RUNNING HEAD: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Professor Lori Lovitt

Samuel Larsen

Arizona State University

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Self-Introduction

My name is Samuel Larsen and I am an education major at Arizona State University. I

graduated from Mountain View High School in 2009, and I completed my Associate of Arts

Degree at Mesa Community College. I transferred to Arizona State University in Fall of 2016 to

complete my undergraduate degree.

Philosophy of teaching

This semester I developed a philosophy of teaching that governs my attitude and actions

as an educator. I am proud to be studying to become an educator. Education is such a crucial

aspect of life, and sadly it is overlooked and downplayed by many in our society. There isn’t

anything that pleases me more than being in a position to model knowledge, foster student

growth, and assist them in finding out who they want to be in the world. These are not easy tasks,

as the facets of effective teaching are numerous. While I have already learned so much about the

role, there is still much to learn on a daily basis.

Learning how to become disciplined and accountable in grade school is so important, as

it prepares adolescents for adulthood. Students learn who they want to be in the world through

the classroom, and these attitudes and perspectives are taken into their adult lives. Being the

person who assists the young generation in accomplishing these feats and keeping them

motivated throughout the journey is a role I take on with pleasure. It brings me enormous joy to

teach students how to be life-long learners, and be a source of strength for them along the way.

The growth and development that occurs during this process is truly a wonder to witness.

Understandably, there are a wide variety of students that come into my classroom. I strive

to stay conscious of this by making extra effort to ensure those from all cultures and backgrounds

feel welcome. A safe learning environment for all students is what I strive to provide to foster
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maximum learning potential. This community of learners are the world’s future, and, especially

in these puzzling times, this must be recognized for teachers to be effective. Not only do students

come from a diverse set of cultures and backgrounds, but there are many different ways that they

learn. I adjust the way I teach in order to satisfy the students’ needs. For some groups who need

some sort of action or movement, I employ kinesthetic learning techniques. For visual learners, I

am prepared with various pictures and visuals of the learning content. I encourage students to be

open about their different learning styles, and I always accommodate them to the best of my

ability.

Going even further, my classroom welcomes students in bringing their hopes and dreams

into the classroom. The goal is to inspire them to bring these aspirations to life with what the

school has to offer. I seek to model respectful, supportive attitudes for them so that, hopefully,

the students follow my lead and treat each other in this manner. The instructional strategies I use

vary greatly, because I strive to keep the students engaged. The value of treating my classrooms

as learning communities is one of paramount importance. In a community, no one is left behind.

I assure that all in my power is done to ensure success of the students wherever possible, whether

that is one on one time with the student, phone calls and meetings with parents, or involving

administration.

Student lives are complex, and being there to find the most effective methods to provide

them with a quality education is a privilege. I strive for my classrooms to be welcoming

communities for students of all cultures and backgrounds. The number one goal is student

success. As a result, hopefully they find out who they want to be in this world.
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Classroom Management Resources

Classroom Layout

All the guidelines for the formation of my classroom layout came from Classroom

Management for Middle and High School Teachers by Edmund T. Emmer and Carolyn M.

Evertson. In order to minimize distraction, the entire front wall of the classroom will be lined

with whiteboards and nothing else. One corner of the board will be used for, “The Day’s

Agenda” providing a look at the previous day’s homework, the day’s lesson, the day’s

homework, and the next upcoming test or project due date. The left and right sides of the room

will each have 2 poster displays that will bring humor and or inspiration to the subject of the

classroom’s study. In the back corner of the room by the teacher’s desk, there will be a large

bulletin board that greets students who enter the room. There will be upcoming school events,

student submitted work, and other positive miscellaneous items. The teacher’s desk will be

positioned in the back of the room, in order to give the teacher the ability to observe 100% of the

students without causing distraction. The students will be seated in 2 person tables in order to

maximize the benefit of group work, and all facing the front of the room so that students will

always have a direct line of sight to the classroom instruction area. The desks will have

walkways conducive to easy traffic for both students and the teacher. Bookshelves will be placed

out of the way of distraction at the back of the room. The storage closet will be placed next to the

bookshelves in the same manner: out of distraction’s way, but easily accessible. The classroom

projector will be mounted on the ceiling, controlled by the teacher’s desk computer, and pointed

on the whiteboard in the front of the room.

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Classroom Layout Graphic

Classroom Procedures

In order to establish behavior and procedure expectations for the classroom, the following

aspects have been examined and defined using Classroom Management for Middle and High

School Teachers by E. Emmer and C. Evertson. This was done in order to organize the structure,

avoid problems where possible, and maximize the learning environment potential.

Beginning of class. Students enter class in a quiet and orderly fashion. Students sit in

their assigned seats, and immediately copy down the schedule for the day while the teacher takes

attendance. The schedule for the day includes last night’s homework, todays bell work, todays

classwork, tomorrow’s homework, and the next due assignment and or test. Students who are not

seated when the bell rings are marked as tardy.

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After copying down the schedule into their notebooks, students begin the bell work that the

teacher has displayed on the board. As students devote their attention to the bell work, teacher

takes attendance.

