Marishel Diaz

Management Plan
Part I:
Classroom Ambience
As a future teacher, I would like to create an environment that is conducive to learning
and comfortable for students by establishing a learning environment in which students feel
physically, socially, and culturally secure. Although the focus of the classroom is on the subject
of, in my case, Spanish, my primary focus would be to ensure that each and every student feels
safe and that I care for them, both personally and academically. Without fostering a safe and
caring environment, learning would be unattainable.
I would make it a point to establish professional and strong relationships with my
students. In order to build such relationships I would check in with them on a daily basis; ask
them how theyre doing, how their day is going, how theyre feeling about the class, if they have
any questions and/or concerns about a particular assignment/topic/ or grade, etc. The ultimate
goal is to create a safe and conducive classroom for my students. This is truly important as we
will be spending most of the day in the classroom. Therefore, I want to make my classroom a
place in which students can work and learn comfortably. Moreover, I would draw upon my own
experiences and insights from other teachers to make my classroom a stimulating environment. I
would bring upon an authoritative approach; establish expectations for acceptable levels of
student conduct and use discipline strategies that instigate a positive environment that is
conducive to learning.
One characteristic that I believe to be utterly important to have in a classroom is mutual
respect. Students need to understand that they should give what they would like to have when

participating in a classroom. This consists of being quiet and respectful when their peers are
speaking, as well as collaborating with one another to reach an understanding of the subject.
Lastly, I think it would be a great idea to work together with my students to develop a list
of classroom guidelines. This would give them a deeper understanding of what they should give
and receive from the class. I strongly believe that when you collaborate with students and invite
them to have a say in the learning process and in the curriculum, it encourages them to take more
ownership in the class and become active participants.
Physical Space
As a future teacher, it is my responsibility to develop, monitor, and respond to actions and
strategies that fit students learning needs. Therefore, I should select and provide a variety of
tools and strategies that allow students to obtain the full range of learning objectives. In order to
accomplish this, it is essential that I design a classroom that positively affects student morale and
learning. Additionally, it is important that I allow students to be involved in the process of
creating and environment in which they can learn better; one that encourages them to participate
and become collaborative learners.
Based on my type of instruction, that being authoritative, it is key that I have an orderly
classroom in which learning can be maximized. I would design a classroom that is inviting,
encouraging, motivating, supportive, and makes students feel good about being there. One where
they can put acquired skills into practice and invites them to strengthen them.
When I think back to my schooling experiences and reflect on why A.P. Spanish
Literature was my favorite class, many components come to mind. The main one being that my
teacher, Ms. Graf, drew away from the conventional classroom style. Every other class I took
consisted of the typical seating arrangement; seats in rows where my peers and I couldnt see one

another except for our backs. The ones that sat in the back reached different objectives than those
who sat in the front. Most classrooms were not interactive and if you were slightly distracted,
there wasnt much you could get out from the classes. Learning would result boring and
unmotivating. Ms. Grafs class however, was unique; it was the only classroom in which every
student felt the need to participate and collaborate in learning. I was always astonished by Ms.
Grafs classroom management skills because she achieved the impossible. This being to
encourage the almost unbearable and misbehaved students to not only behave well in class but
also constantly participate and stay focused. As a result, A.P. Spanish Literature class became one
that we all looked forward to and Ms. Graf became our favorite teacher. I believe this was due to
two main factors: 1) the physical space that her classroom consisted of and 2) the way in which
Ms. Graf encouraged us to take ownership of our learning. Therefore, my ideal physical space
for learning would include chairs, preferably with writing surfaces for note taking, ordered in a
semicircle. These would be in the center of the classroom. Having chairs arranged in such
manner enables all students to see each other and carefully listen to what each has to say. It also
allows for respectful relationships to be built between students so that they can feel safe and
comfortable to participate. Surrounding the semicircle, I would have walls with lively colors but
not so lively that they distract students from learning. With a total of three decorative walls, I
would decorate one with iconic Spanish literary figures, books (book covers), historic places,
popular Latin American artists, and a map of Spanish speaking countries. Ideally, this wall would
be to the left of the semicircle so that when reading and writing, we can refer to that wall and
students are able to see what authors looked like and develop a deeper cultural understanding.
Another wall would consist of exemplary/high quality student work. The purpose of having this
wall is to encourage students to challenge themselves, go above and beyond expectations, and for

