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Hillary Lechlitner
Ms. Pavey
EDSEC 380
30 October 2015
Classroom Management Plan
As a future educator I understand and accept the responsibility of
each of my students learning. It is my commitment to create a safe
and welcoming learning environment for all students where they feel
comfortable and excited about learning each day. I will design an
atmosphere that is dedicated to encouraging students, supporting
engagement, risk taking and promotes a sense of self-motivation. My
students will clearly understand my expectations and procedures in all
areas of the classroom.
One of the most important goals as a future teacher is to create
a classroom that is a safe and inviting place where all of my students
are able to learn. To accomplish this goal I will implement explicit
expectations and procedures that my students will practice and learn
from the first day of school. Taken from Lee and Marlene Canters
theory of assertive discipline, I believe it is important for teachers to
have a high level of control in the classroom. The teacher is confident
in her abilities and disciplines and reacts consistently in her decisions
to discipline students. When disciplining, the teacher treats all students
fairly, not necessarily equally because each student is an individual

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and what works for one student might not have the same effect on
another student. Additionally, the teacher will build positive
relationships with all of students. She accomplishes this by taking the
time to get to know the interests and goals of each student. Richard
Curwin and Allen Mendler also see the importance of building
relationships with students in their assertive discipline theory.
Along with building relationships with students the ways in which
the teacher disciplines is extremely important. As Curwin and Mendler
suggest, a teacher should never discipline when the emotions of the
student are high. Because of this, if a student acts out and is being a
disruption in class, the teacher will remove the student from the
environment, allowing the student to cool down, and after a sufficient
amount of time during an appropriate break in class, the teacher will
step outside with the student and discuss his or her misbehavior. More
than simply telling the student what he or she did was wrong, the
teacher will take the time to converse with the student and try to
understand why he or she behaved in such a way. By taking the time to
listen to a student, the teacher is demonstrating the importance of
building those relationships with her students and showing she cares
for what is best for each student. Also stated by Curwin and Mendler,
the teacher does not take the outbursts or disturbances of her students
personally; she is not easily offended and quickly forgives. Each day is
seen as a new day for every student.

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Discipline given in the classroom should match the behavior and
students should know beforehand what consequences certain
behaviors would receive. Furthermore, as Barbara Coloroso suggests in
the inner discipline theory, teachers should adhere to the golden rule:
treat others, as you would want to be treated. Therefore, do not do
anything to a student that you would not want done onto you. It is
imperative that the consequence fits the behavior. Furthermore, the
teacher will indicate the consequences clearly within the first days of
class. By setting the standards from the first days of class, the students
will know what to expect and no surprises will arise. On a positive note,
the teacher will also give genuine and specific encouragement to her
students when deserving. This idea of encouragement arises from the
democratic teaching theory by Rudolf Dreikus. I believe that intentional
encouragement will be more beneficial for students because it will help
create intrinsic motivation in students by showing them their own
improvements displaying ways for improvement.
As Harry Wong suggests, the teacher should produce immediate
procedures in all areas of the classroom. Additionally, the teacher
should always greet the students at the door and have an activity for
them to work on from the beginning and continue with constant
activities prepared throughout class time. When students are
constantly busy working on activities and projects, it allows little room
for misbehavior. Wongs reliance on routines and procedures creates an

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engaging and positive learning environment where students are always
active in class and know what to expect even if the teacher is absent,
which minimizes stress, anxiety, and disorder.
In my classroom I will display my promises, expectations, and
rules to my students.
I promise

To bring knowledge, engagement, and excitement to the learning

environment.
To never embarrass my students in class in front of other

students and always respect them and their ideas or opinions.

That students will leave class with more knowledge than when

entered.
If I am unable to answer questions immediately, I will find the
answer as quickly as possible.

Expectations

I expect students to bring a writing utensil, paper, and all

materials to every class.

I expect students to keep their hands to themselves and never

touch another students property without permission.

I expect students to pay attention when any other individual in

the room is speaking.

I expect students to put in their beset efforts every day.

Rules

Be respectful to all staff and peers.

Arrive to class on time.
Bring all needed materials to class.
Follow all teacher directions.