Classroom Management Planms. Schrader's Teaching Portfolio

  1. Classroom Management Planms. Schrader's Teaching Portfolio Allocation
  2. Classroom Management Planms. Schrader's Teaching Portfolio Assessment

Classroom Management Plan My classroom management plan is written in the form of a contract that will be signed by me, the student, and the student's parent. The purpose of this contract is to acknowledge that effective classroom management requires a team effort involving students, parents, and teachers. Like many new teachers, Juan Jimenez was terrified when he began his career as a middle school teacher in Moreno Valley, California. But, he tells us, he learned from our example to come into teaching with a classroom management plan, and that saved him. Jimenez proactively organized his classroom to minimize problems and maximize learning. During my student teaching at Charlevoix High School, I took over the English 1 classes at the beginning of the short stories unit. I started the unit with a mini-unit on Richard Connell's short story, 'The Most Dangerous Game.' This unit focused on several literary elements such as imagery, mood, and figurative language such as simile.


Classroom management, it could be argued, is one of the most important skills for a teacher to possess; it involves much more than issuing discipline for undesirable behavior. It encompasses everything that goes on in a classroom, from the information and skills taught, to the relationships that are formed among the students and with the.

“Classroom management is broader in scope than discipline. It includes everything teachers do to increase student involvement and cooperation and to establish a healthy, caring, productive working environment for students” (Grant & Sleeter, 2011,pg.106).

In the past year, I have experienced and learned more about classroom management and management in general than I ever learned as a manger in a store. As a product of gold stars, free time, and color-coded slips related to behavior I once believed that this way was the only way to discipline students. However, I have come to see classroom management as something that is far beyond the aforementioned basics; something that is beyond the belief that students will simply fall in line for a piece of candy on Friday.

Thus, my classroom management plan has evolved into the following core beliefs and values that I believe are important: a positive teacher-student relationship, a positive relationship with the school community, a supportive and democratic classroom environment, a set of clear procedures that enable students to be successful and know exactly what is happening in the classroom, and lesson plans that faithfully engage students and provoke student interests.

I believe that for any classroom to be successful and run smoothly it must be a supportive, nurturing, and democratic environment where students feel that their opinions and voices are valued. Such a classroom management plan must start on day one of school by allowing students to learn about one another openly and in a safe environment so that students feel safe as the school year continues. Such a process will create positive peer relationship, which will help students feel safe and provide a sense of belongingness. In such an environment, Jones & Jones states, “developing peer acceptance and support can be expected to significantly reduce disruptive classroom behavior” (pg. 100).

Students should also feel nurtured in the classroom. This can take place in a number of ways: students receiving positive feedback from teacher and classmates, students being allowed to express themselves in a way acceptable for them, and students being supported in extra-curricular activities. The classroom should be a place where they feel that they can grow as individuals and students and freely express themselves. “Students are already grappling with ways to express and understand themselves. When such things are put into place students feel welcomed and comfortable which can alleviate most student behavioral problems.

Furthermore, I firmly believe in the effectiveness of a democratic classroom as a classroom management plan. As a student, I did not care about the rules that had been posted on the wall for us to see. Hence, I believe that students have a right to participate in the making of classroom rules and consequences, but they also deserve to receive a concise understanding of what those rules and consequences will be. “The key is that students understand why these standards [rules] must exist and that students have role in discussing these behavioral expectations ” (Jones & Jones, pg. 174). Once students are apart of the creation process, getting them to buy in to the rules will be easier. While, many schools may have “school rules” these will not speak to the diversity in the classroom. When students have participated in the making of rules and consequences they care more about them and the rules become more personal and not so removed from the students.


Nothing can help the management of my classroom more than a lesson plan built to meet the needs of the diverse learners of the classroom. Students need to be engaged in their learning so that they can give the lesson their full attention and not what Suzie is saying or doing to distract them. I believe that most discipline problems will occur because the lesson plan was not built to reach the diverse students in that classroom. According to Jones & Jones, “effective classroom management is closely related to effective classroom instruction” (p.213). I have firsthand seen over the past year the different results a teacher can receive with a lesson plan built to meet teacher need versus one built to meet student need. When the lesson plan is built around the needs of the teacher most students get lost and eventually drift into behaviors that can distract the entire class and waste precious class time. On the other hand, when it is built for students to meet their needs and interests they are more likely to be engaged in their learning. Thus, when creating lesson plans I will not only take into account the standards that I must teach but also how my lessons need to be differentiated in order to keep students engaged and on-task.

Teacher-student relationships will be another supporting piece in my classroom management plan. Teachers must know their students beyond the grades that the student makes or how well they study for a test. Furthermore, students need to know and feel that teachers care about them as a person and not merely as a number. As Bell stated, “establishing caring relationships with every student may be the most important thing a teacher can do to begin teaching to high achievement and closing the “achievement gap”’(Grant & Sleeter, pg. 95). Students come from a mixture of backgrounds and home life’s that teachers must acknowledge as it can affect students learning or focus in the classroom. Teachers must have these relationships to not only know their students but their students lives and how they can be the most help to these students achieving success no matter their circumstances. By knowing my students I will be able to tailor lessons and activities that can help them get to their specified goals. Again, here we see how a nurturing and safe environment can come into play when students need someone to confide in or trust.

Furthermore, the relationship that I will establish with the community will be a major part of my classroom management plan. This community will include people from the school, such as, coaches, other teachers, and administrators. However, this community will also include parents, siblings, and people in the community. Because students have these extensive networks it is important for the teacher to have the same extensive networks. For example, reaching out to a coach that that the student has can help you reach that student in a different way, especially if they are fond of the sports. In addition, teachers must have parents that are willing to cooperate with them for the success of the student. Teachers must actively work to reach out to parents when necessary and seek their help in keeping the student focused on what is important.

I believe that nothing more will lead to the complete disintegration of a classroom than not having clear procedures in place for students. I have noticed in the past year as I have spent time in my field experience, that teacher must have in place every step the students must take and without them they completely flounder.

Teachers can have as many procedures as they need and in some cases may even receive input from students so that once again students feel a part of the process and buy-in to what the teacher needs or wants them to do. Even with the best lesson plan, without procedures for students to follow the lesson plan will be lost in the uncontrolled chaos that will ensue. Thus, procedures are a major part of my classroom management plan. Some examples of procedures I will have in my class are: how to come in to the classroom and what to do when you get in, where to turn in homework, when/if you can get up, what to do when you are finished with your work, when students should talk, and how dismissal of classes will work and this is just to make a few.

Everything discussed above will work together to make my classroom management plan. While I believe that no classroom can function completely with no discipline problems, I believe that it is up to the teacher to create an environment where discipline and behavior problems become less of an issue and on-task behavior becomes the norm for the classroom. Each of these important considerations will help manage the classroom in different but effective ways that will help students develop their own motivation for learning in the classroom.



Classroom Management Planms. Schrader's Teaching Portfolio Allocation

Grant, C.A., & Sleeter, C.E. (2011). Doing Multicultural Education for Achievement and

Equity. (2nd ed). New York, NY: Routledge

Jones, V., & Jones, L. (2010). Comprehensive Classroom Management. (10th ed.). Upper

Classroom Management Planms. Schrader's Teaching Portfolio Assessment

Saddle River, New Jersey: Pearson.