Management Plan: Part I

Classroom Ambiance
I definitely want my classroom to be more than four walls, a ceiling, and floor. I want it to be a place
where students feel at home. I love posters on the walls, and not just educational posters. While having posters
that list definitions of literary terms or map out plots are great, I myself might get bored looking at those, and so
might the kids. I did AP graphic design for three years in high school, so I definitely want things that are
aesthetically pleasing on my walls, and unfortunately educational posters are often poorly designed. I would
love to hang movie posters, book posters, band posters, etc. Things that both the kids and myself are interested
in. Even having references to internet memes or celebrities that kids like around the room could definitely help
make this class a little more fun and engaging.
An idea that I heard in one of my education courses is to paint book posters on the ceiling, which sounds
crazy, right? This of course would have to be approved by the school. But students could take those big sheet
tile-things (like the ones on the ceilings at CSU that are probably 2x3 feet) and nicely paint book covers on
them, then we could replace them in the ceiling to add a unique flare to the room that I havent really seen
before.
My ideal classroom would have a huge window running along one wall that looked outside. Even
though this can be distracting when the weather is nice or on the first snow of the year, I think it is important for
students, and myself, to not feel trapped and suffocated (and middle school kids sometimes smell -- we need all
the ventilation we can get). I think natural lighting is the best lighting when possible. Along these lines, I would
also like to incorporate plants into the room. Maybe we could have a Class Plant instead of a class pet, and
every week a different student could be in charge of watering it. This would be good for a) oxygen, and b) a fun
project for the students to do throughout the year.
I want my class to have a good vibe during class, and I love music. One idea I have to create nice
breaks during class is to play songs during transitions and incorporating these into transitions. This would
serve as a sort of timer for transitioning between activities. I might play a song that the kids would know -- for
example, Drag Me Down by One Direction, or whatever is hip with the kids -- and say, You have until the
end of the first chorus of Drag Me Down to get your computers and have a browser open. This would not
only keep me entertained and help show the kids a little bit of my personality, but would also be entertaining for
them.
Studies (which I dont have sources for right now) have shown that it is beneficial for students to have
two minutes of physical activity for every 20 minutes of class time. This can help aid in attention span and
engagement. Using a song for a transition activity, or even just telling the kids to dance or play air guitar for two
minutes, can help boost class morale and energy levels when the students just are not feeling it.

Managing Resources
Paper:
In order to handle the paper load, not all assignments that I collect will be thoroughly responded to. This
doesnt mean that students wont receive my feedback on an assignment - but sometimes it might be verbal or
immediate feedback as opposed to written feedback.
I really like the idea of peer workshopping assignments in class -- and doing several workshops before
students turn in a draft to me. This would of course be preceded by establishing expectations for how to
respectfully and productively respond to a peers writing, as well as building a classroom community where
students feel comfortable giving their unpolished work to another student. This cuts down on my grading time
by having students work together to fix formatting, spelling, and grammar mistakes, as well as making sure that
they are all understanding the assignment.
That being said, in the past I am definitely someone who likes to give a lot of feedback to students. I
have had a college professor who combatted this by actually recording a video of himself giving verbal
feedback on the paper instead of written comments. It was almost like a conference without having to set aside