them to see what great and valuable things they can create. This wall would be to the right of the
semicircle and close to my desk. To the left of my desk I would have a small table containing
two separate bins with folders. One set of folders would be for students to turn in their
homework and the other set of folders would have graded assignments ready for students to
pickup. It is important to point out that there would be a set of folders for every student and they
would be arranged in alphabetical order, starting with their last name. The purpose of these bins
is to challenge students to become more independent and responsible individuals. Next to that
small table would be the wall on which the white and SMART boards are located. To the left of
the boards would be a wall with Post-it Super Sticky Pads where students, at the end of class,
write what they did not fully understand from class. The purpose of this is for me to know what
students are struggling to understand and how I can further facilitate understanding. In the back
of my ideal classroom I would have a relatively big space with 3-4 round tables and stools for
students to utilize when working in groups. The purpose of this is to encourage teamwork,
collaboration, and foster an independent learning environment. One in which they are not
specifically guided by me and feel free to empower their creative thinking skills. Lastly, I think
that the lighting of the classroom is very important. If the classroom is too dark, it will put your
students to sleep but if it is too bright it might give them a headache. Therefore, I would hope to
have at least one lengthy window in my classroom and good lighting. This way, students dont
feel clustered but comfortable and ready to learn.
(Physical/Visual Layout Below)

Managing Resources
As a future and aspiring middle and high school teacher, it is key that I help develop,
sustain, and strengthen certain skills in students. One being routines; routines have reminders and
encompass procedures. Therefore, it is important that I create and provide tasks that incorporate
a set of tools and encourage students to put them to use. The last thing I want to be is a teacher
who drills, bores and discourages students from learning. I have to make it a point to
continuously include interactive activities and routines.
The first thing I would have when establishing routines in my classroom would be
consistency. I would constantly establish and maintain high expectations for my students.
Additionally, I would show them that the input I receive from them is the output I will give to
them. This means that I will profusely help and support those students who go above and beyond
to do well in class. However, I will not do the same for those students who show and provide the
opposite. This serves to remind them that it is not ok for them not to try. My ultimate goal is that

through established expectations, routines and procedures, students understand that they are there
to learn and improve; be active participants and collaborative learners of the classroom.
My classroom management routine would go as follows but would certainly depend upon
the school, grade, and level of Spanish that I teach. Depending on these three factors, the time of
each activity would be modified.
1)

As students walk into the class, they know to drop off any assigned homework and pick
up any graded assignment from the drop off and pick up bins. This should take between 2- 4

2)
3)

minutes.
While students are completing step # 1, I take attendance.
Students know to take out their daily journals and work on the assigned entry routine that
is either written on the board or verbally assigned and instructed by me. The purpose of this is to
warm-up students thinking, writing, and overall communicative skills. Entry routines should

take no more than 10 minutes.

4)
I check in with students, see how the overall class is doing, and give announcements.
5)

This should take no more than 5 minutes.

I introduce the lesson with a hook that grabs the attention of students and helps
enhance the lesson. Depending on how extensive the lesson is this step can take from 10 to 15
minutes. Its important to keep it short and sweet so that students dont get distracted and are able

6)

to complete the activities.

Students transition into an activity that maximizes their learning and reiterates what was
just taught. This can take up to 10 minutes. Some exercises might take longer but its important

7)

to keep tight transitions so that students stay focused and on task.

Students go back to their seats and I check for understanding. This is my chance to see
whether students learned what I taught. When doing this I should ask a quick series of questions
that provide evidence of students understanding. Its important that I take some time in checking

for understanding and give students the opportunity to make connections and draw conclusions
from the lesson. Therefore, this step can take up to 20 minutes.
8)
I wrap-up the lesson and provide a quick review to remind students what we learned.
Additionally, I could have them complete an exit ticket. This allows me to see where I need to
adjust instruction to further facilitate student learning. Wrap-up and/or exit tickets should take no
more than 10 minutes.
9)
Finally, students turn in the assignments completed throughout class and class is
dismissed.
Part II:
Instructor: Ms. Marishel Diaz
Email: marisheldiazlevy@gmail.com
AP Spanish Literature and Culture
Course Description
The purpose of AP Spanish Literature and Culture is to empower and enable willing and
academically determined students to reach college-level studies with the opportunity to earn
college credit.
Todays global and multicultural community encourages competence in more than one
language. Acquisition of a second language, or more, has become essential for communication
and cultural awareness. I encourage you to take advantage of this course as it provides unique
access to cultural perspectives and knowledge. You will be able to make connections and
comparisons between cultures, all whilst developing and strengthening the ability to think
critically and develop strong interpersonal, interpretive, and presentational communication skills.
Acquiring, develop, and strengthening these skills will enable you to succeed in your future. I
encourage you to take advantage of this course and the overall learning experience.
Rules and Expectations

Students are expected to:

1)
2)
3)
4)
5)

Be respectful.
Attend class daily and on time.
Participate in class.
Come prepared for class.
No cellphones, tables, and/or computers are allowed in the classroom unless indicated

otherwise.
6) Do not cheat.
Failure to follow the aforementioned rules will negatively impact your grade and overall learning
experience.
1)

There will be ZERO tolerance for disrespectful behavior. As an AP student you are
expected to demonstrate a strong core of respect, tolerance, and responsibility by

demonstrating behavior that contributes to a positive and respectful learning community.

