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Lauren Bellone

EDUC 412 Spring 2015


Classroom Management Plan
About the School Where You Are Teaching
1. In what type of school do you teach?
Middle school: [ ]
High school: [ X ]
Other (please describe): [ ]
Urban: [ ]
Suburban: [ X ]
Rural: [ ]
2. List any special features of your school or classroom setting (e.g., charter, co-teaching,
themed magnet, classroom aide, bilingual, team taught with a special education teacher) that
will affect your teaching in this learning segment.
There is one classroom aide who assists an IEP/504 student. However, this will not affect my
teaching in this learning segment. The aide takes notes, prepares study guides, and
restructures course quizzes and tests for the student.
3. Describe any district, school, or cooperating teacher requirements or expectations that might
affect your planning or delivery of instruction, such as required curricula, pacing plan, use
of specific instructional strategies, or standardized tests.
There are no teacher requirements or expectations that might affect my planning or delivery
of instruction. There is only one teacher who teaches the Animal Science course. They are
expected to follow agriculture based curriculum and California State Standards to the best of
their ability to meet teacher and student needs.
About the Class Featured in This Assessment
1. How much time is devoted each day to Agriculture instruction in your classroom?
There are 4 periods each day and each period is approximately 85 minutes.
2. Is there any ability grouping or tracking in Agriculture? If so, please describe how it affects
your class.
There is no ability grouping or tracking in the Ag Program at Atascadero High School.
3. Identify any textbook or instructional program you primarily use for Animal Science
instruction. If a textbook, please provide the title, publisher, and date of publication.
None.
4. List other resources (e.g., electronic white board, online resources) you use for Animal
Science in this class.

The classroom contains an overhead projector, one commuter and one laptop, whiteboards,
classroom supplies (rulers, pencils, pens), and desks. Teachers also have access to the
computer lab to assist in classroom instruction.

About the Students in the Class Featured in This Assessment


1. Grade level(s): Sophomores (10th grade)
2. Number of

students in the class: 20

males: 9 females: 11

3. Complete the chart below to summarize required or needed supports, accommodations or


modifications for your students that will affect your instruction in this learning segment. As
needed, consult with your cooperating teacher to complete the chart. Some rows have been
completed in italics as examples. Use as many rows as you need.
Students with Specific Learning Needs
IEP/504 Plans:
Number of
Supports, Accommodations,
Classifications/Needs
Students
Modifications, Pertinent IEP Goals
Mental processing
1
Close monitoring, testing accomodations,
note taking accomodations (print off
powerpoints), classwork with aid
Diiagnosed with: ADD
1
Allow student to turn in work late
Other Learning Needs
Number of
Supports, Accommodations,
Students
Modifications
Speech Impediment
1
Teacher is to assess student based on
content of verbal presentations, rather than
quality

Part 2: Management Framework


Not one classroom model alone can stand as the most efficient approach to dealing with
classroom management. Instead, effective management and discipline must entail a variety of
techniques to meet the needs of the diverse populations and take into consideration the individual
when choosing a form of discipline. In effort to create a classroom that is welcoming, provides
equal opportunity for diverse students to learn, and promotes positive behavior, I have selected
Assertive Discipline, Cooperative Discipline, and Love and Logic to assist in designing my
classroom management plan. I intend on establishing a set of classroom expectations and rules at
the beginning of the school year. However, when administering the form of discipline, I desire
students to be able to take responsibility for their action, reflect on it, and then use it to improve
their behavior.
All three of these models encourage getting to know your student and providing positive
feedback/encouragement, two things which I feel strongly about in regards to discipline.
Assertive Discipline encourages taking inventory of student interests in attempt to bring their
interest into classroom activity, greet students, and spend time with students in small talk.
(Wolfgang, 2009, 105). Cooperative Discipline involves the teacher observing and collecting
information about the student in situations involving peers and family (Wolfgang, 2009, 119).
Similarly, Love and Logic suggest that students need an adult who cares about them and will
take the time to personalize that relationship (Wolfgang, 2009, 171). By implementing these
techniques, I can assist in creating an accepting climate and positive relationships with students,
which helps to reinforce positive behavior. Likewise, through knowing each student individually,
I am able to assess the underlying source of their misbehavior and provide a corrective action
that is unique to that individual and their circumstances.

According to the Assertive Discipline model, supportive feedback and encouragement


motivate the student to continue the appropriate behavior and increases self-esteem (Wolfgang,
2009, 97). Cooperative Discipline builds on that idea and adds that encouragement results in a
climate of respect and optimism (Wolfgang, 200, 128). Furthermore, Love and Logic says that
discipline involves building students up so they may feel more capable and better about
themselves, even after discipline (Wolfgang, 2009, 163). Encouragement will help reinforce my
classroom rules and allow the students to feel more involved and accepted within the classroom
environment.
The Assertive Discipline model was theorized and written by Lee and Marlene Canter.
The idea of this model it that the teacher has a right to teach and to expect students to obey, with
the support of parents and administration if needed (Wolfgang, 2009, 107). This model requires
the teacher to anticipate that students will break rules, so teachers should be proactive and
establish rules at the beginning of their course (Wolfgang, 2009, 95). With that being said, I plan
on establishing rules at the start of my course. During the creation of the rules, I plan to
implement Fay and Funks Love and Logic Discipline approach in allowing the students some
control in determining the rules (Wolfgang, 2009, 164). Once the rules have been established, I
plan to teach the class the rules using the Joness Positive Discipline Model of verbally
explaining, demonstrating, and checking for comprehension (Wolfgang, 2009, 106). Following
my instruction of classroom rules, I plan on displaying them in the class at all times. Establishing
rules will assist me in stopping disruptive behavior and creating an optimal learning
environment.
Rather than use Canters approach to consequences, I rely on Cooperative Discipline
theorized and written by Rudolf Driekurs/Linda Albert, along with Love and Logic Discipline.

Love and Logic views discipline as something that should be based on the students individual
situation (Wolfegang, 2009, 165). Likewise, Albert/Driekurs theorized that punishment alienates
and discourages students and therefore should be substituted for natural/logical consequences,
which happens as a result of ones behavior (Wolfgang, 2009, 127). Students must be responsible
for how they behave. Through implementing this idea, I plan to adjust the consequences based on
the individual child and arrange the outcome of the action immediately related to the students
behavior.
Along with the natural/logical consequences presented in the Cooperative Discipline
model, I desire to encourage students to reflect on and improve their behavior as encouraged by
Fay and Funks model of Love and Logic. This model is placed within the ConfrontingContracting school of discipline and views the role of the teacher is to help the student attempt to
find solutions to lifes problems and attempt to lead the student to improved behavior (Wolfgang,
2009, 163). The ultimate goal of Love and Logic is to share power, induce thinking, and
encourage the student how to solve their own problem. After employing the appropriate form of
discipline, I plan on encouraging the student to reflect on their own behavior, and include them
in developing a new plan of behavior.
By combining these three models, I feel confident that I will be able to create a
welcoming environment for diverse populations that provides equal opportunity for learning,
while promoting positive behavior. My overall goal is to help students believe in themselves
through building their self-esteem and attitude. I will make a conscious effort to enthusiastically
encourage each student to learn and show each one of them that I truly care. Through their
growth and belief in themselves, they will reach their highest potential and achieve success in
their lives.

First Five Classes Plan: 85 minute periods

Day 1

Day 2

Day 3

Day 4

2-3 Learning
objectives/Goals
1. Students will learn
about their fellow
classmates
2. Students will understand
the course description
and learning outcomes
3. Students will understand
the course assignments
and assessment
4. Students will assist in
establishing classroom
rules and expectations
1. Students will understand
classroom rules and
expectations
2. Students will create a
positive learning
environment through
team building
3. Students will gain
insight into how animal
science plays a role in
their life
4. Students will learn
where classroom
materials are located

Activities/Ice breakers/Team Builders


(List ideas & time spent)
1. Shake each persons hand as they
enter the class (5 min.)
2. Ice-breaker: People Bingo (15
min.)
3. Inclusive welcome (5 min.)
4. Introduce myself (5 min.)
5. Cool down: student survey (10
min.)

Academic Content (How


Topics to introduce)
1. Go over syllabus (10
2. Introduce the course (
3. Establish classroom r
4. Establish class rules/c
a. Discussion (15

1. Learning circles (10 min.)


2. Group activity: animal by-product
interactive trivia (15 min.)

1. Review classroom rul


(5 min.)
2. Academic contract fo
parent to sign
3. Student tour of classro
surrounding campus f
min.)

1. Students will learn and


experiment with the
scientific method
2. Students will learn
about lab transition and
procedures
3. Students will create a
consumer product
derived from animal
production
1. Students will learn how
to take notes
2. Students will evaluate
their own understanding

1. Group activity: ice cream lab (35


min.)
a. Procedures (10 min.)
b. Activity (25 min.)

1. Recap classroom rule


expectations (5 min.)
2. Lecture on the Scienti
(15 min.)
3. Overview of lab proce
equipment (10 min.)

1. Students will draw, color, and


label typical cells (15 min.)

1. Lecture 1: cell structu


2. Students will create th
taking journal (15 min
3. Students will view dif

3.
4.
Day 5

1.
2.

3.

of the science of
animals
Students will be
introduced to cell
structure and function
Students will identify
the major components
of the various cells
Students will learn how
to read and understand
scientific articles
Students will gain
understanding on the
value that animal
science has on nonagricultural industries
Students will learn and
discuss the function of
various cell types

under a microscope (1

1. Think/pair/share (10 min.)


2. Discussion (15 min.)

1. Lesson: how to read s


articles (10 min.)
2. Read scientific article
Butler, M., 2005 Anim
cultures (10 min.)
3. Lecture 3: cell functio

Note: At the beginning of each class, each student will be welcomed at the door and they will sit
within their learning circles. The agenda, lesson objectives and warm-up prompt will be written
on the board. Roll will be take while homework is being checked and while the students respond
to the writing prompt (10 min.). At the end of each class, there will be a lesson recap in
connection to course objectives and students will be reminded of upcoming homework
assignments. Students will then complete a cool-down (10 min.).
Daily Agenda: When students do not know what to expect, or when they feel rushed and have
little time to refocus, students become stressed and problems can occur (McNeely, C., Blanchard,
J., 2010, 38-39). Consistent schedules that are predictable help children feel secure and
comfortable, while communicating expectations and reducing the occurrence of behavioral
problems (Ostrosky et al., 2008, 2). Therefore I plan write the agenda for the class period on the
board at the beginning of class. This will aid in promoting transitions from one activity to the
next and keep students informed on what they will be engaging in and what is expected of them.

Beginning/End of Class Routine: At the beginning of each class, students will participate in an
individual warm-up activity. This will usually entail a written response to a prompt written on the
board. The prompt will serve as an essential question that focuses on big ideas that connect and
bring meaning to the upcoming lesson. Following the written prompt, discussion will take place
which will allow students the opportunity to share background knowledge and experiences that
relate to the upcoming topic. This routine serves to enhance academic engaged time and
encourage cultural diversity, by asking students to focus on a new topic and open up creative
thinking and engaged thought. Following the lesson, students will then respond to a cool-down
prompt, which will allow students to reflect on what they have learned and apply it to other areas
of their lives.
Interactive Strategies: In a study conducted by Bunce et al., researchers found that there were
fewer attention lapses during active-learning methods (Bunce et al., 2010, 1438). This study
suggests that active learning methods may engage student attentions during the segments and
help refocus attention after. With this in mind, I intend on limiting my lecture time to 20-25
minutes and give students opportunity within the lecture to ask/answer questions,
Think/Pair/Share, or provide them with a hands-on activity that offers visual presentations of
important concepts.

Part 3: Maintaining a Productive Learning Environment for Everyone


Discipline/Intervention
When implementing effective discipline, I take into consideration the Assertive
Discipline model which suggests that teachers should anticipate that students will break the rules,
so one must plan ahead (Wolfgang, 2009, 95). Misbehavior in the classroom in inevitable, and
the approach that a teacher takes to apply corrective discipline can significantly influence the
classroom environment. All models of discipline can be placed on a continuum from minimum to
maximum use of power. This continuum reflects the level of autonomy and control given to the
student to change his own behavior or the coercive or aversive actions used by the teacherto
get the desired change in student behavior and reestablish order and safety in the educational
setting (Wolfgang, 2009, 2). All three of the models I have selected for my classroom
management plan view the corrective actions for misbehavior as a students choice. Therefore, I
strategically implement disciplinary actions to provide the student with an increased level of
autonomy and control to reflect and change his or her own behavior.
Overall, I aim to establish a set of classroom rules at the beginning of the school year
because students should know and be taught responsible behavior (Wolfgang, 2009, 92). The
students and I will work together to establish rules and directions that clearly define acceptable
and unacceptable behavior (Wolfgang, 2009, 96), which I will model to assist understanding
from those who have culturally diverse backgrounds. After establishing the rules, I will develop a
clear hierarchical discipline plan and I will follow through with corrective actions with a student
who violates a rule. However, I will also provide positive recognition and encouragement to
motivate students to continue behaving appropriately, to increase students self-esteem, and to
create a positive environment (Wolfgang, 2009, 97).

With regards to my hierarchical discipline plan, I use a combination of Assertive


Discipline Cooperative Discipline and Love and Logic. As the misbehavior progresses, the
discipline becomes more one on one. When a student first acts out, I will use nonintrusive
interventions such as eye contact and moving closer to the student. This will give them the
opportunity to correct their behavior without being directly spoken too. However, if the student
does not adjust his behavior to these cues, I will move on to verbally addressing the behavior by
naming and questioning the student using statements such as, Lets talk about this later or Is
this really necessary? This will place additional responsibility and autonomy on the student to
change their behavior (Wolfgang, 2009, 171-172). If the behavior continues or escalates, I will
apply a logical consequence of changing the students location. This is to imply to the student
that their behavior is disruptive and therefore they will be placed in an isolated area as a result of
that behavior (Wolfgang, 2009, 127). The time alone will also provide the student with the
opportunity to reflect on their actions.
When Love and Logic moves to more powerful corrective action, the teacher asks
questions that establish a command by providing the student with choices (Wolfgang, 2009,
172). Through implementing this technique, I aim to break the cycle of defiance by giving away
some of my power. These choicesencourage the student to move beyond defiance to really
thinking about the decision he or she is being allowed to make (Wolfgang, 2009, 173).
If the student continues to misbehave, I would move on to the last actions of my
hierarchical discipline plan and I would ask to speak with the student after class. Each student is
different and their misbehavior may stem from different causes. Likewise, various cultural
upbringings may also play a factor in the students misunderstanding of acceptable behavior.
During my meeting with my student after class, I will engage in a confronting-contracting

