Classroom Management Plan Introduction My teaching philosophy, as an Essentialist, is derived from by belief in student success (Grant & Gillette,

2006). I am an essentialist. I believe that schools primary objective should be to preserve and inform the upcoming generations about the fundamentals of humanity. I believe students have the skills to become successful when they apply themselves. Applying themselves means, taking advantage of the support systems that surround them. Students need to apply themselves to their educational development. The teacher plays a vital role in that development. The teacher is the students primary support system within the classroom. The teacher is there to articulate through the material and deliver the information to the students. To create such a classroom, Assertive Disciple must occur. A classroom environment must be calm and conducive to student development (Canter & Canter, 2001). Students must not be distracted by unnecessary misbehaviors. With such an environment, students are able to become intrigued by their studies and the application beyond. The classroom must be conducive to intellectual development. Students are able to develop when they have been able to develop the connection their studies with the world around them. Preventive Approach 1. Students must be informed on classroom management and expectations. As an Essentialist, students need to know the foundations. It is important to communicate how the classroom is going to be conducted. When students know the level of performance that is expected, they are more likely to perform at that level. To prevent students lack of performance, an environment of selfdiscipline must be implemented. Students must find dignity and self-worth in their academic performance(Richard & Allen , 2008). In encouraging dignity and self-worth, students are learning the attributes to succeed in life. Once students get a feel for this accomplishment they are likely to become invested in their educational development. 1. Motivating students to create an intellectual environment. Students are social beings. As social beings, they have the need to communicate and collaborate, to develop intellectually. When students are able to engage in constructive discussion and interact with one another, they can determine areas of misconception. As an Essentialist, it is vital students determine their misconceptions before developing more complex understandings. In these interactions they are able to incorporate a variety of senses. When more sense are activated, they are more likely to participate in development. teachers know students learn best while engaged in rigorous and creative thinking (LaMorte, Sandra & Kathie , 2007). Discuss the importance of class rules. Students need to be informed on the rules. Students often suffer from Teachers neglect to verbally express classroom rules ("Set up rules," 1999). When students are reprimanded for breaking rules they did not know existed, they build resistance against the teachers instruction. Rules need to be communicated. Again, as an Essentialist, rules build the foundation for classroom management. Once rules are expressed, students need to be held accountable for their performance. Create an academic environment. Students need to give the same respect to their educational development as they would to their job. A profession is a persons livelihood. Without a job, or the proper training a person would be helpless. Students are being trained. As an Essentialist, it is clear, school is platform for students foundational development. They are being developed as individuals within society. The classroom must condone that

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kind of development. Adolescents are in a unique stage of decision making. Students can be easily distracted by others around them. If the classroom is a structured environment, students can develop their own understandings and act on those when they become of age. 4. Communicating with parents. Students need to have consistency within the hierarchy of academic guidance. Next to the Teacher support, comes parent support. As an Essentialist, I go back to students foundational support. Most parents want to see their children succeed in school. According to wiseGeek, Probably one of the greatest determining factors in academic success is parental involvement and parental motivation. About 70-90% of children who get As or Bs in schools report they are encouraged by parents to do well in school(Tricia , 2012). These statistics show how important it is to keep parents involved in their childrens academic performance. Enticing students with performance rewards. The school environment functions best when students perform their best. Students do not need major finical incentives. The classroom should be structured with simple performance incentives. Students need to be informed about these incentives, so they have the opportunity to strive toward excellent performance. As an Essentialist, I believe it is the teachers role to communicate these performance expectations. Students need teachers to play that encouraging medium between potential reward and academic excellence. Posting student work on the walls. As an Essentialist, it is important to meet students where they are at individually so they can become invested in their academic development. Students want to feel recognized for all the work they put into scholastic tasks. When students perform well on an assignment or a set of assignments, the teacher can recognize the student by a symbolic representation on a predestined wall. Students can then become interested in continuing to receive such recognition. Alfie Kohn addresses this need as creating a learner centered environment. Students want to see evidence of their collaboration, artifacts created by students, and evidence about time spent together in the classroom (Kohn, 1996).

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Supportive Approach 1. After school support system. Classrooms are a maximum capacity. Students are in need of one-on-one development above and beyond the time they are in the classroom. Some students need this support to ensure their development and understandings. Others need this support in hopes of enduring understanding. As an essentialist, after school support systems ensure students foundational understandings. If students do not understand a section of curriculum it is a defeating request to ask them to continue on. 2. Online grading system. Online grading systems are a great way for students to track their academic performance. Students, in an essence, are then enabled to provide their own support. When teachers create this structure, they are then freed up to support student development. As an Essentialist, students need the correct support system, to keep up with the provided material and not fall short. According to News Tribune, Online Grading Systems, increases the communication between teachers and students (Zagorski, 2004). Differentiation to aid student performance.