2)
Unless absence is excused and/or justified, late work will not be accepted. Students who
show up late to class, with the exception of having a tardy pass, will not be allowed in the
classroom. Additionally, they will receive a zero for the day and be sent to the Administration
office to work on a five-paragraph essay. Each paragraph should consist of 8 sentences
minimum and I will provide the theme for the essay. Lastly, you will write an additional
paragraph in which you explain and reflect on the consequences of being late.
3)
Participation is essential for discussion and application of what has been learned.
Therefore, your class grade will be partially based on attendance, preparation, and
involvement into the class discussion. I strongly encourage that you participate, as
acquisition of language cannot be fully attained without practice of communicative skills.
4)
Students are expected to complete independent work outside of class and know that the
learning pace in AP classes is faster than those non-AP classes. Students are required on their
part to seek extra help when/if needed, diligently prepare for class and bring a fresh, openminded, collaborative, and positive attitude to class.

5)

Any electronic device(s) seen and/or heard during class will be taken away for the
remaining class period. If this behavior continues and/or is seen more than once, electronic

device(s) will be taken to the administrations office.

6)
Students who are caught cheating (plagiarizing, copying, utilizing a translator, or similar)
will be given a zero and attain to the consequences outlined in the student code of conduct.
Grading
Grading will be standards-based. Your grade will reflect mastery of the material learned
in class, successful completion of assignments, and class participation.
Tests = 30%
A test will be given at the end of each unit.
Quizzes = 30%
Quizzes will be given periodically with or without notice.
Homework/Daily work = 20%

This includes any assignments completed in and/or outside of class. In order to receive
full credit, assignment must be completed on time and turned in before the beginning of class.
Attendance/Participation = 20%
As mentioned before, your grade will be partially based on attendance and overall
participation.
Letter grades are:
A = 90100
B = 80-89
C = 70-79
D = 60-69

F = 59 Below
Homework
Homework completion is an essential part of this class and your letter grade. You will be
asked to turn in numerous and a variety of homework assignments in order to apply the material
covered in class. All homework needs to be completed and handed in before the beginning of
class. No late homework is accepted unless you have an excused absence. Please schedule a time
to meet with me if you need help on make-up work. Such meeting should be scheduled a week
prior to the deadline of your make-up work.
Tests/Quizzes
Students who present an excused absence will be allowed to make-up a quiz/test. There
will be no opportunity to retake quizzes. It is your responsibility to keep up with the material and
acquire mastery of it, as everything that we see, discuss, study, and cover in class will most likely
appear on the tests/quizzes.
Absences
Days missed will negatively impact your letter grade and overall learning experience.
Participation points cannot be made up. They can only be earned through class participation. I
encourage you to keep absences to a minimum in order to receive the full learning experience
that this course offers and do well in the class.
Tardies
There will be no tolerance for students who show up late to class and present no tardy
pass. By the time the second bell rings, students are expected to be in their seat and ready to
work. Those who show up late with an unexcused tardy will receive a zero for the day and be
sent to the Administration office to work on a five-paragraph essay. Each paragraph should

consist of 8 sentences minimum and I will provide the theme for the essay. Lastly, you will write
an additional paragraph in which you explain and reflect on the consequences of being late. I
encourage you to show up consistently and on time so that you succeed in class.
Participation
Students are expected to listen, answer questions when called on, and cooperatively work
with group members when it comes to group assignments. Participation, as well as preparation,
are essential for discussion and application of what has been learned. Therefore, your class grade
will be partially based on attendance, preparation, and involvement in class discussion. I strongly
recommend that you participate, share any comments, thoughts, reflections, and/or questions
related to the topic being studied. Any quiz (announced or unannounced) about the
readings/homework will be considered part of this grade component.
Final Thoughts:
I encourage you to carefully and thoroughly read the syllabus so that you have a clear
understanding of what is expected of you throughout the semester. Please let me know if you
have any questions and/or concerns about the class or what is being studied. I want you to do
well in the course and I am here to provide you the necessary tools in order to do so.
Nonetheless, it is important to keep in mind that you are responsible for your grade and for
making this learning experience successful. Respect yourself, your peers, and the overall school
community. Allow others to feel comfortable and safe to provide their opinions/thoughts/insights
and respect what they say. I remind you that there will be zero tolerance for any disrespectful
behavior(s). Lastly, I kindly ask you to not pack up until the bell rings, stay on top of things, and
check in with me if you have any questions or concerns.
Syllabus Signature Sheet

I have read the policies and expectations for the AP Spanish Literature and Culture class
and understand them. If I choose not to meet these expectations, I am willing to accept the
consequences.
Student Printed Name:

Parent/Guardian Printed Name:

Student Signature:

Parent/Guardian Signature:

Date:

Date: