Standard 2 Rationale

Name: Carson Hope Program: Early Childhood Special Education

Name of Artifact: Classroom Management Plan

Artifact Source: SED 360 – Teaching Children with Learning and Behavior Problems in the Regular
Classroom

Instructor Who Originally Evaluated Artifact: Dr. Kevin Good

Introduction to Standard Addressed

Common Core Teaching Standard 3

CCTS standard 3 addresses the learning environment. The standard states: “the teacher works with
learners to create environments that support individual and collaborative learning, encouraging
positive social interaction, active engagement in learning, and self motivation.” In other words,
teachers understand parts of the classroom set up and routine that support individual learning as well
as small group and large group instruction. Indicator 3(d) states that the teacher “manages the
learning environment to actively and equitably engage learners by organizing, allocating, and
coordinating the resources of time, space, and learners’ attention.” This indicator describes the
environment as not only the space itself but the resources available and how learners (specifically
their attention) are impacted by the environment.
Council for Exceptional Children Division of Early Childhood Standard 2
CEC-DEC standard 2 addresses learning environments. The standard states: “beginning special
education professionals create safe, inclusive, culturally responsive learning environments so that
individuals with exceptionalities become active and effective learners and develop emotional well-
being, positive social interactions, and self-determination.” In other words, early childhood special
educators must understand how to set up a classroom inclusive of all students that is safe for all
learners. Furthermore, the environment must set learners up for success across all domains.
Knowledge indicator K2.1 addresses the “impact of social and physical environments on development
and learning.” The indicator emphasizes the environment as a contributor to how students learn and
develop skills. Skill indicator S2.2 requires special educators to “organize space, time, materials,
peers, and adults to maximize progress in natural and structured environments.” This indicator
discusses the importance of the setup of the classroom as well as the resources available and
educators present.

Introduction of Artifact

The Classroom Management Plan was an in-class project with seven components: a statement of
purpose, classroom rules, classroom procedures, positive and negative consequences, a map of the
classroom setup, and a crisis plan. When developing each of these components, I kept individuals
with disabilities in mind and organized the classroom and routine flexibly to accommodate to all
 students’ needs. Along with the development of each component is a reflection on why I made the
choices I made as well as how these components were developed and would be implemented.

Rationale

In order to develop a classroom management for a theoretical first grade classroom, I had to read,
research, and discuss components of learning environments. In my classroom management plan, I
developed a classroom map to organize the space, but I learned that the environment is composed of
much more than that. In order to develop a plan for a classroom that fosters learner attention, social-
emotional development, nurturing relationships, and positive behaviors, I based my management
plan off of a statement of purpose and classroom rules that consider each of these. My statement of
purpose reflects on safety and respect, but also doing the best “as we can each day” and is a statement
written for students and adults alike to follow. In exploring the properties of each of the seven
components, I learned about the many aspects of the learning environment and will use these
principles in designing the physical and emotional structure of my future classroom.