Partners: