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Classroom Management Plan

Student: __________________________________________________

Rating Scale

8 Outstanding Performed criteria with depth and understanding of the assignment. Demonstrates outstanding

proficiency. Direct reference to the textbook (includes page number) and supplemental web links was provided.

7 - 6 Very good to good Performed criteria in a way that demonstrates an understanding of the assignments, however, the

work lacks depth and insights. Some reference to textbook was provided. 5 - 3 Average to lacking The performed criteria demonstrates some understanding but lacks considerable depth and insight.

Little or no reference to textbook is provided. 2 - 1 Poor Scarcely completed the criteria. 0 Not completed

J. Zisk

Performance Criteria for presentation and handout Score

Philosophy and reflection - A detailed statement of the philosophy of classroom management was provided. Statement is written in a clear and precise format. The philosophy statement illustrates several points of view. The statement illustrates student reflection.

Expectations/Policies/Rules/Boundaries – The description included points and concepts that were described in our textbook. Students had written a clear description. Appropriate examples are provided. Writings illustrate that the student carefully read the book and provided a clear overview.

A. Rules and procedures B. Disciplinary interventions C. Teacher-student relationships

Mental set A. Describes strategies on how you will heighten your awareness of the actions of students in your

classroom (withitness) B. Describes what you need to do to maintain a healthy emotional objectivity with your students.

Student responsibility for management and getting off to a good start A. Describes classroom procedures (including self-monitoring strategies) that you can use that will

enhance student responsibility in your classroom. B. Describes what you can do in your first three days of class that will emphasize classroom

management.

Technical Writing - The classroom management plan is written in a clear, easy to follow format and properly posted in Bb. The writing is free of grammatical errors and shows evidence of clear thought and reflection. Each of the 4 areas including sub-topics is clearly identified. Contains no spelling or grammatical errors, demonstrates good use of language. Organizational plan enhances project and promotes reading comprehension, followed the layout of the sample classroom management plan.

Total Points

Final Points

Classroom Management Plan

I. Philosophy and Reflection

1. My ideal classroom is a safe and comfortable place where students of different cultures and backgrounds are encouraged to learn, they are able to express themselves and most importantly they are able to develop social skills that will help them live productive and happy lives. To be able to create a safe, comfortable, adequate and peaceful atmosphere in the classroom, it is extremely important to develop effective discipline plans and programs that are easy for students to follow. In her article, Classroom Management: Techniques, Polices, Procedures, and Programs to Ensure that Discipline “Rules” in your Classroom, Janice G. Logan presents a series of three actions that teachers must consider when planning a classroom management program:

1. A program of discipline must teach self-discipline 2. Students must know what the standards are in the classroom 3. The adjustment of behavior must fit the occasion and the environment (p.3)

By implementing these actions into my classroom as part of my classroom management program, I will teach self–discipline to the students in several ways. During the first day of class, I will ask my students for their names. I will practice matching up their names to their faces. Throughout the first week, I will also have a brief small group discussion session (4-5) in order to promote the following “class- worldwide” discussion and so that my students have the opportunity to get to know each other better. The small group discussion will have a “break the ice” effect that will make students feel more comfortable when talking in the second language. However, despite how important the classroom is for individuals to meet and interact, the learning and teaching plan of producing self-disciplined independent thinkers should be introduced to students by the teacher from the beginning of the year. The plan created by the teacher must as well have strong potential so that the students can analyze what they have learned and in turn they will be able to apply that new knowledge into their everyday lives.

II. Expectations/Policies/Rules/Boundaries Helping students develop respect for themselves, others, and their environment occurs through an open sharing of ideas and judicious approach to discipline (self-discipline.) In his book, Classroom Management that Works, Robert J. Marzano supports the intuitive notion that,

… well- articulated rules and procedures that are negotiated with students are a critical aspect of classroom management affecting not only the behavior of students but also their academic

achievement. (p.17)

A discipline program in the classroom will be a success when the voice of the students is heard, and the environment evolves where students feel free to express themselves. The small group discussion is one way to encourage such dialogue. I believe children can develop their self-discipline when they feel safe and sure of what is expected of them. With the students help, I will set fair and consist rules initially and stating the importance of every activity, students are shown respect for their presence and time.

III. Mental set I believe children have greater respect for their teachers, their peers and the lessons presented when they understand the purpose of the importance of education in their lives. The first step to help students understanding the importance of education is by knowing them. Knowing the students I can anticipate misbehavior in class, encourage them according to their necessities and eliminate misconceptions and stereotypes.