time to meet. He would go through your paper, starting with the introduction, and provide constructive
comments. Although admittedly it was a little awkward having my professor on my computer screen, with the
use of an application like Google Docs, it would be very easy to record a quick video and share it with the
individual students.
Time:
As far as day-to-day class time goes, one way I will manage time in the classroom is by establishing
routines (outlined below) at the beginning of the semester to make sure that students understand how to use time
wisely -- theirs and mine -- during the year. This includes having set routines in case a student forgot supplies or
was absent so that it doesnt detract from class time.
I know that I can easily get off on tangents, especially with kids. I am just as interested in stuff as they
are, and just want to talk to them and relate to them. But I know that as an official teacher I will definitely have
to cut back on that to make sure that I am not encouraging the kids to be off track.
Along those lines, one thing that I have found definitely sucks up a lot of time is listening to stories. I
am a firm believer in making sure kids know that I take them seriously, and this includes not dismissing what
they have to say. I have often found myself spending five minutes of class time talking with one students
because I want them to know that I am listening and that I respect them as a person enough to thoughtfully
respond to their stories.
I will also scaffold learning as much as possible to reduce the amount of time that we spend re-learning
skills -- This will hopefully ensure that we dont continually get pushed back as the year goes on. This would
also include scheduling Catch Up days, where if we do happen to be behind, we can use that allotted day to
make up for lost time.
Routines:
First and Last Minutes of Class: Students should be in their seats and ready to learn when the bell
rings. If students need any supplies from around the room (i.e. laptops, textbooks, etc.) those will be
written on the board so students can grab them and be seated before class starts. The first 20 minutes of
class, after any check-ins or announcements, will be silent reading. I will take attendance and run
conferences while students read.
At the end of class, I will give students an adequate amount of time to pack up so that I dont cut into
their passing period or lunch (I hated when teachers did this to me). I will establish in the beginning that
I am respectful of their time if they are respectful of mine, and that they should trust that I will let them
pack up in the last minute of class so they are ready to go when the bell rings. I dont like the I dismiss
you, not the bell mentality that I heard growing up. Again, I dont think that is very respectful of the
students time. The deal Ill make with students is that if they can do me a solid and not pack up before
pack-up-time, I am fine with them jetting when the bell rings. If there is an issue of them packing up as
Im talking, then we can work out more traditional arrangements.
Absent: If a student is absent, they should email me to let me know. This is something that students will
have to do when they have jobs or are in college, and it is best to start learning how to write professional
emails early. This will help students learn how to communicate in writing with a teacher as opposed to
how they might with a friend. This also ensures that I can get back to them the same day to let them
know if they missed anything important, so that I dont have to take class time to answer the question,
What did I miss??? If I have any handouts or assignments that are passed out on the day a student is
absent, I will paperclip them and put a sticky note with the students name on it. This will then be placed
in the back of the classroom in the absent bin.
Bathroom/Locker: Students can use the bathroom or go to their locker freely if a) I am not giving
instruction, b) another student is not giving a presentation, c) the pass is in -- so only one student is out
at a time.
Conferences: I will have a brief reading and check-up conference with each student at least once a week
during silent reading. These conferences will be at random. During this, a student will come prepared
with their reading log and journal for me to glance at (just to check that they are doing it. I will collect

these for a grade later). They will also be prepared to talk with me about the book they are reading, and
this could be a good time for them to voice any concerns they have about their class or their grade.
I forgot a: Students seem to forget things quite often, from pencils to books to papers. If a student
forgets something like a pen or a pencil, their first step would be to ask their classmates if they could
borrow one. If for some reason everyone says no, then they can get a pencil or paper from the back of
the room. If all of my spare pencils go missing, I might start putting a little flag on them so I know
which students are using them so I can remind them to put them back if needed. If a student forgets an
outside reading book, they can check one out from the bookshelf at the back of the room. Students
should know by the first week where to find supplies and that they dont need to ask me.
Checking out Books: I will have a collection of reading books in the back of the room that students are
free to sign out and place back during silent reading or if they finish all of their assignments early. If I
get a really trustworthy group of kids who can remember to put the books back, I might forego a checkout system and just let them be free-reign.

Physical Space
This classroom setup seen in the diagram would work best with a smaller class size. As I am student teaching at
Cache La Poudre in the fall, I am basing most of this project off of a middle school classroom I might have
there. According to CLPs website, they have an average class size of 14 students. This particular layout can
accommodate about 18. I have included in each of the following categories a description as well as a rationale.

