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Classroom Management Plan

Shelby Winkelman
Self-Discipline Pyramid
5. Wraparound Support
4. Somewhere Else to Plan
3. Life Skills Long Term
Support
2. Recovery
1. Creating a Caring
Community
Level 1: Creating a Caring Community
In order to create a community in the classroom I will do the following:
1. Participate in first day icebreakers (e.g. the throwing dice name game played during
Single Subject orientation) so students are able to begin creating relationships
2. Get to know you project like creating a newspaper article about everyone displayed
in room so students individuality is valued and students can continue relationship
building
3. Develop a social contract created by everyone in first week that explains the class
guidelines and routines so students are included in how their classroom is run and
authority is shared
a. (Villa, Thousand & Nevin, 2010)
4. Create problem based curriculum that will engage student thinking while working in
groups with each other
5. Seating in groups of 4s created by deck for cards (to establish equity) changed every
2 weeks so students interact with everyone and get different ideas
6. Class meetings every Friday to discuss how the class is going and solve any existing
class problems
a. (Villa, Thousand & Nevin, 2010)
Sample Newspaper Project:
My name is Bob
I have a big family who
likes to eat a lot of
food, especially
Mexican food.
When not at school you
can find me riding my bike
and
playing football.
I would like to be a doctor
someday!
Sample piece of math
curriculum to be done in groups
(Fendel, Resek, Alper, & Fraser, 1996)
https://onedrive.live.com/redir?resid=C048ABA949CBA1F3!114&authkey=!AN_AogXVKvVcgAQ&ithint=file%2cdocx
Link of another icebreaker activity: Speed Dating
Citations and My Philosophy
Villa, R., Thousand, J., & Nevin, A.
(2010). Students as Collaborators in
Responsibility. In Collaborating with
students in instruction and decision
making: The untapped resource (pp.
171-188). Thousand Oaks, Calif.:
Corwin.
Fendel, D., Resek, D., Alper, L., &
Fraser, S. (1996). Day 12: Rock 'n' Rap.
In Baker's Choice: A Unit of High School
Mathematics. Emeryville: Steven
Rasmussen.
Elsbree, A.R. (n.d.). Secondary
Classroom Management Plan Website.
Retrieved September 16, 2014, from
http://secondaryclassroommanagementp
lan.weebly.com

My existentialist philosophy is pretty evident
in my strategies for creating a caring
community. I believe in developing students
individualism and their ability to make their
own choices based off their own feelings.
They are able to create a newspaper article
about themselves so they can display their
creativity while examining themselves in what
they choose to write about. Developing a
social contract and conducting class
meetings allows them to choose as a class
how they want their class to be run and
explain certain feelings/ideas during
meetings. This helps them develop skills that
are useful in our democratic country and the
workforce.
Level 2: Recovery
In order to monitor students and provide support I will:
1. Help students acquire 3 pillars of the Win-Win Discipline: same-side, collaborative
solutions, and learned responsibility.
a. (Kagan, Kyle & Scott, 2004)
2. Prevent disruptive behavior by having engaging curriculum like that displayed in the
Rock nRap activity on the previous slide
3. Power will be shared between students and myself; idea described in Cooperative
Discipline
a. (Albert & DeSisto, 1996)
4. Stand close by disruptive student during instruction to refocus them on activity
a. Also a Cooperative Discipline strategy (Albert & DeSisto, 1996)
5. If a student is continuing to disrupt the class I will take them aside to speak with why
they do this and in this why I remove the audience, or the class from focusing on
that student
6. From the book Discipline with Dignity, I particularly agreed with idea of spending the
necessary amount of time to have the students get to know me and how my
classroom will be run, in this case they will help me decide how its run
a. (Curwin & Mendler, Allen, 1999)
Possible graphic organizer for the 3 pillars of Win-Win Discipline activity:

Instructions: Complete the following organizer with your group and be prepared to share
out with class.
How will we make sure everyone
is treated equally?
How will we create and implement
solutions to problems that may
arise in the class?
What skills do you believe you need to have in life?
How can we develop
these skills in the class?
Citations and My Philosophy (2)
Elsbree, A.R. (n.d.). Secondary
Classroom Management Plan Website.
Retrieved September 16, 2014, from
http://secondaryclassroommanagementp
lan.weebly.com
Kagan, S., Kyle, P., & Scott, S. (2004).
Win-win discipline: Strategies for all
discipline problems. San Clemente, CA:
Kagan Publishing.
Albert, L., & DeSisto, P. (1996).
Cooperative discipline. Circle Pines,
Minn.: American Guidance Service.
Mendler, A., & Curwin, R. (1999).
Discipline with dignity for challenging
youth. Bloomington, Ind.: National
Educational Service.
In Level 2 strategies students are developing
their interaction skills. I will be modeling how
to approach disruptive behavior as I take
students aside to talk about why they are
acting a certain way instead of displaying for
the whole class to see. They are learning how
to effectively collaborate with people through
the win-win activities and curriculum that is
done through group work.
Level 3: Life Skills Long Term Support
1. Social skills are developed by daily group work of problem based curriculum
2. Class meetings will develop skills that demonstrate Claude Steiners idea of
emotional literacy. During meetings students will speak about how they feel school is
going, listen to others state their feelings, as well as apologizing for any hurt they may
have caused another student.
a. (Steiner 2002)
3. Take A Meta-Moment poster will be displayed for students to use if they are having an
issue. This helps them develop the process of self-examination and problem solve. I
will model this process on a daily basis.
a. RULER curriculum from Creating Emotional Literate Classrooms. (Brackett,
Kremenitzer, Prickard, 2011)
4. The class develops problem solving skills together as they find solutions to problems
that have arose throughout the week.
5. Promote active journaling at the end of the day to state how they are feeling and how
they can change that feeling for the better or make it last. The STAR Review plan can
be used if students are unsure of what to journal about for the day.
a. (Villa, Thousand & Nevin, 2010)




Citations and My Philosophy (3)
Villa, R., Thousand, J., & Nevin, A. (2010).
Students as Collaborators in Responsibility.
In Collaborating with students in instruction
and decision making: The untapped resource
(pp. 171-188). Thousand Oaks, Calif.:
Corwin.
Elsbree, A.R. (n.d.). Secondary Classroom
Management Plan Website. Retrieved
September 16, 2014, from
http://secondaryclassroommanagementplan.
weebly.com
Steiner, C. (2003). Emotional literacy
intelligence with a heart. Fawnskin, Calif.:
Personhood Press.
Brackett, M. (2011). Creating emotionally
literate classrooms: An introduction to the the
RULER approach to social and emotional
learning. Port Chester, N.Y.: Dude Pub.
Many of the strategies in level 3 are developing
students social skills are emotional literacy. Group
work is there for students to be able to work
together so that they can problem solve; this is
something that is done often in the workforce and
students will perform better I their careers if they
are used to working with people. By developing
their emotional literacy students are able to take
note of their feelings and how to appropriately deal
with them by learning this meta-moment process.
These individual traits will help students perform
better in life and my classroom will support this.
(Villa, Thousand & Nevin, 2010, p. 181)

Level 4: Somewhere Else to Plan
1. Students whom become overwhelmed with emotion can take a pass (bathroom,
library,etc) to take a walk around the building or school grounds to collect their
thoughts and take a Meta-Moment.
a. Taking a META-MOMENT!




2. They also have the option to go to the counselor to talk about their feelings or issue
at hand
3. Lastly they can take their journal or a STAR Review Plan to the library (the high
school Planning Room version) to plan out how they believe they can improve. In
this case, students must follow up with the teacher with what they have completed so
the teacher can look for improvement.
a. (Villa, Thousand & Nevin, 2010, p. 184)
4. A Restorative Justice strategy where the student who is harmed, the student who
harmed, a couple of peers who were around the incident, and a counselor will meet
to repair the situation.


Sample Pass
Citations and My Philosophy (4)
Villa, R., Thousand, J., & Nevin, A.
(2010). Students as Collaborators in
Responsibility. In Collaborating with
students in instruction and decision
making: The untapped resource (pp. 171-
188). Thousand Oaks, Calif.: Corwin.
Elsbree, A.R. (n.d.). Secondary
Classroom Management Plan Website.
Retrieved September 16, 2014, from
http://secondaryclassroommanagementpl
an.weebly.com
Davis, M. (2013, October 4). Restorative
Justice: Resources for Schools.
Retrieved September 23, 2014, from
http://www.edutopia.org/blog/restorative-
justice-resources-matt-davis

By having multiple ways to recover
ones owns feelings students are
able to see how their isn't a "black
and white" way of solving their
problems. Having these options
allows students to develop their own
choice into which one works best for
themselves.
Level 5: Wraparound Support

1. Students will be encouraged to utilize counselors, parents, etc. to support in
improving their behavior
2. Develop a PBS: Positive Behavior Support plan for any student whose behavior
continues to disrupt learning
a. (Villa, Thousand & Nevin, 2010, p. 186)
3. Ideally students will have developed relationships in their groups who can lean on
them for behavioral support
a. (Kohn, 1996)
Citations and My Philosophy
Villa, R., Thousand, J., & Nevin, A.
(2010). Students as Collaborators in
Responsibility. In Collaborating with
students in instruction and decision
making: The untapped resource (pp. 171-
188). Thousand Oaks, Calif.: Corwin.
Elsbree, A.R. (n.d.). Secondary
Classroom Management Plan Website.
Retrieved September 16, 2014, from
http://secondaryclassroommanagementpl
an.weebly.com
Kohn, A. (1996). The Classroom as
Community. In Beyond discipline: From
compliance to community (p. 115).
Alexandria, Va.: ASCD.
Once again students have options as
to whom they believe can support
them. Students are learning how to
use the resources around them to
better themselves. This is a valuable
skill they will need in life. Having this
skill allows them to not become
overwhelmed with having to deal with
things independently.
My Philosophy
My main educational philosophy is Existentialism. This philosophy's importance is
the individual and the choices they make themselves not based on theories. I
believe my philosophy relates to my management plan directly in that the structure
of the class will develop their own self so that they will be able to make their own
choices and create skills necessary for life after high school. All strategies are
modeled by myself as well as done so that students can have skills such as
collaboration, how to handle situations, and the democratic process. All these skills
are used in the workforce and should be developed in the classroom. Take notice
that multiple aspects to my classroom will be strategies that are on multiple levels
of the Self-Discipline Pyramid. This will create a cohesive classroom that won't be
sporadic in nature.

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