conversation in attempt to understand the reasons behind the students behavior and to help lead
the student to logical and more productive social actions (Wolfgang, 2009, 163). I will then give
the student the opportunity to be involved in the decision making, as well as the development of
a new plan of behavior. According to Fay and Funk, The teachers positive and outward actions,
especially those associated with discipline, must help the student know that the teacher
unconditionally accepts [him or her] as a worthy person, even while rejecting the [their]
questionable behavior (Wolfgang, 2009, 165).
Within my classroom as a whole, I maintain a no tolerance policy and I reserve the right
at any time to implement a severity clause, rather than apply my hierarchical discipline plan. If a
child is physically acting out against myself or other students, or if the child is verbally
disrespecting myself or other students, I will invoke a severity clause and send the student
directly to the principle (Wolfgang, 2009, 105). This is to ensure that my classroom maintains
respect, as well as remains a safe environment for my students.
Addressing Barriers to Learning
The diversity found in secondary schools in the United States has increased dramatically
over the years. Diversity of language, race, culture, religion, and ability levels creates a need for
Universal Design for Learning, Differentiated Instruction, and Multicultural Education. I will
strive to create a classroom that is welcoming and conducive to learning for the diverse
population of student learners by implementing these strategies within my classroom
management plan and curriculum to maximize inclusion and participation of all students.
Universal Design for Learning (UDL) applies the idea of built-in flexibility to the
educational curriculum, while improving access to information within classrooms and access to
learning (Rose & Meyer, 2002). Rose and Meyer (2002), observed the disconnect between an

increasingly diverse student population and that standardized curriculum did not meet the
learning needs of the diverse population of students, and academic goals and achievements were
not being met by the student body as a whole. To assist all students access to learning and
achievement, we must first identify and remove barriers from our teaching methods and
curriculum materials. The UDL framework recommends that educators strive to represent
information in multiple formats and media, to provide multiple pathways for students action and
expression and to provide multiple ways to engage students interest and motivation (Rose &
Meyer, 2002).
Within my own classroom, I plan to implement UDL by providing technological
resources for students with different learning needs. Those with visual impairments will be
provided materials with bigger text. Those who cannot write as efficiently will be provided
access to a talk-to-text program. For those that are English Language Learners, I will provide
additional use of media such as visuals to assist in their understanding of the curriculum being
taught.
To support students diverse recognition networks, I will provide multiple examples and
support background context. I will support students diverse strategic networks by allowing
students the opportunity to practice with supports, by providing varying opportunities to
demonstrate skill, and by providing ongoing feedback (Rose & Meyer, 2002). By individualizing
pathways to learning, each student is given access to learning and the opportunity to achieve
success in the classroom.
Differentiated instruction (DI) is another way that educators can provide academic
instruction to students with special needs as well as students with culturally, linguistically, and
academically diverse backgrounds within the general education classroom (Santamaria, 2009,

216). The core of differentiated instruction is flexibility in content, process and product, based on
students strengths, needs, and learning styles (Levy, 2010, 162).
Although all students are required to learn the same curriculum, DI allows me to vary the
content based on individual student levels and ensure that the building blocks are in place before
asking my students to move onto the next task. Likewise, not all student learn the same way,
therefore I plan to include various activities, learning styles, and interests throughout the process
of teaching the curriculum. To allow differentiation of product, I will use varying assessments to
allow my students to demonstrate what they have learned.
Lastly, I plan to ensure Multicultural Education is taught within my classroom. According
to Nieto, ...learning emerges from the social, cultural, and political spaces in which it takes
place and through the interactions and relationships that occur among learners and teachers
(Nieto, 2010, 34). Multicultural Education aims to include the diverse backgrounds of students
and allow learning to be actively constructed through mutual discovery by students and teachers
(Nieto, 2010, 35).
I will take into consideration the students cultural identities to assist me in understanding
how they learn. Rather than create a classroom that excludes cultural diversity, I plan to allow
students to share their background knowledge and experiences so that I may build my instruction
on the knowledge that all my students have, rather than on those that come from socially and
culturally dominant groups. Similarly, I will allow English Language Learners the opportunity to
speak in their native language so that they may feel confident in their learning capabilities. By
creating a learning environment that is caring, supportive, and respectful, I can assist students in
learning through action and interaction of their cultural identities.

