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Sonoma State University

Classroom Management Plan

Ben Wickenden
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1. ______ (10 pts.) Letter of Introductions to Students and Parents:

Dear Parent/ Guardian,

My name is Ben Wickenden. I am so pleased to be teaching art to your child this year. I
attained my single subject teaching credential from Sonoma State in 2017 and am excited to be
starting my teaching career at this school and with your child. Before becoming a teacher, I
studied Photography at Sonoma State University and gained my B.A in Art Studio. Soon after
graduation I taught a 6th grade after school class at Taylor Mountain Elementary where I found
my passion for teaching.
I am super excited to be in an art classroom this year and I cannot wait to see what these
students can create. I would like to share my excitement in art and show the students how art can
help anyone and can be used in any career. I also believe that all students have creativity in them,
and that creativity can look a lot different with different students. This year I will require and
expect a lot from your child. This being said, I do not expect all students to paint like Van Gogh,
but I do expect them to try 100% every class period.

If you have any comments or concerns during this semester please feel free to contact me at
wickende@sonoma.edu

Sincerely,

Mr. Wickenden

2. ______ (5 pts.) Procedures, Expectations, Agreements, Routines.

The first day of class will be dedicated to our class agreements, my expectations, and the
procedures and routines the students can expect each day of class. Since art class will be set up a
little different than most classrooms, I will show the students an example of what I want, such as
clean up, so that the students have a clear example of what I expect. For our rules and
agreements, it is helpful to have the students be a part of this process. This will help the students
understand and respect the classroom rules more than if I were to pick them all. The agreements
will be an assignment for the students on the first day, They will go home and write down 5-10
rules and agreements that are important to them and we will discuss them the following day and
make our agreements as a class. I expect the students are for them to put all of their effort into
their art work. Grading will be based on effort in art pieces and improvement of their skills. With
effort and practice everyone can improve their art work. The number 1 rule in my classroom will
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be respect, and this means respect to everything including the materials we will be using. I will
not tolerate disrespect in any form and will be dealt with depending on the circumstance.

3. ______ (5 pts.) Expectations for Yourself and Your Goals for Your Classes.

I believe in setting a good example for the students. I will always follow a few expectations I
have set for myself as well as the expectations that I have set for the students. If I do not follow
these expectations I do not believe that the students will either. The first one is I want to makes
sure that I am aware and knowledgeable about everyones culture and background, and that I will
remain open to all. This may not occur the first month but I plan to continually learn about
everyones culture and background that enters my classroom. I think that this is really important
in the movement of the class, and will help build community in my classroom. Another
expectation I will set for myself is allowing students to have their own artistic freedom, even if it
is different than expected. I believe that everyone has their own artistic style and that this style
can be a lot different from everyone elses imagination. Keeping this idea in my head will also
help with grading and what I expect from my students. Lastly I think that respect is the number
one rule in my class. Without respect the classroom community will not exist. I will respect
everyone and their opinions in my classroom and I expect the same from my students.
Respecting each other, other staff and our materials is the number 1 expectation of my
classroom.

4. ______ (5 pts.) Routines: Think about the many routines you will implement each day.

Attendance will be taken at the beginning of class while students are working on their
daily drawing. The daily drawing will be done as students come in and will be done for
the first 5-10 minutes after the bell. I can also take attendance while collecting any papers
at this time.
Students will have assigned seats, so when students come into the class they will come
straight to their desk and work on the drawing once gathering all materials. The daily
drawing will be graded on completion as an incentive to work.
When students leave, their workstation must be cleaned and ready for the next class. Each
table will have a crate with the needed supplies for the project. This gives me a chance to
check the tables right before the students leave, and I will know who was working with
what materials because they will be labeled by table number.
The last 5-10 min (depending on the medium used) will be used to make sure that the
room is ready for the next class to come in. If the students continue to not clean up
materials, they will have to use materials easier to clean (colored pencils, crayons). I will
be able to notice this from the seating chart and labeled materials.
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Leaving the room will require a sign out, a sign in, and a pass. Students will be able to
leave to the bathroom whenever as long as they tell the teacher and sign out. Then I have
a record of when students are out of my classroom in case of an emergency, and I have a
list of how often people are leaving and for how long.
Most materials will be kept in the classroom except for the sketchbook. Sketchbooks
must be in the class each day so that each student can work on the daily drawing each
day. Backpacks should be left in the backpack zone at the front of the classroom. Cell
phones will be kept inside of backpacks.
The first 5-10 mins after the bell rings should be quiet so that students can work on the
daily drawing. Students will be able to learn a lot from this individual time. After the
daily drawing we will go into the big project we are working on, students will be able to
socialize as long as work is being produced as well. This will provide time for students to
help each other as well.
When students want to reply to a question or make a comment, they have to raise their
hands to be called on to give everyone a chance to talk and share.

