Running Head: Classroom Management Plan

Classroom Management Plan

Abstract

Thisdocumentisacomprehensiveclassroommanagementplanthatincludesmytheoriesand
beliefsasapreservicearteducatorwhichencompasstheselfefficacyofthestudentandteacher,
learningthroughexperience,indepthcriticalthinking,moldingthecreativeprocesstoimprove
interdisciplinarypracticeandbecomingacritical,selfreflectivepractitionerinregardstothe
physicalenvironmentoftheartclassroom,theroutines,expectationsandconsequencesIwishto
implement,andhowIplantoengageparents,peers,thecommunityoutsidetheschool.
Keywords:classroommanagement,routines,expectations,studioenvironment,
community.

Classroom Management Plan

TheoriesandBeliefs

AsIbeginmyascentintoteachingvisualarttherearepedagogicaltheoriesandbeliefs
thatIholdtoensurethatmyhighschoolstudentsarechallengedwithrigorandindepth
experiencesinasafe,collaborativeenvironment.Mytheoriesandbeliefsasaneducatorarenot
builtononealonebutareacompilationofideasfromhighlyregardededucationaltheorists.The
theoriesandideasencompasstheselfefficacyofthestudentandteacher,learningthrough
experience,indepthcriticalthinking,moldingthecreativeprocesstoimproveinterdisciplinary
practiceandbecomingacritical,selfreflectivepractitionerinordertobestservemystudents,
theirparents,andthecommunity.
StudentshavebeenquotedmanytimesthroughouttheirexperiencewithartsayingIam
notgoodatartbecauseIcannotdraw.Somewhereintheirearlyeducationthesestudentswere
toldthatsomethingtheycreatedwasnotartisticandthattheirunpracticeddrawingabilitywasthe
maincause.Itismyjobasavisualarteducatortobreakdownthismythandbuildmystudents
selfefficacy.Selfefficacy,originallyatheoryformedbytheeducationalpsychologistAlbrecht
Bandura,isimportantnotjustforstudentsbutforteachersaswell.AccordingtoDelacruz(1997),
teacherswithhighselfefficacyweremorelikelytodefinelowachievingstudentsasreachable,
teachableandworthyofteacherattentionandeffort(p.59).Thereisastrongcorrelationbetween
studentachievementandhighefficacyoftheteacher,fosteredthroughtheethosoftheschool
environment.
AsIbecomeemployedinmyfirstteachingexperienceitisimportantthatIstrivetobuild
ahighselfefficacysothatmystudentsarepositivelyaffectedbybelievingintheirownabilities

Classroom Management Plan

tosucceedwhichwillpositivelyaffecttheentireclassroomcommunityaswell.Ifirmlybelieve
thatnotonlyshouldthestudentsbeeducated,butalsotheparentsshouldbeeducatedalongwith
thestudentsonhowtobestapproachtheirchildrenandtheireducation.Ifachildseducation
encompassesallexperiencesthatalsoincludestheirhomelife.Ifthehomelifeofachildisnot
healthythenbehavioralproblemsanddisruptionoflearningdamagestheabilityforthechildto
succeedwhichdiminishestheselfefficacyofthechildaswell.
Ibelievethemethodsusedintheclassroomshoulddevelopmentallychallengethe
studentsandengagetheircuriosityandinterests.Inordertoeffectivelyengagethestudents
criticalthinkingskillsshouldbedevelopedbytheteachersearlyontochallengethestudents.If
thestudentsarenotchallengedtoproblemsolveorcreatetheywillquicklybecomecomplacent
andbehaviorissueswillensue.Itistheteacher'sresponsibilitytocontinuetheireducationand
engageincriticalthinkinginorderforthestudentstobetaughtcriticalthinking.Freirestates
(1998),thosewhoareengagedincriticallearningknowthattheirteachersarecontinuouslyin
theprocessofacquiringnewknowledgeandthatthisnewknowledgecannotsimplybe
transferred(p.33).Problemsolving,innovatingandtakingriskstopushthecreativethinkingof
thestudentsisapracticethatisimportantformetoimplementinmyclassroom.
Thepracticehastobedevelopedinexperiencevoidoftheideathatstudentsneedto
memorizeinformationtosucceedonatest.Freirecontinues(1998),he/shewillneverdevelopa
trulycriticalperspectiveasateacherbyindulginginmechanicalmemorizationortherhythmic
repetitionofphrasesandideasattheexpenseofacreativechallenge(p.34).Thestudents,while
beingchallenged,shouldnotbeafraidtotakerisks,andshouldbesupportedbytheirteachersto
pushtheirownboundariesoflearninginasafeenvironment.Theyshouldknowthatevenmaking

