Stephanie Sparks

Portfolio D
TCH&LRN 310

Introduction:
I believe classroom management is the tool to creating a space where students and
teachers want to be rather than must be in. It looks different in every classroom, but the basic
idea is there, classroom management is the teacher working with the students to make a place
where everyone feels comfortable, supported, listened to, safe, validated, and ready to learn.
There are many different pieces that make this happen and come together. Classroom layout and
set up, expectations, relationships and communication are all key parts to this set up. So my
philosophy about classroom management is to keep kids included because they help shape the
classroom community and are as much part of what makes a classroom as the teacher and tools
in it.
My Beliefs About Students:
To begin with my belief about students is that they are just as important as I am in the
classroom. So, with that being said I will always welcome their ideas and value their feelings and
opinions, but at the end of the day if things get crazy or disrupt their learning, I will step in. I will
also be there to listen to them and validate their feelings. I feel like when we don’t listen to
students, even when it’s not verbally and its actions or behaviors, we’re losing them in the
classroom. It’s so easy to write off behavior or get frustrated, but our students feel those same
things and may not have the most appropriate ways to show this or tell us. So, I want to give
them a chance and really listen to them.
We will also do a classroom expectations list together at the beginning of the school year,
they will have classroom jobs and check in points, and I will allow them some ownership of their
own learning by letting them chose who they work with and how they best work (ex. If it’s
partners they may chose one, if they want to sit next to their desk as long as they can see and it’s
not distracting go for it). I also realize though that It’s my job to help students learn and grow, so
while I want them to be a huge part of their own education, there needs to be a line. With clear
expectations, emotional, social and physical needs met, I believe that all students can learn.
My Beliefs About Teachers’ Roles:
I set the tone of my classroom on the first day. I must model the behavior I want to
influence the behavior I get. But, I ultimately am responsible for the education of 30 students and
I cannot take that lightly. I believe that if students help create the rules, they are more likely to
follow them. On the first day of class I plan to come up with the expectations and consequences
for all of my students, with my students. I want to refrain from calling them rules because, rules
are made to be broken, so expectations are what we will call them since expectations are meant
to be followed and I will explain that. That being said, I can’t expect them to be perfect because I
certainly am not and it’s okay not to be. So, we will spend time on procedure, routines, and
expectations in the beginning of the year to make sure everyone knows how the day is supposed
to go.
I also believe my students know what it is to be a good student, and that no one wants to
be a bad student or as we’ve discussed in class a ‘problem student’ so I believe that getting their
input will be valuable because it’ll show them we all have the same goals. To accomplish this, as
a teacher I also want to model being open to suggestions, comments, feedback, ideas, feelings,
opinions and input. I hope these are things I can show them as well as teach them outside of
CCSS and curricula. Everything I hope to do will show them I’m dedicated to their education
and that I hope they are too.
Classroom Layout:
I plan to organize my class into even numbered groups with a calm down corner available
for students who are just having a rough day and just need a few minutes to get themselves in a
better place to learn. Each group will have a supply caddy filled with the basic supplies they need
to complete their work as the day goes on. There will be a table or counter space with extra
supplies for them to grab as needed. They will be allowed to go there as needed unless it
becomes a distraction. Then only the table leader will be allowed to collect supplies and it will be
from the teacher. I want to support them and give them some responsibility but if they can’t
handle it we’ll have to practice it or work towards it.
Classroom Expectations:
Starting day one we will come up with as a class the student’s expectation of me as their
Teacher and my expectation of students. We will have classroom expectations that everyone
must follow, and I’ll help them tweak these to reflect my expectations. I believe
communication and respect are important and go both ways, so I will also ask them in my
classroom news letter to come with one expectation for me that I will do my best to follow
with in reason (no, I will not buy them ice cream every week or let them do whatever they
want). For the classroom I imagine them to look something like this:
 Be kind to everyone, always. – I want to promote kind behavior and will not tolerate
students who are rude to other community members. It will help them learn to get along
with all different people from different backgrounds.
 Do your best, try your best. – Everyone will have their strengths as well as areas where
they can improve. As long as they are giving me their all I will be happy, and willing to
help them reach their goals.
 Show good listening behavior, eye contact, hands and feet still, minds focused. – It’s
always the worst when it feels like what you’re saying is not being really listened to. I
want my learners to learn how to who interest in what others have to say and be able to
show they are actively listening.
  Never give up, keep moving forward. – Kind of like do your best, try your best, except I
don’t want students to get stuck on what they don’t know. That’s no way to learn and
grow, so they’ll have to keep going and moving forward. Whether that be asking
questions, solving it a different way, or trial and error I want them to continue to look for
ways to move on from what they don’t know and move towards what they will know.
 Keep your hands to yourself (high fives and hugs are okay if we ask first) – It’s never too
early to learn about consent! As well as to keep students from invading each other’s
space and respecting boundaries.
 Everyone deserves a chance to share but you must raise your hand. – One of my biggest
pet peeves is people talking over each other. It’s rude and shows a lack of respect to the
original speaker. I want my students to value each other’s opinions and listen to each
other, so hands up and mouths quiet until called upon.
 Follow your heart, and the directions. – Following your heart and being creative are some
of the best traits to allow students to explore. However, the directions also need to be
followed or else things can’t get done the way we need them to. They may be creative as
they want so long as they follow their assignment instructions.
 Work and play safely, you’re all irreplaceable and valuable. – I want my students to be
careful because I care about them. I also want them to care about themselves and each
other.
 Don’t let mistakes get you down, you’re just learning. – Like keep moving forward but
with an emphasis that even mistakes are sometimes critical. You can’t learn or grow
unless you make mistakes and I’d like students to have that mindset.
 Always, be ready to learn. – Students like to get off task, burn off energy, and have fun.
There are ways to do this in the classroom, so students will have to be ready to learn.
 Show respect for each other’s, and schools, property. – Just because something is there or
more convenient does not mean they may want to let you use it.
 Be responsible for your things and actions. – Accountability is important to learn and
what better way than making sure they know that it is their job to be responsible? It gives
students independence as well as makes them accountable for their own actions and
personal belongings.
Rewarding Good Behavior:
For the class: I want to nurture a group of supportive, caring and considerate students,
but not because they’ll expect a prize or treat because of it. I think one of the ways I want to
combat this is by allowing a small dance party during the last 15 minutes of each Friday where
we put on some music and let loose. If behavior isn’t where it should be, we’ll just use the time
as a discussion about our classroom community and ideas we have to make it a better place.
 But I also believe that modeling behavior is a great way to show expectations. Rewarding
students for good behavior can look a lot of different ways, so I do plan to encourage them and
every so often if the class is doing really well (we get a lot of positive feedback on their behavior
from another staff member, or it’s been a while since we’ve had any disruptions), we might have
a small party (for ex: a movie with popcorn) or a reward (donuts on Friday) which we will
discuss and choose as a class. We can monitor this by how many stickers we get on a chart, or
tallies on the board, possibly even have a graph drawn on a piece of paper or the board, maybe a
jar we fill with something. But I also do not want rewards to be the motivation or only real
reason for good behavior. Class parties for certain holidays, and all birthdays are an exception.
Individually: Verbal praise for good behavior may be given, such as:
 “Thank you for modeling great transition behavior and making good choices
Brayden.”
 “I love how you moved on and kept working when you got stuck Ashley, it shows
a great growth mindset.”
 “Jonah, thank you for moving onto the next activity and getting started right
away.”
Also, shout- outs in the classroom newsletter will be for students to showcase great
behavior, growth, reaching goals and other positives. Or letting the classroom monitor choose
someone who has been doing a great job in class and listing that behavior so that they may
choose from the class treasure box (filled with candy, stickers, and random little trinkets) will be
allowed at the end of the week. Students will know that these are privileges you cannot ask for,
but ones that will be earned. The classroom monitor will be reminded not to just choose their
friends but reflect on the week or day. Shout outs will be monitored and recorded throughout the
month and a few will be chosen to be included (everyone will eventually get a shout out at some
point before the year is up).
Overall: I would love to have freedom to choose my own classroom management plan
but if there is a school-adapted one I think I could find ways to incorporate it with my own ideas
or make it work. That is why my classroom discussion/dance party option for Fridays might be a
good middle ground. I can still do this without disrupting a plan. But overall, I want my students
to have a say in things. If something isn’t working, I’ll address it and we can work together to
find a better way or a solution to the problems we are having, but at the end of the day if we
cannot all come to a decision, I will make one that would work best for my students.
Consequences For Undesirable Behaviors:
For the first week or so we will still be learning the rules and remembering them. Gentle
reminders to look at our class bubble will be given to remind students as well as redirects that go
with the rule. For ex. If the no touching rule is broken one might say “Was it a hug or high-five?
Did you ask first?” the student will answer and then a follow up might be. “Well we don’t touch
anyone unless it’s a hug or high-five, remember the bubble.” Or “Okay, well just ask next time.
We always like to ask if it’s okay.” Since they signed the back of the rules, they will know what
they are and are stating they understand these rules.
 A copy will be sent home with parents so that they are informed, because as parents they will
be my biggest support outside of the classroom. I will have students go over the expectations
with their parents and ask them to bring back a signed copy which I will keep on file. If it is past
the first few weeks of school, there will still be redirects and reminders, but the teacher will also
point out “You went over these with your parents and you signed the back of our own copy that
we made together. What’s missing so that we can turn this around?”
Then I will hear the student’s side and solution. We came up with them together, so I’d like
to come up with reasonable solutions together. “Okay, let’s try that.” If expectations continue to
be broken, we will call parents. They should have gone over the expectations with the student,
they can possibly offer more insight or information for why certain expectations are being
continually broken or help correct the behavior. Students will understand that if there is a
problem their parents will be informed, but they’ll get a chance to talk with me about it first.
We will also have certain ques or consequences for repeated behavioral problems as well,
such as:
 Nonverbal cues – I used these frequently in my block 2 practicum class. A look
paired with a subtle shake of the head usually gets student’s attention. Sometimes
even just nodding your head slightly to the front is even enough to get students to pay
attention.
 Proximity – is another tool I used in my practicum experiences. Most of the time
students will straighten up once you’re in the area. If they don’t, I usually just smile
and say something like “Hey, Monique is everything alright? It is? Good. You
seemed a little distracted so I thought I’d come hang out and see if you needed
anything.”
 I also like the idea of giving students a choice and redirects which would most
likely be along the lines of “Hey Jake, why don’t you take a minute at the calm down
corner, or you can move to the back table to finish your worksheet. I’m afraid where
you’re sitting right now isn’t a good fit.” Or “Reidar (ry-dar), it sounds like you have
a lot to share. Why don’t you look at question 3 and when we come to it you can tell
us your thought process for it?”
 If smaller interventions do not work, I think isolation having them move to a
different desk in class away from everyone else, or problem solving are the options
I’m most comfortable with. I feel like these still give me a chance to try and
communicate and reach out to the student before taking it further.
Parental Communication:
Which brings me to my preferred form of contact with parents. Notes will be sent
concerning a child’s wellbeing, homework or to praise them. I’d love to teach second grade and I
know they will mostly all be able to read pretty well by then. Even if that’s not the case students
can just tell when something bad is being sent home. I don’t want notes to be one of those things.
I love writing notes and sending letters to friends, I want the same effect for the classroom.
 A phone call home however, that will be used to let parents know about behavior
problems or any issues had in class. It’s more direct and there’s less guessing than on paper. If I
cannot get a hold of them, I’ll leave a voicemail asking them to call back. But I understand year
by year case by case communication plans may need alteration so I’m willing to come up with a
form for parents to choose their preferred form of communication.
I will send out a classroom letter prior to the first day of school introducing myself to the
families and including special instructions for my learners (come with best joke, an expectation
for Miss Sparks, and an open heart and mind). There will also be a weekly newsletter sent out, so
parents are kept up to date with what we are doing. It will include assignments, our class/school
schedule, main ideas, contact info, notes about our class: something good, something we need to
work on, something we’ve improved on as a class, as well as 3-5 student shout outs in various
aspects of their school performance (including citizenship and growth).
Procedure and Routines:
We as a class will practice silent line up, morning meeting, transitions in class and
attention getting procedures from the beginning of the year and through out if needed. Students
will be taught from day one how I expect them to line up (quietly, in number order, single file,
and with a smile), how I expect to get their attention (“Raise your hands if…” or a silent count
down from ten, all eyes should be on me and mouths quiet by the end of ten), and how I expect
for them to meet for morning meeting (all things put away, crisscross apple sauce in a circle) and
what end of the day clean up consists of (chairs up, trash out, backpacks packed and beside
desks). We will also do transitions procedures (put away everything that is not needed, and hands
folded eyes forward).
All of which will be acted out and repeated, so students have the full idea of how to do
these things correctly and what will be expected when these things are asked of them. I want
students to have a clear idea of how we will do things in our classroom. I am known to be vague,
and some things might not wok for us as they have in previous years so I’m willing to change
and fix things as needed. That’s where practice is key, repetition also will get them up and
moving and solidify these procedures.
Conclusion:
What I’m hoping comes across from my classroom management philosophy is that I
value my students as not only students but members and contributors to the classroom
community I hope to build. I want them to feel like they are contributing and let them see how
dedicated I am to their education and themselves. You can plan everything out down to the
second but all of it can change depending on your students and the day, so I want to be prepared.
By including students in the classroom management strategy, modeling behavior and traits I’m
hoping they adopt, and letting them help shape our classroom I believe we can come together
and create a really amazing space. I know I’m in charge of that and there’ll be places where I
need to take control, but if there’s room to modify things or change them due to student input
I’m willing to try it. So long as everyone is learning, supported, respectful and validated at the
end of the day, I’ll be a happy teacher.
Reflection
I thought that classroom management was going to teach me all the tips and tricks to have
the classroom of my dreams. While it did, it did this in a way that was different than I had
anticipated. I thought I’d learn what I was supposed to do, but I learned what I want to do. I’ve
learned about myself as a future teacher and how I handle things. Also, how I wish to handle
things in the future. Joni has taught me a lot about how compassion, understanding and clear
expectations go a long way. They are where to start when we don’t know what to do. They are
also things I value immensely and didn’t think fit in with classroom management essentially. I
thought they fit in more with rules or expectation, but they can also be the climate and the basis
of classroom management.
This class has also taught me a lot about how we treat kiddos is one of the biggest parts
of classroom management. We can tell them what to do all day long, but no one wants to listen
to someone who they don’t feel cares about them, their education, or their feelings. I am
constantly making sure that I validate my feelings and those around me, and that is so much a
part of classroom management. It’s kind of the trick to it really.
There is no magic trick to get students to listen, or to create a classroom that listens or
does what it’s told. Care about, validate and let students express their feelings, but show and give
them ways to do this, and allow for consequences if students are disregarding this when it comes
to others. Clear expectations, communication and procedure are big parts of what make this work
as well. Classroom management is so much more than I ever thought, and I could write about it
all day, but these are what really stuck out and got to me from taking this class and I’m so glad
we have it.