Student Desks: I have the students grouped in threes, with desks meeting at the corners. In many
middle school classrooms, I have seen desks placed in fours, where students end up being elbow-toelbow and toe-to-toe. I chose to arrange desks in threes, touching at the corners, to ensure that students
have elbow and leg room to add to their comfort. Students are in groups opposed to rows to aid in
collaboration and small group discussion.
The groups of three are arranged in a semi-circle around where I might be if I were lecturing from the
front of the classroom. This ensures that all students can see me and the board. This also means that if a
student needs something from the back of the room [where supplies (staplers, pencils, paper, etc.),
books, and my desk are] they do not need to walk in front of or between other students to get there.
I love whole-class discussion, and with this set up, it is really easy for students to swivel their desks just
a little bit to be in a true semi-circle where everyone can see each other (as some students are back-toback at the moment).
Front Long Table: This front of the room, long-table is something that my 450 match-up teacher has,
and I really like this idea. I love to sit on desks when I teach, so this gives me a place to casually rest.
This is also a functional place to store any handouts that students will be given during class. I can load
up the desk with any materials students will need before class, and that way they are ready to go when I
need to pass them out. This could also be a good place to put art supplies if we are doing art projects in
class. If students are turning in papers, notebooks, or assignments, they can place them on the desk as
they leave.
Back Long Table: The long table in the back will be the supply table. This will have extra paper, tape,
pencils, pencil sharpener, a stapler, etc. The most important thing on this table will be the Absent bin,
which is explained in depth in the routines section. This table is placed at the back of the room so that
kids do not disturb the rest of the class when they get up to get supplies.
Reading Area: Every class will start with 15-20 minutes of silent reading where students can read their
outside reading books. This area will have a bookshelf with books that students can check out, a rug,
bean bags, and cushions. Ideally there will be enough for all students to read where they want, but if not,
we can establish that half the class gets the comfy areas one day, and the other half gets them the next.
This area is here to make reading more fun for the students. This time is for students to read for pleasure,
and having a place where they can be comfy and get out of the hard desks that they are in all day might
make them enjoy silent reading more.
My Desk: My desk is at the back of the room, separated from students. This is for several reasons. If
students are working independently on their laptops, I will probably be at my desk for part of that time.
This allows me to see the screens of almost all of the students to make sure they are on task. This will
also be where I hold one-on-one reading conferences, and being out of the direct sight of students will
make conferencing students feel more at ease and give a sense of privacy to students who come to my
desk for personal talks.
Student Wall: This will be a place where students can display pretty much whatever they want, if it is
appropriate. If they want to pin up drawings, poems, writing, flyers for games or events, One Direction
calendars, etc., this is a space to do it. It will be in the back of the classroom, so students see it when
they come in, but it wont be distracting during class. This allows students to have a say in what their
classroom looks and feels like, making it more like home and less like a strange building.

Management Plan: Part II

7th Grade Honors English
Cache La Poudre Middle School
Course Description and Objectives: The seventh-grade English program is designed to help students express themselves
more easily and effectively through writing and speaking. The course includes study of the fundamentals of grammar,
correct usage, literature (short stories and the novel), and the process of writing (narration, description, and exposition).
Students focus on writing a unified, coherent paragraph which logically supports a topic sentence by using specific details.
Students also have opportunities to write creatively.
This Honors course is recommended for the student who seeks additional information and depth in literature and
writing. The curriculum follows the guidelines of the required English 7, adding materials and projects for highly
motivated students. Students are offered opportunities to explore a variety of reading and writing and to pursue areas of
interest in depth.
Rules and Expectations
I want this classroom to be democratic -- that means you get a say in what our classroom rules and expectations are.
During the first week of class, we will create a set of rules and expectations that we all agree are fair and just. I will type
these up and distribute them to the class so everyone is aware of expectations. We will also, as a class and within reason,
decide on consequences for not meeting these expectations.
However, there are a few things that will not be tolerated in our classroom in order to be respectful of those
around us and create a welcoming learning environment. This includes, but is not limited to, harassment or
bullying based on race, sex, gender, sexual orientation, disability, ethnicity, country of origin, socioeconomic
status, and academic performance. This does not only include harassment or bullying of students in the classroom,
but also any slurs or offensive language against anyone in the world. As an IB school, we exemplify openmindedness and principle, and should take on the responsibility to stand up against harassment and bullying if
somebody cannot stand up for theirself.
Consequences: As stated above, we can decide on consequences for certain rules and expectations. However,
consequences for bullying and harassment will result first in a conference with myself, then a phone call home,
and then a referral if the behavior continues.
In the meantime, here are some of my expectations I am thinking about. We can discuss these during the first week of
class. If a word is bold, that means we can discuss what that word means to our class during the first week of class.
General Expectations:
Come to class on time and on-task
Show respect to others, yourself, and myself (including property)
Complete assignments on time
Take every opportunity to further your learning, including revising assignments
Challenge yourself academically and intellectually
Honesty is the best policy! I expect students not to cheat, plagiarize, or be dishonest to others or myself.
Collaboration Expectations
Dont let your teammates down
Share the workload
Share ideas
Cooperate effectively
Use class-time productively
You may have snacks, gum, and beverages in the classroom, as long as it is not distracting. This means it is quiet,
subtle (meaning I dont want my class smelling like food all day), you clean up all mess, and it does not distract
from yours or anyone elses learning, or my teaching. This privilege can be revoked if expectations are not met.