IV. Student responsibility for management and getting off to a good start

Student Learning Plan High School

Señora Miller

Spanish II

Week: 08/ 31 to 09/04/ 2009

Student Learning Plan

Teacher: Dulce Miller Subject: Spanish II Grade: Date: 08/ 31/ 2009 OBJECTIVE:

• By working in individually, the Spanish II students WBAT design 7 to 8 classroom rules and procedures that will help them behave better in the school and consequently learn more, fully completing the assignment.

PROCEDURE: • Warm-up: The students will answer the question: Why am I taking this course? The question has been written in a piece of paper.

• The teacher will introduce herself and will ask the students to introduce themselves to the class.

• The teacher will pass out to the students pieces of paper for them to write their Spanish names on.

• Later on the teacher will pass out to the students cards with misbehaving classroom scenarios. The students will read the scenarios and will write a possible solution for the problem and a possible solution that will prevent that situation.

• The students will read their card scenarios and their possible solutions.

CLOSURE: • The students will write on a blank card a misbehave situation that they were witness when attending a class. The students will use the cards as tickets to leave the classroom.

ASSIGNMENT: (10 Points) • The students will develop a classroom rule or strategy that will

prevent misbehavior in the classroom and will help positive interaction in the classroom.

• Read the articles and answer the following questions:  • Wireless in the Classroom. Advice for Students. • What is Cell Phone Etiquette?

Student Learning Plan

Teacher: Dulce Miller Subject: Spanish II Grade: Date: 09/ 01/ 2009 OBJECTIVE:

• By working in individually, the Spanish II students WBAT design 7 to 8 classroom rules and procedures that will help them behave better in the school and consequently learn more, fully completing the assignment.

• By working individually the Spanish II students will recognize 10 out of etiquette rules when using the cell phone at the school and in public places. Fully completing the assignment.

PROCEDURE: • Warm-up: The students will write: Write 5 reasons why you are using a cell phone during class. The question has been written in a piece of paper.

• By working as a group the teacher with the students will develop rules and procedures for the following general categories:

a) General expectations for behavior. b) Beginning and ending the class day or the period. c) Transitions and interruptions. d) Materials and equipment. e) Group work. f) Seatwork and teacher-led activities. g) Uses of the cell phone at the school.

• Later on the students will review the questions on cell phone

etiquette.

CLOSURE: • The students will write on a blank card the 8 rules when using a cell phone in the school and in public places. The students will use the cards as tickets to leave the classroom.

ASSIGNMENT: (5 Points) • The students will develop a classroom rule or strategy that will

prevent misbehavior in the classroom and will help positive interaction in the classroom.

Student Learning Plan

Teacher: Dulce Miller Subject: Spanish I Grade: Date: 09/ 02/2009 OBJECTIVE: • By working in small groups, the Spanish 1 students WBAT

recognize 5 out of 8 strategies that will facilitate the acquisition of the Spanish language for them, fully completing the assignment.

PROCEDURE: • Warm-up: In a piece of paper the students will write the names of characters on TV shows that speak Spanish.

• The teacher will present a P.P.P. to the students that explains 8 important tips that will teach the students how to study in a foreign language class.

• After watching the P.P.P., The students will play the game:

“The Language Treasure”

• Inside a treasure box, the teacher will place the 8 tips that will help students on their way to Spanish proficiency.

• Every team will choose a captain. The captain will pick a card with one of the tips from inside the box.

“Tips that will help you in your way to Spanish Proficiency”:

1. Be Patient Don’t expect to learn Spanish too quickly. You may become frustrated when this doesn't happen. Take your time and don't expect to be perfect straight away. Learning a new language should be attempted in small, manageable steps. Congratulate yourself on progress made and try to steer clear of setting unrealistic goals.

2. Learn Spanish Abroad You will learn fastest when you are exposed to the language you are trying to learn on a regular basis. You will find your mastery of Spanish will improve significantly if you combine what you learn in school with practice in practical, everyday situations.

3. Actively Involve Yourself with Spanish Literature You don’t have to read an entire Spanish newspaper every day. However, by attempting to read a couple of small articles regularly, you can pick up common words and phrases. Reading newspapers and magazines can help you gain more confidence in your Spanish reading and writing ability.

4. Use Flashcards Using flashcards is a great way to remember important Spanish words you come across each day. If you keep hearing a word while you are out and about, write it on a flashcard. Also, if there is a word or phrase you find difficult to remember, write it on a flashcard. Review your flashcards frequently.

5. Watch Spanish Movies and Television Shows This is an easy and fun way to learn Spanish. Try to get as much exposure to Spanish film and television as possible. Also, watch English-language movies that have Spanish subtitles. Try to match the words spoken to the words written on the screen. This is particularly helpful in picking up different accents and trying to comprehend the Spanish language when spoken at a faster pace.