5. ______ (5 pts.) Transition Routines:

Beginning of the day : Students will come into class, and take out their sketchbooks.
There will be a drawing prompt displayed for the students to do, this is the daily drawing.
Students will be responsible for doing all of the daily drawings and will be graded on the
sketchbook throughout the semester. This 5-10 min period will allow me to take
attendance, pick up homework, pass our materials or papers.
When the time for daily drawings is up (5-10 min max), students will wait for instruction.
After a check in and if we are working on a project the students will get their materials
together and start working. I will be walking around the classroom monitoring and
helping students.
Before leaving the classroom at the end of the day, students will be responsible for
cleaning up their table. Clean up will be a section on the grade sheet. If a table group can
not clean their supplies they will lose points in this section. Once the classroom is cleaned
up and put back the way it was, the class will be dismissed.

6. ______ (5 pts.) Responding and Restoring.

1. Cell Phone Use - Cell phone can be beneficial when using them appropriately. Cell
phones can be a great way to get a reference for an art project. This way students do not
have to line up to use the teacher's computer. Although this is a good method, it also
gives students an excuse to mess around on their phones when the teacher is not near. To
stop the use of inappropriate phone use I am going to implement the 3 strike system.
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When a student is caught using their phone inappropriately (snapchat, facebook, youtube
videos) and is not working they will get a strike. Once 3 strikes are up the student is not
going to be trusted to use their phone and will have to use the teacher's computer or
magazines to find references.
a. On the first strike, depending on what the situation is I will either use a nonverbal
method such as a stare, or have a talk with the student at their desk asking why
they are using their phone. If the student, for example, was snapchatting or taking
photos of another student I will talk to them about why this use is inappropriate. I
will also always be open to talking to students and letting them use the phone if it
is appropriate. If they do not have a reason and I have not allowed them to use
their phone they will get a strike.
b. The second strike will require a more serious talk and a one on one. This way I
can hopefully get to the bottom of the issue on why the phone has to be out. Again
if there is no reason, they will get strike 2.
c. Strike 3 will result in the loss of privilege of their phone, after strike 3 they have
been warned about talking to me before using their phone and should understand
that I am open to giving them approval as long as they have talked to me and have
a legitimate reason. After strike 3 they will be only allowed to use my computer
or magazines and books as reference.
2. Improper Use of Materials - In my art classroom we will be using lots of different
materials. Some can be dangerous (exacto knives, clay dust, paints) and it is important
that students use materials appropriately. We will go over all of the safety precautions
before using each material and/or tool. If the student intentionally uses the tool or
material inappropriately, and are unsafe in the process they will not be allowed to use the
material because they are a danger to the rest of the class. If the student does not intend to
be unsafe or does not mean to use the material or tool wrong, they will be retrained and
talked to about why the tool can be dangerous and why it important to always follow
directions.
3. Not Cleaning Up Stations - Since students will be able to pick their own seats the first
day, I will assign these as their seats. I will also have all the materials students need for
their project out on the table, labeled with their table number. At the end of the class
period students will be responsible for cleaning up their own group stations. If materials
are not cleaned up students will be warned twice. If the none clean up continues they will
lose clean up points. I will also have the students write down a clean up review at the end
of each week so that I know who is cleaning what and who is not doing anything. Clean
up points will be about 5% of the grade at the time of grading.

