Table of Contents

Self-Introduction..............................................................................................................................2
Room Arrangement......................................................................................................................3-4
Room Arrangement explanation.......................................................................................4-6
Classroom Procedures................................................................................................................7-10
Beginning of class...................................................................................................................7
End of Class..........................................................................................................................7-8
Transitions between Activities..............................................................................................8
Collecting Homework.............................................................................................................8
Handing back work.................................................................................................................8
Handing Out Materials..........................................................................................................8
Student Absences.................................................................................................................8-9
Late Work..................................................................................................................................9
Grading and Recording Student Work................................................................................9
Communicating with Parents................................................................................................9
Consideration of Diverse Learners...............................................................................9-10
Rules and Consequences..........................................................................................................10-11
Classroom Rules....................................................................................................................10
Consequences.........................................................................................................................11

Rucker 1
Self-Introduction
My Name is Kyl Rucker and I am currently a student at Arizona State University,
working towards my first Bachelor of Arts Degree in Secondary Education History. My
educational history includes a high school diploma from Valley Vista High School, from which I
graduated in the top 5% of my senior class and exceeded on all of Arizona's Instrument to
Measure Standards tests. I have completed one hour of professional development in Secondary
Education and I am currently working in my first internship at a middle school.
In my life, I seek to influence my community and to make a difference in the lives of
individuals. Education has allowed me the opportunity to influence the minds and lives of
children within my community. I have been given the ability to help shape my community
through the children I teach. I teach students the impact history has on the modern world and I
have them think critically about what lessons we can take away from the past. I find satisfaction
in knowing that my students can take the information that I teach and apply it to the world that
they live in. When my students apply the skills and information I taught them to problems in the
real world, I know that I made a difference.
Every child has a right to an appropriate and effective education. As an educator, I have a
duty to provide every one of my students with an education regardless of that students gender,
race, ethnicity, English proficiency, mental or physical disabilities, giftedness, or socio-economic
condition. Research conducted by Madeline Hunter, Dr. Fred Jones and Dr. Harry Wong
reinforce my support of diversity in the classroom. Teaching in a diverse classroom not only
allows me to grow as an educator, as I learn from an array of unique students, but it also exposes
my students to a variety of people with different learning styles, cultures, ideas, etc..

Rucker 2

Room Arrangement

Legend
1. Large blue rectangle: Teachers desk
2. Gray and blue rectangle on teachers desk: Teachers computer station
3. Gary boxes behind teachers desk: two filing cabinets
4. Small blue box: Teachers locked cabinet
5. Red rectangle: Large material cabinet
6. Small white box: Late work box
7. Small gray rectangle: Bulletin board
8. Green rectangle near door: Homework station and handout pickup station
9. Small manila boxes: Trash bins
10. Large gray circle: Ceiling mounted projector

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11. Large manila rectangles: Two person student desks
12. Large gray rectangle: Large table to accommodate wheelchair bound students
13. Gray rectangle with detail in top right corner: Mounted television
14. Green rectangle in left hand corner: Pull-down maps
15. Light green thin rectangles at the front of the classroom: Two white boards
16. Thin gray rectangle at the front of the classroom: SMART board
17. Brown rectangles: Two bookshelves
18. Small gray circles: Several detached chairs