6. Label Your Surroundings Buy a pad of stickers and go around your house and stick a Spanish label on things. Every time you go near a labeled item, say its name out loud. You will never forget the meaning of 'el baño' (the bathroom) again.

7. Learn With a Friend Studying and learning Spanish can sometimes be a frustrating and lonely process. Your motivation may drop from time to time. The best way to overcome this is by finding friends who will support you when progress seems elusive. Learning Spanish with a friend also ensures that you have an opportunity for practical and oral learning outside your classroom. Homework usually only involves reading and writing.

8. Join a Spanish Learning Community Online, or in your local community, you will find a surprisingly large number of people trying to do the same thing as you. Sign up for online support and guidance, and attend and participate in local Spanish group meetings. We live in an age where information and guidance, if you want it, is easy to obtain. Take advantage of these resources.

• Later on, the teams will create a poster that explains their strategy. The students will also give examples of how to accomplish these (tips) strategies.

Resources:

http://www.how-to-study.com/learning-spanish.htm

CLOSURE: • The students will write on a blank card one tip or strategy that will help them on the process of learning a foreign language. The students will use the cards as tickets to leave the classroom.

ASSIGNMENT: • (5 points) • The students will develop an idea or strategy that will help

them in the process of learning a foreign language.  

Student Learning Plan

Teacher: Dulce Miller

Subject: Spanish II Grade: Date: 09/03/2009

OBJECTIVE: • By working individually, the Spanish II students WBAT create a 5 letters acronym that will help them to remember a strategy for taking tests, fully completing the assignment.

PROCEDURE: • Warm-up: On a transparency, the students will analyze the mystery word of the day: Acronym.

• Later on, the teacher will explain to the students what an acronym is: • “HOMES” is an example of an acronym that is a real word you can use to

remember the names of the five Great Lakes: Michigan, Erie, Superior, Ontario, Huron: In HOMES, H is the first letter of Huron and helps you remember that name; O is the first letter of Ontario, and so on.

• The teacher will present to the students the five strategic steps that will help them when taking a test:

“D= Directions”

Read the test directions very carefully.

Ask your teacher to explain anything about the test directions you do not understand

Only by following the directions can you achieve a good score on the test.

If you do not follow the directions, you will not be able to demonstrate what you know.

“E = Examine”

Examine the entire test to see how much you have to do.

Only by knowing the entire task can you break it down into parts that become manageable for you.

T = Time

Once you have examined the entire test, decide how much time you will spend on each item.

If there are different points for items, plan to spend the most time on the items that count for the most points.

Planning your time is especially important for essay tests where you must avoid spending so much time on one item that you have little time left for other test items.

E = Easiest

The second E in DETER reminds you to answer the items you find easiest first.

If you get stuck on a difficult item that comes up early in the test, you may not get to answer items that test things you know.

R = Review

If you have planned your time correctly, you will have time to review your answers and make them as complete and accurate as possible.

Also make sure to review the test directions to be certain you have answered all items required.

Resources: 

http://www.how-to-study.com/a-strategy-for-taking-tests.htm

CLOSURE: • The students will write in a blank card the DETER acronym: (Strategy can help you do your best on any test).The students will use the cards as tickets to leave the classroom.

ASSIGNMENT: • (5 points) • The students will develop an acronym that will help them memorize

new strategies or tips and that will help the class remember how to take a test.

• Estudia para un examencito el día martes 8 de septiembre del 2009.  

Student Learning Plan

Teacher: Dulce Miller Subject: Spanish II Grade: Date: 09/ 04/ 2009 OBJECTIVE: • By working in small groups, the Spanish 1 students WBAT

recognize 8 out of 10 study habits that will help them with the acquisition of the Spanish language, fully completing the assignment.

PROCEDURE: • Warm-up: The students will answer the question: “How to be a successful student?” in a piece of paper.

• The teacher will present a P.P.P. to the students that explains the “Ten Study Habits of Successful Students.”

Successful students:

1. Try not to do too much studying at one time.

2. Plan specific times for studying.

3. Try to study at the same times each day.

4. Set specific goals for their study times.

5. Start studying when planned.

6. Work on the assignment you find most difficult first.

7. Review your notes before beginning an assignment.

8. Tell your friends not to call during study times.

9. Call another student when you have difficulty with an assignment.

10. Review schoolwork over the weekend.

• Later on, the students will answer 20 questions based on the: “Ten Study Habits of Successful Students,” by working with the clickers.

Resources: http://www.how-to-study.com/study-habits.htm

CLOSURE: • The students will write in a blank card one good habit of a successful student. The students will use the cards as tickets to leave the classroom.

