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Classroom Structure, Documentation, and Communication Plan:

Effective Instruction in Second Language Acquisition

Juan Daniel Arciga Powell

Department of World Languages and Cultures, Old Dominion University

TLED 360: Classroom Management and Discipline

Professor Demetrice Smith-Mutegi, PhD

July 30, 2023

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Classroom Structure, Documentation, and Communication Plan

Challenged to convey their perspectives through non-native languages, learners

sometimes experience communicative barriers. However, when routines and procedures

transcend language, students can develop confidence and autonomy. Language learners are

always welcome in my classroom: an environment filled with academic challenges and social

exposure to foreign cultures. In order to maintain the ideal, learning environment, I initiate and

maintain communication with parents and students. Also, it is my objective for students to co-

create classroom rules in order to build accountability. Similarly, parents will be updated on

progress or areas of improvement students display throughout the schoolyear. Clear and

consistent communication I establish with families, surrounding classroom dynamics and

disciplinary structures, will spearhead my approach toward meaningful, language acquisition.

Norms, Consequences, and Procedures

At the beginning of the school year, one of the first activities I task my students with is

helping me create classroom rules. Please see Appendix A. For example, I begin with umbrella

terms such as respect and elicit students’ interpretations. This way, I guide a consensus on which

rules to establish. Marzano et al. (2003) identified it is important to involve students when

establishing rules. This is necessary when defining expected conduct during transitions and when

modeling appropriate behavior during collaborations. Conduct standards help facilitate

classroom dynamics because they guide my students’ performance. Specifically, requesting

permission to speak by raising a hand is a strategy I use to ensure everyone’s opinion is

respected and heard in the class. Subsequently, students practice both speaking and listening.
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My vision in establishing rules is to correct infractions, but also to reward positive

behavior. Students in my class collaborate and compete as teams in coin economies. This means

rewards such as homework passes or other forms of positive reinforcement are given to students

who excel in class participation, homework effort, and teamwork. Disciplinary interventions are

needed to correct behavior, but also to let students know which behavior needs to continue.

Consequences in my classroom will include deductions of participation points which will affect

the coin economies of team dynamics. However, both negative and positive consequences are

needed in the classroom to avoid an atmosphere of fear or animosity (Marzano et al., 2003).

Please see Appendix B, a sample poster detailing the expectation during classroom discussions.

In Appendix C, my students are given visual reinforcements of habits and objectives in

the classroom. Aside from posters containing rules, I will have dynamics where students are

invited to check items off the daily agenda. This will create a culture where students look

forward to completing assignments in order to move on to the next task. It will also allow for

previous days’ objectives to remain on the board in cases when inappropriate behavior leads to

prolonged interruptions, empowering a student-centered classroom. Milner et al. (2019)

discussed restorative discipline where students are encouraged to own up to their behavior,

strengthening the sense of community and accountability. My students understand their actions

have both positive and negative consequences; they will be rewarded for their efforts and will be

invited to learn how to proactively work with others and define respectful membership in the

classroom community.

Documentation
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Milner et al. (2019) suggested documenting and addressing classroom incidents when they are

still small to be essential in order to deescalate situations. In my lesson plans, I anticipate

possible obstacles to learning. In practice, this means I develop strong relationships with my

students and identify when they are acting disengaged, upset, and disinterested. When students

encounter learning obstacles and when students exceed academic or social expectations, I

document the phenomena and communicate with parents. Please see Appendix D. This

communication tool allows me to keep track of student conduct which can lead to disengagement

and allows me to pinpoint when certain behaviors originated. This tool will inform parent-

teacher meetings if further action is needed.

Communication

Maintaining a paper or digital trail of behavior which needs improvement is important to

me. However, behavior which needs to be praised is even more important because it creates a

fun, learning environment. In previous school years, I have invited parents to witness classroom-

size ceremonies where students receive awards at the end of a difficult unit or at the culmination

of a race to success dynamic. The latter involves team effort and collaboration to reach a goal

while exhibiting academic excellence. It is important for the parents of my students and for the

learners to know I see their progress and value their effort. Appendix E represents the tool I use

to inform parents when students exceed my expectations.

Relationship building and clear communication are the grassroots of successful parent-

teacher-student relationships. Tracking progress during practice and production stages of

language acquisition facilitates communication with parents. Moments when my students excel

and fail to meet expectations are communicated to parents and I always maintain a paper or
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digital trail. Parents and teachers work together in order to ensure student success. For this

reason, I always look forward to keeping parents in the know of successful and unfavorable

behavior. When parents and I equally invest and capitalize on the students’ potential, it becomes

evident that formative and academic objectives inform our approach in school and at home.

Clear and consistent communication will further enhance school-community bonds.

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Appendix A

The following is a sample of possible classroom rules which act as umbrella terms for expected

behaviors. Students will provide their input and build accountability when the instructor elicits

from them during the co-creation of rules.

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Appendix B

As follows, the rules define established procedures such as raising a hand before speaking and

respecting others in order to engage in discourse.

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Appendix C

The following artifact represents a visual representation of the students’ view in the classroom.

This includes the date in the target language and a list of daily objectives on the board. Checking

items off the list will allow students to see their progression, and will establish daily routines.
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Appendix D

The following is a tool used in the classroom to establish communication between the school,

parents, and students. It was created using Canva. It allows for a paper or digital trail to be

created and to showcase escalating, student behaviors or improvements across incidents.

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Appendix E

The following communication tool allows the instructor to keep parents informed about positive

behavior in the classroom. It was created using Canva. The instructor is able to inform parents

whenever students excel on a homework assignment, when they exceed expectations in

classroom participation, or when they go out of their way to collaborate with another classmate.
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References

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:

Research-based strategies for every teacher. ASCD.

Milner, H. R., Cunningham, H. B., Delale-O’Connor, L., & Kestenberg, E. G. (2019). These kids

are out of control”: Why we must reimagine “classroom management” for equity.

Corwin.

PosterMyWall. (n.d.). Copy of modern class rules poster template. Pinterest.

https://www.pinterest.com/pin/396105729722287068/

Tru Red Magnetic Steel Dry Erase Board. Staples.com. (n.d.). https://www.staples.com/tru-red-

magnetic-steel-dry-erase-board-satin-frame-6-x-4-tr61177/product_24534085