My Classroom Management Plan

Classroom Management Plan

Theoretical Introduction

Philosophy of Classroom Management

Central to managing a classroom is offering the students compelling, diverse and challenging lessons that tap into their interests and create a community of learners. The more time and thought I put into developing lessons and utilizing a variety of teaching methods, the more likely I will have a classroom where attention is close to 100 percent.

Also key to managing a class is establishing a democratic learning environment in which students understand the expectations of behavior and the consequences they will face if they violate the agreed-upon contract. There must be a level of mutual respect between the teacher and students and between students and their peers. Students need to be imbued with the sense that they are responsible for their actions and that their actions affect everyone in the classroom.

Students will come to recognize that I accept and care about all students equally and that I am fair and consistent in my treatment of them. They will also learn that I bring a positive attitude into the class every day and expect the same from them.

Assumptions of young people and learning

Needless to say, teenagers are in a constant state of learning, whether they are at home, at play with peers or in the classroom. They are acquiring knowledge on how to get what they want from their parents, how to talk and act around their peers and what they want to do with the rest of their lives. If students are capable of learning dozens of song lyrics, hundreds of sports statistics and dissect at length the details of their favorite movies and television shows, they are certainly capable of mastering ...

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... While the class is getting back to their usual seats, one student comes up to me and says that she’s having trouble understanding what’s going on in the novel we are reading. I offer to help her if she wants to spend part of lunch here or return after final period. She agrees to return to the classroom during lunch so we can go over some of her questions about the book.

When students are back at their normal seats, I reminded them of the homework assignment and that they should start researching their author. At the bell, they stand and leave, in a much better mood than the one they arrived with. On the way out the door, two students stop by my desk and ask me if I have read any other books by the author they are researching. They want to know which other ones they should read. My day is made by the thought that they want to read a book not assigned to them.