Technology Policy
You are responsible for managing your own technology. This means using technology in productive and
on-task ways while in class. If technology, including cell phones or laptops, becomes distracting in any
way while in class, I reserve the right to revoke technology privileges.
Examples of distracting technology usage: texting or playing on phone when attention should be on
peers or teacher, passing phones around to show classmates photos/videos, absentmindedly surfing the
internet during class, etc.
Examples of non-distracting technology usage: looking up a definition, using your phone calculator,
texting homework to yourself so you dont forget, taking pictures of notes on the whiteboard, accessing
class materials, etc.
Grading
Grading breaks down into the following six categories:
Interactive Journal
Reading Log and Book Cards
Book Bistros
Quizzes, Tests, and Writing
End of Year Project
Participation

5%
10%
15%
25%
15%
30%

Interactive Journal: You will be given graphic organizers and small assignments to complete in your Interactive
Journals, usually with the class as a whole or with a partner. These are meant to become a sort of toolbox for you
to refer back to throughout the year. You can be as creative as you would like, so long as the required assignments
are present. These will be graded on completion, not accuracy, so as long as you are present both mentally and
physically in class, then there is no reason why you should not get full credit for this project.
Reading Log and Book Cards: This is related to your outside reading only, not assigned or in-class reading. We
will go over formating options in class, but you will be required to record the books, number of pages, and time
you read in a reading log. The official Book Card assignment will be given in class, but for each outside reading
book your complete, you will be required to fill out a Book Card with specific information about the book.
Book Bistro: Book Bistro is an activity we will do four times during the school year. Every four weeks, you will
get into your Book Bistro group (4-5 students in each group) and engage in a guided discussion about your
outside reading books. Each week there will be a Discussion Leader, who must come prepared to discuss their
chosen book in depth. This is a good time to see what your classmates are reading!
Quizzes, Tests, and Writing: Most of this category will consist of writing assignments. All writing assignments
are able to be revised within a week of my returning the assignment to you. Guidelines for revision will be
discussed in class.
End of Year Project: This project is students choice. We will discuss options and requirements for this
culminating project before winter break. If you can justify and execute your project, you can pretty much do
anything within reason that meets the guidelines.
Participation: Participation is explained more in depth below, but this includes things like being engaged in
group work, showing up on time, meeting expectations, and participating in class in general.
Homework
I will remind you daily what your homework is, and you can also check the calendar on the course website, which I
update regularly -- so check frequently.
What homework will I have?
Outside Reading