Room Arrangement explanation

My classroom is able to seat 30 students in a way that maximizes mobility for myself as
well as the students. The classroom layout is influenced by Dr. Fred Jones as the lay out is
intended to limit potential distractions to the students and retain time on task for the students.
The room is thoughtfully arranged so that each of the items is in a strategic location for teacher
or student use. The classroom has also been arranged with technology in mind, as noted by the
location of the SMART board, mounted projector, television, and computer station.
The teachers desk has been placed in the back left-hand corner of the room out of
immediate student sight. This placement has been done to prevent student distraction and to
maintain teacher privacy. With the desk in the back, I will be able to see all of the students during
testing periods and during individual work time. When I am giving instruction I will be at the
front of the room and by moving the desk to the back, I have given myself a closer proximity to
the students. This back corner serves as the teachers space; my computer, filling cabinets, and
locked cabinet are in the bottom left corner.
My computer is on my desk for easy accesses and so it is away from the students. I do not
want any of my students to potentially gain access to the information that is on my computer,
including grades, tests, emails, etc. By placing my computer in the teachers space, I have
severely crippled any students chance at accessing my computer. I have also placed two filing
cabinets behind my desk; this is for ease of access and too keeps it out of the students way. My
filling cabinets will be used for storage and I will be the only one to have access to them. The
filing cabinets will be locked as they may contain graded student work, printed emails, personnel
files, copies of IEPs, etc. Next to my desk, there is a trashcan that I will use and can be used by
students in the back rows.

Rucker 4
Adjacent to the teachers desk is a locked cabinet; this cabinet is in the back next to my
desk to ensure I am able to keep an eye on it. The locked cabinet is away from students and still
within the teachers vicinity. The cabinet may contain personal items, tests, sharp materials, etc.,
that need to be locked and away from students. Continuing along the back of the classroom there
is a large material cabinet, a late work box, bulletin board, and homework/handouts station. As
soon as the students walk into class, they will know to turn in their homework at the
homework/handouts station and to pick up any materials I have placed there. Any students who
have missed class or are turning in overdue assignments will be able to go directly to the late
work box to drop off overdue work or pick up assignments that were missed due to absences.
The late work box and homework/handouts station are placed right next to the door so students
will be able to turn in and pick up all the materials they need. On the right-hand side of the door
there is also a trash bin so students can throw away trash upon entering and leaving the room.
My room has been designed with mobility in mind. The back has a wide-open space so
students can funnel into the classroom and there is plenty of walking space between each of the
columns and rows of desks. I made sure that there is plenty of room on the right-hand side of the
class for wheelchair bound students to safely get to their desk. The handicap accessible desk is
on the right column of desks in the second row. I chose to place this desk here so wheelchair
bound students would be able to easily access their desk and feel like they are still apart of the
class environment. I feel that placing a wheelchair bound student in the back of the room away
from the rest of the class leads to a sense of isolation and I want to keep a positive feeling tone in
my class.
The tables in my room have been arranged into four columns with four rows to insure
easy mobility. Each table seats two students, when it is time for students to form groups they
only have to turn their detached chairs around to talk with their neighbors. This allow the
students to quickly form groups and then quickly return to their normal positions; having the
desks arranged like this has the added benefit of saving movement time and limiting distractions
from moving. Having the room arranged in this way also allows me to quickly gain the students
attention and return them to instruction.
I have placed two whiteboards and a SMART board at the front of the room. These
boards are in the front because this is where most of my instruction will occur. The SMART
board will be my primary tool for instruction, as the ceiling mounted projector in the back will

Rucker 5
display my instructional PowerPoints, videos, bell work, etc. I have placed the two white boards
in the front behind the SMART board to be used as extra space. One white board will contain the
days agenda and the lesson objective while the other will be used for extra writing space as
needed.
At the front of the room in the right-hand corner is a mounted television. The TV is
mounted in the corner away from the students to limit the potential for distraction or accidental
damage. The TV will primarily be used for showing the morning announcements. In the lefthand corner at the front of the room, I have placed a flame retardant pull down map. The map is
strategically placed in the front for my ease while instructing. During a lesson I may need to
reference a map or provide a visual for the students, so having the map nearby and in an easy to
see place is crucial.
On the left side of the room, I have placed two bookshelves to house the class set of
textbooks and to hold books and other reading material that students can check out during from
me. The bookshelves are on the wall to the left so that they are out of students walkways. In
between the two bookshelves I have placed, a third trashcan. The trashcan is placed here so
students on the left side of the room an easily dispose of any garbage.