Student work. Students will hand in certain homework assignments in the “In” basket

near the teacher’s desk. For other homework assignments, the teacher will visually scan and

initial as a sign that it was completed on time. Students who have not completed the homework

will be noted by the teacher in order for point deduction. This type of handing in homework will

occur during bell work after the teacher has taken attendance. Students will be returned graded

assignments within 1 week of submission. If students are absent, then graded assignments will be

placed in the “Out” basket next to the “In”.

Student absences. Daily and weekly assignments will be posted on the class website.

Students will be expected to refer to this when they miss class. Students who have been absent

from class are required to fill out an “absence slip” when they return upon entering the classroom

when they return. After taking attendance, the teacher will address each of the absences by

ensuring they have the handouts. Any additional questions concerning missed lessons and

assignments will be addressed during allotted student hours outside of regular class time.

Classroom activity transitions. Students will automatically begin the bell-work when

class beings. After necessary duties including attendance check, homework check, and handing

back assignments, teacher move to the head of the class and greet them emphatically. This is

how the students will know it is time to begin the class lesson. In the last 5 minutes of class, the

teacher will remind students to organize their coursework in the appropriate place, and ask them

to remain in their seats until the bell rings to dismiss them.

Late work. Students are highly encouraged to always submit work on time in order to be
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prepared for each class session. 10% of the Points will be deducted, and students may submit the

work the day after it is due. After the day after it was originally due, students will receive a 0 for

the assignment. The only exception to this will be if the student has an excused absence.

Grading. The grading scale for the class will be set at 90-100 = A, 80-89 = B, 70-79 = C,

60-69 = D, and 59- 0 = F. Careful thought has been given to the factors of student effort that will

be graded. In order to give a well-rounded consideration, the aspects that will be graded are

effort, participation, classwork, homework, and level of improvement (51).

Communicating with parents. Parental involvement in the student’s education is

incredibly valuable and highly encouraged. A Newsletter prepared by the teacher will be issued

to parents at the beginning of the school year, and after winter break detailing the class content.

Included will be teacher contact information that welcomes the parents to reach out with any

questions or concerns. This will be distributed via email, the teachers primary form of

communication, but for parents without email access, paper copies will be made in order to

accommodate them.

Disciplinary communications to parents by the teacher will be assertive, empathetic, with

a problem-solving attitude. Parents and the teacher share a common interest: the success and best

interest of the student. Most communication will take place via email, but some may require a

phone call at the teacher’s discretion.

Discipline Strategies

The guidelines for students in my classroom will be initially offered as broad in order to

maximize their reach into overall classroom behavior. In order to prevent excessiveness, I will

stick to a solid 5 that will govern the room in a sensible, organized fashion facilitating

community and learning. The guidelines will be presented to the students in a positive light,
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because this has been found to be most effective method of implementation. I have formed these

guidelines using Classroom Management for Middle and High School Teachers by E. Emmer

and C. Evertson.

Guideline number one will be to adhere to all school-wide policies while in the

classroom. Anything mandated as the law by the school will be enforced in my classroom,

without exception. The school wants maximum learning for its students, and any policies they

enact are in their best interest. I will refer to the school for any requested discipline that must

take place for infraction. For example, many schools mandate that food and drinks are not to be

brought into the classroom (with the exception of water). Students who attempt to bring food in

the classroom will be asked to finish it outside, or throw it in the trash bin.

Guideline number two will be that students are to respect the teacher and their peers at all

times. Students are to listen carefully when another is talking, and address others in a polite

manner. Students are to treat everyone the way they would like to be treated. Talking out of turn,

name calling, crude language, and obscenities are never acceptable. Students need to be mindful

of the different cultures and backgrounds that their peers come from.

Guideline number three is to come to class prepared with all needed materials including a

positive attitude. In order to get the most from our class lessons, students need to be prepared at

minimum with a notebook and writing utensil, and also with any textbooks that will be needed

for the lesson. Also, a positive attitude goes a long way. People all have their bad days, but it is

crucial to keep a positive atmosphere in the classroom. will first receive a warning, and asked to

return to task, then they will be asked to exit the classroom to wait for the teacher. A third

violation may result in additional school and parental involvement in consequences.

Guideline number four is come to class on time ready to learn. Not only do students miss
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out for their own benefit when they are tardy, they are distracting other students from the goal of

our class time. If students are late, they are to situate themselves in their assigned seat quickly,

quietly, and with as minimal distraction as possible.

Guideline number five is no food, drinks, or personal grooming in the classroom, with the

one exception of a water bottle with a lid. Students benefit from a level of focus that is not

present with these types of distractions. Not only are they occupying themselves, but they are

occupying other students.

School issued guidelines will be dealt with according to school policy, but classroom

rules outside of what the school has provided will be handled at the discretion of the teacher.

Careful consideration has been given in order to effectively communicate these rules and

consequences. In order to ensure compliance with these guidelines, students who are found to be

in violation will first receive a warning, and asked to return to task. After students have repeated

the infraction following their first warning, they will be asked to exit the classroom to wait for

the teacher to finish their task and come speak with them. A third violation may result in

additional school and parental involvement in the consequences.

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References

Emmer, E. T., & Evertson, C. M. (2013). Classroom Management for Middle and High School

Teachers (9th ed.). Boston: Pearson.