It is incredibly important to me that you, my students, have adequate time for outside reading, or reading for fun.
Daily homework will be reading your outside reading book for an average of 20 minutes per school night (with a
goal of 100 minutes per week). Every day you will fill in your outside reading log to keep track of what books
you read, and how many pages you are reading. This is not a competition! Everyone reads at different speeds.
During the first week we will do a fluency test to assess your reading rate. My goal at the end of the year is that
you improve your reading rate, not that you beat your classmates.
You should take notes as you read -- these notes can look a number of ways, and we will discuss different
note-taking strategies during the first few weeks of school. These notes will be important for you to refer back to
for assignments we will be doing with outside reading. I will meet with you at least once a week during silent
reading to have a short talk about your outside reading book.
Other Homework
Though I will give you time in class to work on projects and papers, there will be times when you will need to do
these for homework.
Late Homework
As I said above, your homework will usually be outside reading. I understand that life gets busy with other
classes, sports, family, and social lives -- and thats okay! If you miss a day or two every now and then for outside
reading, it is not the end of the world. I will check your reading log every two weeks to assess your overall
progress -- looking for about 100 minutes of outside reading per week. This does not include silent reading in
class, though that will also be in your reading log. I will use your results from your fluency test to see if you are
meeting your abilities as a reader.
Tests/Quizzes
We will not have many quizzes or tests in this class, but if you are absent on the day of a quiz or test, you will make this
up the following class period during silent reading (within reason -- if you are gone for an extended period of time and
miss important information that is on the test/quiz, then we can discuss other arrangements to ensure you perform to the
best of your ability). Any silent reading time that you miss by making up a quiz or test will be added to your time in your
at-home reading log.
Retakes: Tests and quizzes arent just for fun. They are a way for me to make sure that you are picking up what I
am putting down, as they say. Understanding the material on these assignments is important so that we can
continually use the skills on the tests/quizzes as the class moves forward.
This means that any questions that you get incorrect will be re-assigned and due a week from the day I
return the original test/quiz to you. These must be done on your own time (not during silent reading). My goal
here is that you understand the content, so I encourage you to collaborate with classmates or come see my for any
material that you dont understand. Important! After revising your answers, please write 3-4 sentences per
question explaining 1) What information you were misinformed about or what was giving you trouble, 2) How
you figured it out, or what clicked, and 3) How you will use this information going forward in the class.
Participation
Per the Cache La Poudre mission statement, CLP is a school where Respect, Rigor, Relevance, Responsibility, and
Relationships drive learning. I like to add another R: PaRticipation! Participation is a big part of your total grade, and that
is because so many items fall under the category of participation. Some of these items include:
Showing up to class on-time and on-task
Showing me you are an active learner by:
Showing respect and attention to whomever is talking
Taking notes during class
Being on-task during silent reading
Being active in small and whole group discussions
Asking and answering questions in class
Doing your role in collaborative learning
Being engaged in In-Class activites
Participation is graded daily on a - / / + scale. In points, these respectively amount to 6, 8, and 10 points for the
days participation. Students who miss class with an unexcused absence will receive a 0 for that days participation.
Simply being present for class will result in a . Students who do not meet the expectations for behavior or are tardy will
receive a - for the day. Students can earn a + by engaging in any or all of the participation guidelines listed above.

Tardies
Like I said, we do a lot in this class, and it is important to me that you are here for all of it so you dont miss any
announcements or important information. We will do silent reading at the beginning of most class periods. I set aside this
time to read because I value reading, and I want you to have time to read in class. If you miss a portion of this time, you
are expected to make it up in your reading log for homework. Unexcused tardies will result in a loss of participation
points for the day, which is a major part of your overall grade.
Per school guidelines, three unexcused tardies will result in a lunch detention, twelve or more tardies will result in an
after-school detention, and further tardies may result in a parent/teacher/student/administrator conference and behavior
contract.
Absences
We do a lot in class, and class is better when youre here! Your attendance is very important to me, and I hope that you
will do your best to be in class and on time every day. A large portion of your grade is participation, and if you are not
here, you cannot participate.
What to do if you are absent: However, if you will be absent, please personally contact me via email in addition
to having a parent or guardian speak with the front desk. This allows me to respond to you the same day, without
having to take time out of class on your return to discuss any missed assignments or information. Upon returning
to class, check the Absent bin at the back of the room. If you missed any handouts or assignments, they will be
in this bin with a sticky note with your name.
How to make up work if you are absent: Per school policy, you will two school days for every day you are
absent to make up late work.