Rucker 6

Classroom Procedures
Establishing classroom procedures is very important for constructing a well-organized
classroom. Research conducted by Dr. Harry Wong and Dr. Fred Jones indicates that an efficient
and effective classroom has procedures that all students follow. These procedures help to
establish a routine that students can anticipate every day. They also help to minimize distractions
as well as disruptions in the classroom. It is important to note that if procedures are not followed
or begin to breakdown that there are no punishments or harsh consequences. Procedures are
simply retaught to the individuals or to the class as a whole. Procedures must also be very clear
and simple to follow, as the teacher must be respectful of students with IEPs or 504 plans.
Beginning of class:
Prior to the class officially starting, the teacher will greet students at the door. This
accomplishes two goals: first, this allows the teacher to address issues, prevent any misbehavior,
and deal with rule violations before the students have entered the classroom. Second, this gives
the teacher an opportunity to build a friendly relationship with the students as the teacher or
student can initiate conversation without taking up class time. The teacher will also be able to
remind students to turn in missing work or remind them of a due date. Once the students have
entered the room, they will turn in any homework or late work into the homework station that
corresponds with their period.
If there are any materials for the day, they will be next to the homework station for
students to take. After the students have turned in their homework and gathered their materials,
they will sit in their assigned seats and begin working on bellwork that is on the SMART board.
When the bell rings, the teacher will step into the classroom, hand back graded assignments, and
take attendance. The teacher will take about five minutes to complete these actions and then the
teacher will call on students via popsicle sticks to discuss the bell work.
End of Class:
When the class is nearing, the five-minute mark the teacher will ask the students to pack
up all of their belongings, but leave out a piece of paper and a pencil or pen. The teacher will
then instruct the tallest student at each table to return all classroom materials to the material
counter in the back. The students who remain at their tables will then be instructed to clean up

Rucker 7
the area around their table. The students will be allotted a minute to complete these tasks. Then
the teacher will introduce the closure activity, giving the students roughly four minutes to
complete closure. Once the students complete their closure activity, the teacher will remind them
of due dates or upcoming assignments; the teacher will then dismiss the students by wishing
them a great day and collect the closure as a ticket out the door.
Transitions between Activities:
All transitions between activities will be completed in a timely and orderly manner. To
ensure that transitions do not cut too deep into instruction time, the teacher will use a timer to
insure quick transitions. The teacher will also use the auditory signal, Ladies and Gentlemen.
The students have been conditioned to stop all activities when this auditory signal is given and
their full attention will be given to the teacher. The timer combined with the auditory signal will
insure smooth transitions between activities.
Collecting Homework:
When entering the classroom students will turn in all of their homework or late work to
the bin on the homework station that corresponds with their class period. The homework station
is directly to the left of the door making it clearly visible for the students and simple for them to
turn in their homework as soon as they enter the class.
Handing back work:
The teacher will return students graded work at the beginning of class while students are
completing their bellwork.
Handing Out Materials:
The teacher will place all materials needed for the day on the material counter near the
door. As the students walk into class they will first turn in their homework, next to the homework
station will be all the materials the students will need for the period. The students are responsible
for gathering their materials themselves, as the teacher has already placed them out for the
students to collect.
Student Absences:

Rucker 8
Students who were absent from class will be allowed to make up any work they missed
for full credit. The student will be given one day for every day he or she was absent to make up
the work, plus the day the student returns to class. The teacher will provide the absent student
with the makeup-work once the student returns to class.
Late Work:
The students must turn in all work before the end of the school day in order for it to count
for full credit. The teacher will accept late work, but it will not count for full credit; each day the
assignment is late the student will lose 10% on the assignments final grade. If the assignment
has not been turned in by the fifth day then the student will receive a zero for that assignment.
Grading and Recording Student Work :
Student participation points will be recorded every day and will be placed in the grade
book at the end of each week. In-class quizzes, in-class assignments, and homework will be
graded and returned on the next school day. Multiple-choice exams with short answer questions
will be graded and returned within three days; multiple-choice only exams will be graded and
returned the next school day. Essays will be graded and returned within one week.
Communicating with Parents:
Teacher-parent communication is very important; the teacher will always have an open
line of communication with parents. The primary form of communication from the teacher to the
parent will be through email. The teacher will also contact parents via phone or face-to-face
meetings if necessary. If a parent contacts the teacher then the teacher will respond within 24
hours, by either email, phone, or fax. Parents will be contacted if their child has repeated
behavior issues or if the students grades drop below a 70% or C. However, parent contact is not
reserved for only corrective measures, but also for positive reinforcement. Students who behave
exceptionally well in class and achieve a grade at or above 90% will receive a teacher phone call
informing the parents of their childs accomplishments. The teacher may also send out
information regarding upcoming events or due dates for student work.
Consideration of Diverse Learners :

Rucker 9
The teacher has designed all procedures to be clear and simple, while keeping in mind
students with IEPs and 504 plans. The teacher will follow all IEPs and 504 plans for each
student. The teacher has posted signs designating all student relevant areas in the class such as
homework stations, material counter, material cabinet, etc. The teacher has also posted all of the
procedures on the whiteboard at the front of the room.
The teacher will have all procedures listed in the class syllabus. The teacher will clearly
teach classroom procedures at the beginning of the year and these procedures will be reinforced
throughout the school year.

Rules and Consequences

My classroom will have five specific and easy to follow rules that will be observed by all
students in the class. According to the research of Dr. Harry Wang and Dr. Rich Lavoie, students
greatly benefit from the structure that rules provide, especially diverse learners who need to have
structured and safe learning environment. I will have the rules clearly posted at the front of the
classroom next to the whiteboard. I will teach the rules on the first day of class and check for
student understanding of all the rules; these rules will be addressed whenever a student is caught
violating a class rule. The rules and consequences that I have created will ensure that all students
are respected in my classroom and that students who violate the rules are disciplined fairly. If
rule violations become an issue in class, then I will reteach the rules to my students. My rules
ensure that every student will feel safe and respected in my classroom, creating a safe and
structured learning environment.
Classroom Rules:
1.
2.
3.
4.
5.

Students will be in the classroom and prepared before the bell stops ringing.
Promote a positive environment by using respectful language.
Be courteous by keeping ones body to oneself.
Only one person speaks at a time.
The teacher will instruct the students to pack up and exit the classroom.

Rucker 10

Consequences:
All consequences will follow due process and the teacher will consistently enforce all
consequences. Those who break the rules will be dealt a definite and immediate consequence that
is appropriate for the violation. If necessary, the teacher will make accommodations for students
who have IEPs or 504 plans.
Consequences by severity of the violation:
1.
2.
3.
4.

First Offense- Warning/Conference

Second Offense- Detention
Third Offense- Call Home
Fourth Offense- Administrative Referral

*** The teacher reserves the right to skip steps based upon the severity of the violation.***

Reflection
My classroom management plan contains four major sections, self-introduction, room
arrangement, classroom procedures, and rules and consequences. The first section, selfintroduction, reveals my educational background and explains why I decided to become a
teacher. This section is very meaningful to me as I thought deeply as to why I want to be in the
field of education. The room arrangement section details the layout of my classroom; each of the
items and objects in the room were precisely placed for teacher and student convenience. The
room is arranged in a way that maximizes teacher proximity and allows for many walkways. The
classroom procedures explain all processes the students and the teacher will follow to keep the
classroom running efficiently. My rules and consequences section demonstrates all the rules that
students are expected to follow, as well as the immediate consequences that will follow. These
rules are positively worded and reflect the expectations I have of my students. In all, my
classroom management plan fully illustrates how my classroom will run once I am a teacher.