Lillie Michael

ED327

Dr. McAllister

27 March 2023

Classroom Management Paper #1

Classroom management includes setting time limits on various activities (Maxwell,

Meiser, Mcknight, 2010, p. 334). At Zionsville West Middle School (ZWest), I utilized visual

timers when students participated in classroom activities. For example, I displayed a six-minute

timer for students to follow as they completed a bell work activity regarding symbolism found in

Romeo and Juliet. Visual timers are a great way to establish classroom routines/procedures, help

students manage their time when working on classroom activities, and hold students accountable.

Classroom rules/norms/expectations are meant to foster a learning environment of

respect. At ZWest, my Career Mentor Teacher (CMT), Kristy Pavlata, has created the norm of

having students “Pac-Man” their laptops when she is speaking. I love this classroom

management strategy as this norm conveys to students that they should not have their laptops

open when she is speaking.

I can plan for student movement by having students get up and move around when

participating in collaborative activities, something I do frequently with my eighth-grade students

at ZWest. For instance, during a lesson, I incorporated movement within the eighth-grade

hallway. I directed students to walk around the hallway and locate various Romeo and Juliet

character profiles. During the activity, students used clipboards to take notes as they moved. My

ED327 professor, Dr. McAllister, has also taught our class the importance of “stretch breaks”
during lessons. I can incorporate student movement by taking two-minute stretch breaks

periodically throughout the class period.

Student-focused instructional strategies are important as they keep students engaged,

focused, and comfortable in the classroom. In the textbook, “Teaching English in Middle and

Secondary Schools,” they discuss the concept of butterfly nerves that students experience when

giving formal speeches in front of their peers. (Maxwell, Meiser, Mcknight, 2010, p. 105). To

avoid these high anxiety-inducing situations, students can practice their oral skills through an

activity known as “Roundtable.” In Roundtable students are put into small groups, at the front of

the classroom, to discuss a topic of interest to them. Roundtable allows students to practice their

oral skills in a collaborative setting, on a topic of enjoyment, and become comfortable with

speaking in front of their peers in a less stressful setting.

I will demonstrate high expectations for students’ classroom behavior by working with

my students to create an expectations contract, which all classroom members will sign. By

working with my CMT, I have learned how expectation contracts embody the ideals of respect,

teamwork, and kindness. If classroom expectations are to be broken, I will refer students back to

the contract demonstrating the importance of responsibility, respect, and proper behavior.

Students who learn peer mediation are more likely to serve as leaders who can solve

solutions when conflicts arise, especially in small groups. At ZWest, my CMT assigns “group

leaders” when creating small groups. As group leaders, these students hold the responsibility of

communicating effectively, keeping their group members focused, and delegating tasks.

I will hold my students accountable by having students reflect and consider their

participation after partaking in small-group discussions. I will ask students to reflect in journals

and answer questions such as, “How did you contribute to the discussion?” or “How can you
improve your participation in the next discussion?” With this method, students will be held

accountable for their participation when collaborating with their peers (Maxwell, Meiser,

McKnight, 2010, p. 91).

I want my students to solve problems by advocating for themselves. At Zwest, there was

a student who did not have their laptop to complete an activity. Therefore, my CMT asked the

student, “How can you problem-solve?” The student responded with, “I can work with a

partner.” Allowing students to self-advocate/problem-solve enhances their ability to make

decisions and uphold responsibility.

I will motivate my students by using collaborative, interactive, and fun activities within

my lessons. At ZWest, I have learned students are motivated to learn when participating in games

such as Gimkit. Educational games are great motivators for students as they increase student

engagement.

Parents will be an asset to my teaching. I will hold conferences with student guardians to

discuss their child’s progress, behavior, and engagement. During these conferences, I will first

administer “small talks” and share something positive I have noticed about their child to build

connections and a sense of trust (Maxwell, Meiser, Mcknight, 341). If behavioral problems need

to be discussed during these conferences, I will seek suggestions from guardians as to how to

solve the problem and provide some of my ideas. After these conferences, I will schedule

follow-ups and continue clear communication.

Student behavior contracts are vital in creating a classroom environment of respect and

cooperation. These contracts hold students accountable for their actions and make my

expectations as their educator clear. At ZWest, my CMT has students and guardians sign these

contracts to make her behavioral expectation transparent to the student and their families.