Classroom Management Plan

mistakesisalearningexperiencethatcanleadtoanevenlargersuccess.Fosteringahumanistic
environmentintheclassroomwherethereiscaretakenformystudentswellbeingfrommy
teachingmethodologyisacriticallyimportant.AccordingtoFreire,pedagogicalexperience
itselfiscapableofawakening,stimulating,anddevelopinginusatasteforcaringandforjoy,
withoutwhicheducativepracticehasnomeaningatall(1998,p.126).
Experiential,handsonlearning,isextremelyimportantforthestudentstorelatetothe
materialbeingtaughtintheclassroom.JohnDeweywrites(1934),Achildsexperiencemaybe
intense,but,becauseoflackofbackgroundfrompastexperience,relationsbetweenundergoing
anddoingareslightlygrasped,andtheexperiencedoesnothavegreatdepthorbreadth(p.46).If
astudentisunabletoconnecttothelessonstaughtinsomewaytotheworldwhichsurrounds
themtheirexperiencewillbelackingtheengagementnecessarytodevelopcriticalandcreative
thoughtbecausethelearningwouldhavestoppedatthefirstexperience.Freirequestions(1934),
Whynotestablishanintimateconnectionbetweenknowledgeconsideredbasictoanyschool
curriculumandknowledgethatisthefruitofthelivedexperienceofthesestudentsas
individuals?(p.36).Theartsareanessentialpartofintegratinghandsonexperienceofsubject
matterfordeeperunderstandingbutthehandsonapproachshouldnotjustbeincorporated
throughtheartsbutthroughthebasisofalleducationtobringarealityofasubjectmatterinto
perspective.
Ibelievethatcombiningandintegratingmorethanonesubjectmatterintothecurriculum
strengthensunderstandingofasubjectandbroadenscreativity.Astrongpedagogyinart
educationcurrentlyistheimplementationofthestudiohabitsofmind.Eachstudiohabitis
consideredasadispositionthatincludesnotonlyskillsbutalsotheinclinationtousetheseskills

Classroom Management Plan

andalertnesstoopportunitiestodeployparticularskills(Hetland,Winner,Veenema,&Sheridan,
2013,p.39).Byimplementingthestudiohabitsofmind(developcraft,engageandpersist,
envision,express,observe,reflect,stretchandexplore)inmyclassroomthestudentswillbe
givenexpectationsforlearning,alanguageforcreativeproblemsolving,andskillsetthatcan
transferandintegrateintomultiplefacetsoflearning.
AsaneducatorIassumetheresponsibilityofaleaderandmentorwithinthecommunity,
leadingthenextgenerationtothinkcriticallyabouttheworldandexperiencesthatsurroundthem.
Iamcommittedtoeducatingthroughopencommunicationwithnotonlythestudentsinmy
classroombuttheirfamiliesandthecommunityoftheschoolasawholeandtofosterasafe
environmentformystudentstocollaborateandstriveforsuccess.Thesegoalsarenoteasilymet
withoutaconsistentpracticeofselfreflectionofmypedagogyintheclassroom.The
selfreflectionofmybeliefsandpracticeswillcontinuetoevolvewiththeneedsofmystudents.I
believeinandcareaboutthestrengths,goals,andfutureofourstudentsandcommittothe
investmentofstudentssuccessbecausetheyareaninvestmentinourfuture.

PhysicalEnvironmentandGroupingArrangements

Designingthestudio,thatistheartclassroom,shouldbecarefullyandthoughtfully
plannedwithmanyfactorsinmind.AccordingtoHetland(2013),Thestudiospaceisdesigned
topromoteworkflow...theteachersweobservedwereattentivetoarangeofelements(e.g.
space,time,language,music,androutines)thatcontributedtocreatingastudioculturetosupport
learning(p.15).InthedesignofmystudioIhaveincludedmanyfeaturesthatwillbenefitthe
workflowofmystudentsinacollaborativeandsafeenvironment.

Classroom Management Plan

Thestudioissettoaccommodatethirtysixstudentscomfortablywithplentyofspaceto
movearound.Ihaveenvisionedalargeclassroomspacethatis60x60toensurethatthereis
spaceavailableforamultitudeoftoolsandtechnology.Ontheeastsideoftheclassroomthere
arethreesetsoflargewindowstoletinanampleamountoflight.Thiswillallowthestudentsto
workinlowerlightsituationsifneeded.Thereisonelargewindowonthenorthsideofthe
classroomallowingforadditionallight.

Classroom Management Plan

Whenfirstenteringtheclassroomthestudentswillbeseatedatninelargetablessetina
modularplanwithamaximumoffourstudentspertable.Modularplansarealowcontrolformat
thatiswellsuitedforindependentwork,individualizedinstruction,andpeerteaching(Susi,1995,
p.13).Becausethereareuptothirtystudentsinaclassroomthereisroomtospreadoutifneeded.
Thetablesarealsoeasilymovedtoprovidearangeofseatingoptionsforanarrayofstudent
groupingsifalessonrequireslargegroupdiscussionsorstationsdesignatedforseparatepurposes
inaproject(Susi,12).
Thestudentschairsfaceoneanotherbuttheyareallpositionedinawaythattheycanall
seethefrontPrometheanboardonthesouthwallwithatechnologycartwithspeakers,alaptop
andanElmoareplacedinfrontforeaseofinstruction.ThePrometheanboardisflankedbylarge
magneticwhiteboardwalloneitherside.Thisallowsforstudentstoplacetheirartworkonthe
wallforclasscritiqueandthereisenoughspacetomovetheirchairstogatheraroundthework.
Dailyclassobjectivesarealsopresentonthewhiteboardsforthedayalongwithacademic
languageforthestudentstofocusonduringtheirunits.
Inadditiontothetablesthereisasmallermoreintimatebrainstormingareadefinedbya
greycircularcarpet.Theareahasasetoflargefloorpillowsandbeanbagchairsavailableforup
tofivestudents,alongwithacartforartresources,andamovablemagneticwhiteboardwallto
workouttheirideas.Thisallowsaspaceforstudentswhoneedanalternativelearning
environmenttoseparatefromthelargerstudioareatoresearch,collaborateandexplore.Susi
states(p.13),thatanawarenessofdifferentstudentsneedsandpreferencescanenhancethe
promotionoftaskrelatedbehaviors.Alongnorthandeastwallthereareelevencomputersanda

Classroom Management Plan

printersetuptoaccommodatedigitalprojectsandadditionresearchoptionsandallowsanother
variationingroupingstudents.
AccordingtoSusi(1995),Whenplanningefficientenvironments,decisionsaboutwhere
tolocatestationsshouldbebasedonsuchfactorsastheproximityofthesinks,theneedtoobtain
andreturntoolsandtheaccessibilityofdryingracks(p.12).Ihaveplacedamultitudeofstorage
aroundtheroomtoaccommodateaccessibilitytothestudents.OntheeastwallIhaveplaced
threelargestorageunitstwotoaccommodateartworkinprogressandonetohousedrysupplies,
intheloweropencabinetsidentifiedinyellow,isadditionalstorageforbasicartsuppliesinbins
designatedbytableforeasyaccessibilitytothestudents.Inthemiddleofthelowercabinetsisa
tablewithscratchpaperforstudentswhoforgettobringtheirrequiredsketchbooks.Onthenorth
andsouthwallthereisanadditionalbasicsupplyopencabinetforadditionalitemsthatareeasily
accessibleforstudentusetominimizepotentialconflicts(Susi,1995).
Onthewestwallaretwolargesinksflankedbycountertopsoneitherside,these
countertopshaveadditionalcabinetsabovetostoreadditionalmaterial.Therearetwoadditional
largestorageunitsoneithersidewithspacetoaccommodatewetmaterialssuchaspaint,palettes,
andbrushes.Inadditionthereare4largemoveabledryingrackspositionedbythenorthwindow
alongwithaportablebutcherpaperholderpositionedontheoutsideoftheoffice.
Inordertoprovidemystudentswithampleclassroomspaceandaquietworkspacefor
myself,Ihaveanofficeinthenorthwestcornerofthespacethatalsodoublesasstorageforthe
materialsthatrequirestorageunderlockandkey,suchasxactoknives,andmaterialsthatmay
behazardousandstudentfiles.Theofficedoeshavetwowindowsthatlookoutontothe
computerareaandthebrainstormingarea.Thisspaceisnotdesignedforusewhilestudentsarein

