Stephanie Haggis

Education 302/303
5/8/16
Classroom Management Plan
My students are children of God, curious and eager to know the world.
My role as a teacher is to foster that curiosity and willingness to learn. I also
am there to provide information about the world with its flaws and beauty. I
want my classroom to be a place of discovery and hands-on learning. I
believe by connecting the students directly with the material through
projects, experiments, and outdoor learning, the students will create
personal experiences with/from what they learn so that the students are not
just remembering bits of information for a test but remembering the whole
concept for a lifetime. Oaks, Lipton, Anderson, and Stillman (2012), say that
learning is by taking in information through the senses. By having the
students form experiences, they are using their senses to learn. I also believe
that by engaging the students in activities, they will initiate the desire to
learn more. This would also reduce defiance of the students because the
class is boring.
Gods world is worth knowing. It is our duty as caretakers of the Earth
to know the world better so that we may take care of it better as well.
According to Graham (2003), it appears that creatively caring for Gods

creation is one of the ways that we reflect Gods character and participate in
His work. I believe that the purpose of learning is to know God better and
deepen our relationship with him as his children by taking care of the earth
in our individual fashions.
For class covenant, in order to have my classroom be a safe space for
all children to learn and discover, I will:

Have to establish a class covenant during the forming stage of the year
when students are most susceptible to rules. This will be a student led

class covenant that will reflect the school and student culture.
Create a behavioral convenient with individual students who are

having trouble in class.

Have constant connection with students parents. I will make use of

blogs, emails, and newsletters

Care for each student as an individual instead of a collective group
For content management, I will be doing a few unique things in my

classroom. Most of these practices I have picked up from my SCES classes:

Relieve test anxiety by having a single then partner test and combining

the grades
To increase motivation, the teacher will introduce the topic and ask

students for ideas on how they think they should learn the topic.
For late homework, the teacher will take 75% credit if they turn it in the

next day. If this becomes chronic I will send a note home.

Have sharpened pencils ready to go on the side of the room as to not
distract the class.

Have anonymous letters that can be dropped in a box to let me know

what the students are thinking about the lessons and if anything is too
hard.

For Conduct Management:

The teacher will adopt an assertive leadership style that will be

empathetic towards students but allows for all students to be able to

learn without disruption.

The teacher will foster and create an atmosphere of community.
When issues arise, the students will come together as a community

and talk about problems.

If those issues are with just a few students, the teacher will pull the

students aside and work on the behaviors as a collective group.

In the realm of talking, the teacher will would point to the class
covenant and ask if the whole class would like to partake in the
punishment. This would help the students think about the class as a

whole rather than themselves.

For being good and engaged, the teacher will would reward my

students with extra recess or bring in a treat during snack time.

Some schools have a person who creates behavior contracts. The
teacher will consult the person at the beginning of the year and work
with this student until the problem is resolved.

References
Froyen, L.A., & Iverson, A. M. (1999). Schoolwide and classroom
management: The reflective educator-leader. (3rd ed.). Upper Saddle
River, NJ: Prentice-Hall
Graham, D. L. (2003). Teaching redemptively: bringing grace and truth into
your classroom (pp. 50-58). Colorado Springs, CO: Purposeful Design,
ACSI
Oakes, J., Lipton, M., Anderson, A. & Stillman, J. (2012). Teaching to change
the world (4th ed.). Boulder, CO: Paradigm