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All students are different. Educators who view classrooms as whole entities and do not account for the variances in the levels of readiness with which students enter the room may either over-challenge or under-challenge the learners(Koeze, 2007). Each student has a different set of learning styles, readiness levels, and performance backgrounds. When students are given the right scaffolding, they are equipped to understand the content material. This enables students to develop at a similar pace. The teacher does not need to provide as much remedial support for all students to perform well. As an Essentialist, this provides students with access to equal amounts of information. 4. Assigning classwork to ensure student understanding. After teaching a lesson, students need to be guided through assisted performance. Students need to have the opportunity to apply what they learn in the classroom before they leave the presence of the teacher. Students need the teacher to assist students understanding of foundational tools to successfully complete assignments. As an Essentialist, I plan to determine student understanding and ensure a foundational level of development, before allowing students to develop independently. Provide a listening ear to students in need. Students enter into the classroom for a small portion of their day. A large portion of their day is spent in concern to their social relationships and family responsibilities. Teachers cannot expect that students are completely consumed with their class expectations. When a child is struggling academically, repetition of subject matter is typically not enough (Carahaly, 2008). A teacher should be willing to sympathize with students. In return, students will be willing to generously participate in classroom instruction. As an Essentialist, it is important for students to work in conjunction with teachers. When teachers and students are working side by side, they are able to develop to the peak of their potential. Accept all students currency. Students need to feel supported for who they are. The difficulty as a teacher is that students are all different. Teachers are not comfortable accepting students for who they are if they are different than the class norms. However, accepting students for what they have to give and how they choose to administer those gifts gives them the opportunity to become invested in academic development. Robyn Jackson recognizes the exchange for currencies happens all the time and it is this exchange that affects the way students acquire curriculum (Jackson, 2010). As an Essentialist, a teacher must value each student to develop their foundational understandings.

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Corrective Approach 1. Reprehending Students for inappropriate conduct. As an Essentialist, it is important to address students on their actions from the beginning, opposed to letting the situation become more complex. Students need to be spoken to immediately when they participate in in appropriate behavior. The Advantage Press states, No matter what the reason is for a student's misbehavior, we(Teachers) are forced to respond (Dreikurs). When students are overlooked, they perceive that their actions were not worth addressing. Students might also perceive the lack of action as they got away with the inappropriate behavior. Students will continue to press the boundaries if you allow them to. 2. Steps of correction. When reprehending a student, the teacher must be consistent in their approach and follow through. Students need to understand the seriousness of their misbehaviors. Students are developing into

adulthood. Adults know there are consequences for their actions. This is the reality of life. Therefore students need not be guarded by from truth. As an Essentialist, is absolutely vital to communicate basic expectations to students. Informing students on the process of rebuke, they are able to determine if their actions are worth the cost. 3. Mastery makeup tests to aid student performance. If we raise the bar and expect more from our students, they will perform at a higher level (Amos, 2006). Students are often motivated by their own performance understanding. Students are therefore discouraged when their performance results indicate otherwise. It is the teachers rule to ensure students are developing in their understanding. When students do not acquire information, the teacher then should provide them with opportunity for success. Students should be given further assignments and explanations to improve their academic performance. As an Essentialist, students need to master preliminary material before developing more complex understandings. Once students have completed these requirements, they should be given a mastery test to replace their original performance. This will ensure adequate development. Give students the opportunity to explain themselves. As an Essentialist, students need foundational reasoning as a basis to develop their etiquette performances on. When students participate in classroom misconduct and are not given the opportunity to explain their reasoning, they are more likely to participate in the misconduct, in the future. Giving students time to explain themselves, provides opportunity for the teacher to provide constructive reasoning. Students need the opportunity to develop reasoning for why their actions are inappropriate and develop the desire to disregard that behavior in the future. Never embarrass the student in front of the class. Address the students misbehavior outside of class. Approaching the student in this manner will show them respect. Through modeling respect, the student will return respect. Pulling the student aside, will provide an environment where student is encouraged to respond in a polite way. The student will not be tempted to react in a way that they think will impress their peers. This will also nurture the student teacher relationship. If you pinpoint mistakes and make corrections in front of the entire class you will be forcing a student to distrust you("How to correct," ). It is important that students trust the teacher. I believe, as an Essentialist, when the student buys into the teacher, foundational information can be communicated.

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Conclusion This management plan outlines the structure to provide students with room for the most potential. All three of the approaches are a necessary component of the classroom. As an Essentialist, it is important to communicate the expectations and procedures of the class. Through the preventative approach, students acquire the foreknowledge to succeed in the classroom. The supportive approach provides students with the ongoing guidance they need within the classroom. Lastly, the corrective approach is a last resort, when students have not taken advantage of the previously communicated expectations. Teaching is forming students into constructive individuals who can contribute to the development of society. Through the clear structure of a Classroom Management Plan, students are able to develop. Resources

Amos, L. (2006, October 26). Policy allows students to retake failed tests. Retrieved from http://www.fox10tv.com/dpp/news/local_news/mobile_county/policy-allows-students-to-retake-tests Canter, L., & Canter, M. (2001). Assertive discipline: Positive behavior management for toda'ys classroom. (3rd ed.). Canter & Associates. Retrieved from http://books.google.com/books?id=759lPwAACAAJ&dq=lee and marlene canter 20th century pioneers in classroom discipline&source=bl&ots=Ip_IK4Op_w&sig=KzVSzzI7JEqUpZS5dKgchG5H80&hl=en&sa=X&ei=NitaUOveFYTvygHVtYDYBg&ved=0CDoQ6AEwAQ Carahaly, L. (2008). Academic achievement programs. Retrieved from http://www.listeningears.com/index.html Coloroso, B. (2003). Kids are worth it!. (Revised Edition ed.). New York, NY: Harper Collins Publishing Co. Retrieved from http://books.google.com/books?id=pln2rx0vrwC&pg=PA44&lpg=PA44&dq=barbara coloroso inner self control&source=bl&ots=iwbOEqIaPZ&sig=gAaXJJnI1IOKNEOxoDSYozaHBH0&hl=en&s a=X&ei=G3BaUILmH6eXyAGWj4G4Cw&ved=0CC8Q6AEwAA Dreikurs, R. Reasons for student misbehavior require thoughtful responses. Newsletter 6.0. Retrieved from http://www.advantagepress.com/newsletters/jun03news.asp Grant, C., & Gillette, M. (2006). Learning to teach everyone's children. Thomson: Wadsworth. Retrieved from https://docs.google.com/file/d/0B5qgdWNJfUFiQXlGQjVKOW5ZYTA/edit How to correct a student without hurting their feelings. (n.d.). Retrieved from http://www.worksheetlibrary.com/teachingtips/correctingstudents.html Jackson, R. (2010, Feburary). Start where your students are. Educational Leadership, 67(5), Retrieved from http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Start-Where-YourStudents-Are.aspx Koeze, P. (2007). Differentiated instruction: The effect on student achievement in an elementary school. Digital Commons @ EMU, Retrieved from http://commons.emich.edu/cgi/viewcontent.cgi?article=1030&context=theses Kohn, A. (1996, September). What to look for in a classroom. Educational Leadership, 54(1), Retrieved from http://www.ascd.org/publications/educational-leadership/sept96/vol54/num01/What-to-Look-for-in-aClassroom.aspx LaMorte, K., Sandra, S., & Kathie , R. (2007). Ignite student intellect and imagination in language arts. Westerville, Ohio: National Middle School Association. Retrieved from http://www.teacherleaders.org/node/144 Richard, C., & Allen , M. (2008). Discipline with dignity. Alexandria: Virginia. Retrieved from http://books.google.com/books?id=4TGkTCyHGaQC&printsec=frontcover&dq=Richard Curwin and Allen Mendler Discipline through

dignity&source=bl&ots=_1uWpT8iof&sig=OJ5umEcypwce6lLZxVQPmeHS_yk&hl=en&s a=X&ei=fzRaUNjlO-m6yAHH8YGoDA&ved=0CC8Q6AEwAA Set up rules and routines. (1999). National Education Association. Retrieved from http://www.nea.org/tools/15377.htm Tricia , E. (2012). What factors contribute to academic success in children?. wiseGEEK. Retrieved from http://www.wisegeek.com/what-factors-contribute-to-academic-success-in-children.htm Zagorski, E. (2004, Feburary 7). Tonica, other schools see benefits of grading system using the web. News Tribune Online. Retrieved from http://www.teacherease.com/docs/Tonica.pdf