Aside from techniques in adjusting classroom design, research states that parent
involvement in childrens learning is positively related to achievement and that the more
intensively parents are involved in their children's learning the more beneficial are the
achievement effects (Cotton & Wikelund, 1989, 2). As a teacher, I plan to include the parents
and families into my classroom. I will communicate with parents, using a translator if needed,
through phone calls and letters, about their childs progress. I will express positive feedback, as
well as concerns, in effort to collaborate with parents and create a plan that supports access to
learning at school and at home. Additionally, I will welcome parents at school functions, such as
Back-To-School Night and extra-curricular activities to ensure that their involvement is
encouraged and appreciated.

8/25/2015
Dear Parents, Guardians, and Families Members,
Hello! My name is Ms. XXXX and I am excited to work with your child this semester in
Agriculture 101. I love teaching because I care deeply about each of my students and their
success in future endeavors. I believe students can grow and develop by examining the various
issues we learn about and discuss in this class. The main objectives of my course is to help
students learn about the Agriculture Industry and help them develop the skills they need to
accomplish their goals. Over the course of this year, we will learn an overview of the
Agricultural Industry with topics ranging from Animal Science to Plant Science.
Additional information about the class is provided in the syllabus attached to this page. I have
high expectations for each students behavior and academic performance. I desire my classroom
to be a safe and welcoming environment for all my students, including those with diverse
cultural backgrounds. I believe all students have unique strenghths and my class is designed to
allow my students to display their stenghths academically in various forms.
By working together, we can ensure that your student has full access to learning inside and
outside of the classroom. Please read the attached syllabus, and sign the last page in order to
indicate your understanding and support of the classroom structure and curriculum. There is also
space provided for you to express any questions, concerns or comments. Students are to return
the signed page to me.
My overall goal is to help students believe in themselves through building their self-esteem. I
will make a conscious effort to enthusiastically encourage each student to learn and show each
one of them that I truly care. Through their growth and belief in themselves, they will reach their
highest potential and achieve success in their lives.
If you ever have any comments, questions or concerns throughout the semester, I am available by
phone and meetings (by appointment) each day after school. To schedule a meeting, you may
contact me via phone at XXX-XXX-XXXX.
I am excited about working with your child and I am looking forward to a great year!
Sincerely,

Ms. XXXXX
Agriculture 101 Instructor

References
Bunce, D. M., Flens, E A., & Neiles, K. Y. (2010). How long can students pay attention in class?
A study of student attention decline using clickers. Journal of Chemical Education, 87.
Cotton, K., & Wikelund, K. R. (1989). Parent involvement in education. School Improvement
Research Series, 6.
Levy, H. (2008) Meeting the Needs of All Students through Differentiated Instruction: Helping
Every Child Reach and Exceed Standards, The Clearing House: A Journal of Educational
Strategies, Issues and Ideas, 81:4, 161-164
McNeely, C., Blanchard, J. (2010). The teen years explained: a guide to healthy adolescent
development. Maryland: Johns Hopkins University.
Nieto, S. (2010). The light in their eyes: Creating multicultural learning communities. Teachers
College Press.
Ostrosky, M. M., Jung, E. Y., Hemmeter, M. L., & Thomas, D. (2008). Helping children
understand routines and classroom schedules (What Works Brief Series, No. 3). Champaign,I
L: University of Illinois at Urbana-Champaign, Center on the Social and Emotional
Foundations for Early Learning.

Rose, D., & Meyer, A. (2002). Teaching every student in the digital age. Alexandria, VA: ASCD.
Santamaria, L. J. (2009). Culturally responsive differentiated instruction: Narrowing gaps
between best pedagogical practices benefiting all learners. The Teachers College Record,
111(1), 214-247.
Wolfgang, C. (2009). Solving Discipline and Classroom Management Problems. Seventh
Edition. Danvers, MA: John Wiley & Sons, Inc.