7. ______ (5 pts.) Caring and Fostering Motivation:


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I want my art class to be a place where students can express themselves, and have a stress free
work area. The students will have a lot of freedom in my class with their art and will be allowed
to use different materials to express what they would like to. For this to happen it will be
extremely important that the students feel comfortable in my classroom. I will hang up artwork
from different cultures and student work to enhance this idea. When students come in the first
day of class they will be allowed to pick their seat and this seat will remain their seat for the rest
of the year, unless there are issues. If a student wants to change seats or feels like they were
treated unfair when I moved them, I will be open to finding a solution that works for everyone.
When having these talks it will be really important to practice active listening so that the students
knows that I am listening and understanding what they are saying. I am also a major fan of
music and believe that music can help students focus and gather ideas. I will always be sure to
play music for the students and plan on having a portable whiteboard where students can add a
song that they would like played during the class. All songs must be appropriate and students
will only have 3 warning with this rule. By the end of the year or semester we will have created
a class playlist that all students will get a copy of to take home. The copy will be either a burned
CD or written down for the students to take with them.

8. ______ (5 pts.) Starting the Semester and Building Community:

Day 1:
On day 1 we will start will a community builder game. This could be a bingo
sheet with different experiences on them, the students will go around meeting
their new classmates and finding out what experience they have done. Other
examples could be Mannequin challenge as a class, Scavenger hunt, team
drawings,
Week 1:
At some point of week 1, it will be important to have an assessment of students
art skills. To do this I will have students do blind contour drawings of one
another. This is also a great way for students to meet one another and feel
comfortable in the classroom.
We will also have a time to make classroom agreements. Individually students
will write down 5 agreements that they would like implemented, after we have
them all we will write them down on the board. From these we will narrow it
down to 5-10 good classroom agreements that we all created.
The classroom expectations and rules will also be discussed. Students will
understand what they are graded on, what they are expected to turn in, how they
will come into class, and how they will clean up at the end of class.

9. ______ ( 5 pts.) Ragged Endings:


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1. Shelf of work that students can grab from. This could include many idea, e.g. half face
portraits (a copy of a picture where half of the face is covered so that the students have to
finish it), shading and texture lessons, squaring up activities (students copy box to box
from another image), etc. There will also be sheets that reflect on what we are learning. If
we are making calaveras for Dia De Los Muertos, there will be a detailed skull that
students can practice with or color in the traditional way.
2. Students can also go back to a daily drawing that we will do at the beginning of each
class in the student's own sketchbook. These drawings will be something we do for the
first 5-10 min of class. The sketchbook will be graded at the end on completion so
student can go back to work if they did not finish one.
3. Have a small 1 on 1 critique with the student about the work they have finished. Talk to
the student about how they can build on the work they are turning in, give some critical
feedback so that the student can improve their work and art skills. Then students can go
back and work based on what we talked about in the mini critique.
4. Write an artist statement or a self-assessment of the art project. What would you do
differently? What is your favorite and least favorite part? What does the piece mean to
you?
5. Mini project, this project will be a small version of the project they finished. This allows
the student to change what they worked on and build based off of that. The piece will be
smaller so that they do not get behind on the next assignment. I think that this will also
help the students who rush through a piece because they do not like how it is turning out.

10. ______ (5 pts.) Resources for You and Your Students:

1. Edutopia - Online resource for all teachers of all levels and subjects. The site has videos
of new methods, videos of lessons, and many other informational videos. THere is also a
community forum that allows all members to talk and share ideas, or ask for help.
https://www.edutopia.org
2. MiddleWeb - Similar to Edutopia except it is focused to the middle school years. This
site has great classroom management ideas, blogs written by teachers, guest articles,
lesson idea, early finishers sheets, etc. http://www.middleweb.com/
3. Youtube - Youtube is a great resource for art. There are thousands of video tutorial
videos on every medium in art. This will be a great source either to refresh myself on
mediums before a lesson, and great for the students as a guideline in certain projects.
There are also a lot of how to draw videos that can help students get a start on a project.
www.youtube.com
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4. Teacher Planet - a website that contains free lesson plans, worksheets, certificates,
rubrics, grants and much more. There are lessons for all subjects and age groups.
http://www.teacherplanet.com/
5. Ceramic Daily - This site has lots of useful ideas for all of art teachers when dealing with
ceramics. The site can help you with firing, molding, and many more methods. There are
videos, charts, demonstrations, and ideas. The most useful part of this site is the firing
kiln chart for the temperatures and rules of firing. www.ceramicartdaily.net/
11._____ (5 pts) Resources for Your Students:

1. Chops Teen Club - A club for teens in grades 7th-12th. Membership is just $1 a year and
provides students with a place to go after school. The site has numerous activities for
students, some including rock climbing, music recording studio, culinary lessons, gym,
night club, and much more. http://www.chopsonline.com/
2. Positive Images - provides support and advocacy to Sonoma Countys gay, lesbian,
bisexual, transgender, queer, questioning, and intersexed youth and young adults, ages
12-24, and educates the greater community. Services include multiple support groups
(gay, lesbian, transgender), peer counseling training, panel presentation and outreach.
The support groups are all held at Santa Rosa Jr College. http://posimages.org/
3. For Teens Eyes Only - Provides students with multiple services including emergency
hotline (drug, alcohol help, runaway hotline, suicide prevention, domestic violence,
anonymous reporting hotline, SAY hotline). It also includes other places for students to
go that is completely confidential, shelters, counseling, LGBTQ counseling, food and
body counseling. Overall this website is a great source for all students and teachers.
http://www.sonoma-county.org/health/topics/teens.asp
4. SAY (Social Advocates for Youth) - Located in Santa Rosa Social Advocates for Youth
provides support, opportunities and hope to children, youth and families. SAY is
dedicated to create and support the community so that all children, youth and families
grow, thrive and succeed. Their programs include housing for 18-24 year olds as well as
training for jobs, short term housing, food, and counseling for families, job assistance,
educational support, social activities, field trips, community service opportunities, work
experience and tattoo removal for youth ages 14-24, and many services in therapy for
families. https://www.saysc.org/
5. Multi-Agency Alliance for Children - is a system of care that provides the support,
guidance, and assistance needed by teen mothers and fathers to succeed as adults and
parents. There services include screening and assessments, parent skill training, job and
career training, life support skills, legal support, and peer support and advocacy.
http://www.maac4kids.org/index.html
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1 2. _____ (5 pts) Health and Well-Being: I plan to build my classroom with a strong sense of
community, this way when something is wrong with a student it should be somewhat obvious.
When I am concerned about a student's health and well being I will make sure that I have a one
on one conversation with them. I think that it is also important not to make a big scene about the
situation. One way I might do this is quietly ask the student to find a moment to come and talk to
me. This way they can come up to me whenever they are comfortable. I also think that it is really
important to bring up and unusual behaviour to another staff member or a counselor so that I am
not the only one aware of the situation, and have help in deciding what to do. There are also
programs in Sonoma County and 24 hour hotlines, such as SAY or Verity, that I could refer
students to if the situation calls for it. I also want my classroom to be a relaxing environment,
and art can be a great stress or emotional release. I plan on giving all of my students as much
artistic freedom as I can, giving them this freedom will allow the students to rid themselves of
stress and emotion.

13. ______ (5 pts.) Open:

The art classes are going to consist of students with lots of different skills in art. I think that
groups will be a good way to get students to help one another and to build on their skills.
Students who are struggling with and idea can get help from a student who is doing well in a
project through helping permitted work. It also benefits the students who are doing well because
they will be able to reflect on what they already know. Group work will also be a way to
challenge the class by doing a collaborative piece. One way we could do this is to have the whole
class work together to make one piece. Each student will work on one section of the piece and
eventually we will put it all together like a puzzle.

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