ASSIGNMENT: • (5 puntos) • The students will develop one habit of how to be a successful

student or strategy that will help in the process of learning a foreign language.

• Estudia para el examencito de 20 preguntas el día martes 8 de septiembre del 2009.

Español II

Las tareas para la semana Homework - Week: 08/31 to 09/04 2009 

These assignments are subject to change, depending on completion of classroom activities. There may be additions. If a date is not specified, it is due on the

following day.

Día Actividad

Lunes

31 de agosto

(10 Points) • The students will develop a classroom rule or strategy that will

prevent misbehavior in the classroom and will help positive interaction in the classroom.

• Read the articles and answer the following questions:  • Wireless in the Classroom. Advice for Students. • What is Cell Phone Etiquette?

Martes

Primero de septiembre

(5 Points) • The students will develop a classroom rule or strategy that will

prevent misbehavior in the classroom and will help positive interaction in the classroom.

Miércoles

2 de septiembre

• (5 points) • The students will develop an idea or strategy that will help

them in the process of learning a foreign language.

Jueves

3 de septiembre

• (5 points) • The students will develop an acronym that will help them

memorize new strategies or tips and that will help the class remember how to take a test.

• Estudia para el examencito de 20 preguntas del día martes 8 de septiembre del 2009.

Viernes

4 de septiembre

• (5 puntos) • The students will develop one habit or strategy of how to be a

successful student that will help in the process of learning a foreign language. Estudia para el examencito de 20 preguntas el día martes 8 de septiembre del 2009.

Spanish Assignments and Homework Presentations

Content and presentation are two very important components when presenting homework assignments for the Spanish class. The content of the homework will help you to review the material of today’s class, and it will also provide you with extra practice as well as reinforce or extend learning outside the boundaries of the classroom. On the other hand, neat assignments and homework presentations will demonstrate how well organized clean and dedicated you are. Remember that at school you are not only learning different subjects, but you are also preparing yourself for the future.

This is the format that you will be using every time you hand out assignments for the Spanish class.

• Remember that you need to use clean and complete sheets of paper.

• Make sure to write the proper heading on top of your document.

• If you are not typing the assignment, please write it neatly.

• Without making any exceptions, I will not accept any paper that doesn’t meet any of these requirements.

• The absences of any of these requirements will result in receiving no points for the assignment.

Heading for Homework and Assignments

  Nombre:  (Spanish name in parenthesis)   English name:  Last Name, First Name 

Date:                                             Spanish Level:                                    Period: 

Name of the Assignment: 

Scenario: Arriving late to the class 

Consequence: 

Rule: 

Scenario:  Lack of class materials 

Consequence: 

Rule: 

Scenario: Playing with a pencil, mechanical pencils, erasers or other objects during the class. 

 Consequence: 

Rule: 

Scenario: Talking with another student while the teacher is teaching. 

Consequence: 

Rule: 

Scenario: Throwing papers around the classroom and to the garbage can.  

Consequence: 

Rule: 

Scenario: Chewing and blowing gum during class.  

Consequence: 

Rule: 

Scenario: Texting and using a cell phone during class. 

Consequence: 

Rule: 

Scenario: Using texting to cheat during a test 

Consequence: 

Rule: 

Scenario: Cheating during a test. 

Consequence: 

Rule: 

Scenario: Drinking an eating during class. 

Consequence: 

Rule: 

Scenario: Walking away from the teacher when she is talking. 

Consequence: 

Rule: 

Scenario: Being disrespectful with the teacher by yelling at her. 

Consequence: 

Rule: 

Scenario:  Making fun of how another student talks, acts, and participates in class. 

Consequence: 

Rule: 

Scenario: Wasting time of the class by fooling around during the class time.  

Consequence: 

Rule: 

Scenario:  Calling other students or the teacher offensive names.  

Consequence: 

Rule: 

Scenario: Walking and wondering around the classroom. 

Consequence: 

Rule: 

 Scenario: Student leaving the classroom without the teacher permission. 

Consequence: 

Rule: 

Scenario:  Using other people work, internet, books or magazines to plagiarize documents. 

Consequence: 

Rule: 

References

Logan, Janice G. "Techniques, Policies, Procedures, and Programs to Ensure That Discipline “Rules” in Your Classroom." (Feb. 2003): 23. U. S. Department of Education.

Web. 11 Aug. 2009.

Marzano, Robert J. Jana S. Marzano, and Debra J. Pickering. Classroom Managment that Works. Research-Based Strategies for Every Teacher. Columbus, Ohio: Pearson, 2003. Print.