Classroom Management Plan

Teaching Philosophy
As an educator of two very different subjects, English and Biology, I have developed a
holistic approach to education that places the focus on students’ interests, experiences, and
diversity. I hold strong value in Freire’s notion of problem-posing, student-centered learning
environments in which motivation is intrinsic and learning is positive and engaging. I am
dedicated to a focus on the diversity of my classroom and engaging my students with the social
contexts they will often be exposed to, preparing them for active participation in their society
and preparing each student for success, regardless of the post-secondary path they choose.
Finally, my primary goal as a teacher is to provide the necessary support, encouragement, and
direction for students to discover which path in life they wish to travel. I aim to provide the
skills, preparation, and strength for students to travel their diverse paths. While college is the
most hard-pressed post-secondary option, I am dedicated to giving students a full scope of the
opportunities they have access to after high school and to prepare and support them as best as
possible to be successful in whichever opportunity they seize.

Classroom Arrangement
In an English classroom, discussion is crucial to learning. With this in mind, I would like
to have my classroom set up in a way so that students can interact and engage openly with
each other. I will have seating arranged so that desks are around the perimeter of the room
facing a table or podium in the middle to allow for mediation of discussion and attention to the
speaker. A podium for instruction would be at the front of the classroom with the whiteboard
and any technology, while my desk would be in the rear of the classroom. I believe observing
students from the back of the room allows for them to take more responsibility for their own
activity by not feeling “watched,” while still allowing me to observe and manage the room.

The classroom will have designated areas for picking up and submitting work, and
students will be expected to use these accordingly. There will be a station for supplies for
projects that will be accessible when necessary. Bookshelves, storage, and filing cabinets will be
around the room.

With the students wellness and engagement as my priority, I aim to create a classroom
environment that encourages them and supports healthy engagement, attention, mood, and
perspective. I believe in the power of plants to bring vitality to a room and change the way
students feel about the classroom environment. Research has shown that having plants in the
classroom benefits the students socially, emotionally, and physically. They improve air quality,
add “life” and color to a room, and help provide opportunities for student responsibility.

I will also have student work posted around the room to showcase success. Bulletin
boards focused on student achievements, favorite quotes, or the Art of the Week will be
featured as well.
 Finally, if resources are available, I would provide flexible seating such as tables,
couches, bean bags, stools, etc. This seating would be a privilege unless utilized as a behavior
modification. Other classroom accessories that I would utilize if available are alternative
lighting, carpet/rugs, media area, and a tech charging station.

Behavior Management
I am a strictly non-confrontational teacher, and I strongly believe in the power of
collaborative discipline when dealing with behavior and classroom management. High schoolers
are, or nearly are, adults as far as “the real world” is concerned, and they should be given
responsibility for their own discipline and self-management. I understand that students’ unique
personalities and circumstances can pose as “problems” in the classroom, but these problems
are rooted in a lack of self-awareness and regulation. There are many possible behaviors that
can occur in a classroom and can be managed by self-driven discipline, but the following are
most common and are the focus of this plan:
- Talking irresponsibly (interrupting, too loud, distracting, talking over others, etc).
- Technology/phone use without approval.
- Moving about the room without approval/reason.
- Harming other students/property/materials.
- Disrespectful or harmful language and behavior.
- Sleeping/eating in class.
- Irresponsible use of materials and property.
- Violation of school policy.

Using a collaborative and open system for behavior management and discipline can help
students recognize the behaviors that are impeding their – or others’—education, and is more
effective for finding appropriate and effective self-driven regulation methods. This plan is
outcome-based and self-driven, with the ultimate goal of helping students be able to manage
themselves and regulate their actions and reactions appropriately in the way that works best
for them. A non-punitive system avoids ineffective and damaging fear-based methods such as
suspension/expulsion and failure and instead supports regulation and improvement and
encourages intrinsic motivation for change.

I hope to implement a system in which behavior problems are addressed as follows after a
behavior:

1. Behavior is addressed generally to the group.

2. Student is discreetly reminded of the rule/policy and instructed to correct it.
3. Student is taken aside for a private discussion or the behavior.
a. Do you know what the issue is?
b. Do you understand why it is problematic? (impeding learning)
c. Reminder of the purpose of the rule, identification of potential cause,
reminder of next step.
4. Private meeting is scheduled between student and teacher to establish agreement.
 a. Why is this a recurring issue? What are you experiencing that is
causing/influencing this?
b. What do you need from me/the classroom to help you manage it?
c. What is a fair and effective response to the problem if it is not managed?
d. Agreement on management plan, contract is signed by student and teacher
that includes an outline of the behavior, cause, response, management, and
consequences.
5. Inclusion of other parties: parents, administration, counselors, etc.

I believe that students must be guided through behavioral management in order to prepare
them for self-regulation as adults. Teaching effective management techniques can benefit all
students, particularly those with behaviors related to learning and emotional disorders, adverse
childhood experiences, and conflict with others. This non-punitive style encourages positive
change rather than avoidance of punishment, and helps students develop confidence and
autonomy in their behavior.

References

Han, K. T., (2009). Influence of limitedly visible leafy indoor plants on the psychology, behavior,
and health of students at a junior high school in Taiwan. Environment and Behavior,
41(5), 658-692.

Hanover Research, (2015). Best practices for standards-based grading. Hanover Research.
https://www.gssaweb.org/wp-content/uploads/2016/04/Best-Practices-for-
Standards-Based-Grading.pdf