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thestudio.Thisspacecouldalsobeconvertedintoakilnroominthefutureifthepurposeofthe
roomchanges.

Routines,ExpectationsandConsequences

Theroutinesandexpectationsshouldbewellthoughtoutbeforeyourstudentsarriveon
thefirstdayofschoolbecausethefirstdaysandweeksoftheschoolyeararecrucialtoa
teachersmanagementsystem(Susi,1995,p.9).Proceduresandroutinesintheartstudioensure
thatthestudentsarefocused,readytowork,ensuresafetyandproducearespectfulenvironment.
AccordingtoSusidesiredbehaviorsandproceduresshouldbeexplainedanddemonstratedso
studentsareallowedtopracticeandreceivefeedbackontheirbehavior.Incomparison,routines,
suchasenteringtheroom,gettingseatedandgatheringsupplies,canbetaughtneartimeswhen
theroutinesneedtobepracticed(p.9).
Asthestudentsentertheartstudiotheroutinewillstartwithmestandingatthedoor,
invitingstudentsintotheartstudio,thiswillletstudentsknowthatIamreadytogettowork.
Theywillbeseatedandputallnonartmaterialsawayandworkonadirectivethatisplacedon
theboarddailyinordertoprovideatransitionbetweenstudentsfilingintotheroomandgetting
towork.Eachtablewillhaveanassignedtableleaderwhowillcollectsuppliesneedfortheday.
Attheendofclasseachstudentwillberesponsibleforcleaninguptheirsuppliesandtheirareato
encouragetherespectoftheirmaterialsandstudiospace.
Inordertobesuccessfulinmaintainingpositiveclassroommanagementallprocedures,
expectations,androutinesneedtobeconsistentlytaught,monitoredandreinforced(p.10).Some
basicexpectationsinclude1)bringallneededmaterialstoclass2)beinyourseatandreadyto

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workwhenthebellrings3)respectyourself,peers,andinstructor(Snowman,McCown,&
Biehler,p.411).Snowman(2102)suggestsintheintroductionofexpectationsandrulestotakea
positiveapproachthatisnonthreateningthatencouragesunderstandingofwhytheruleshave
beenputintoplace(p.413).IagreewithSusithatacontractisawaytoapproachdisciplinethat
placesresponsibilityforbehavioronthestudent's(1995,p.23).Thecontractwillbegivento
studentsonthefirstdayofschoolandwilladdresstheaboveexpectationsalongwithrespectfor
materialsandtechnology,nofood,drinkorgumintheclassroom,andoutlinetheunderstanding
ofsomeofschoolguidelinesofbehaviorconducttoensureeveryoneisonthesamepage.
AccordingtoSnowmanthiswouldbeespeciallyhelpfulforfreshmanwhoneedtohavetherules
discussedandclearlystatedandsophomores,juniorsandseniorswhoshouldbegiventherulesin
ahandout(p.411).Thecontractand/orsyllabusshouldalsoincludeanunderstandingofthe
consequencesiftheexpectationsarenotmetwhichwillalsobediscussedthefirstdayofclass.
Misbehaviorisbestdealtwithinasmoothandcalmmannerthatrespectsthestudentand
avoidsnegativeattention.Tomodifybehaviorforastudentintheartstudionotfollowingthe
classroomexpectationsthefollowingstepswillbetakenintheordersuggestedbySusi(1995),
a.Makeeyecontactandpauseb.Physicallymovetotheareaofdisturbancec.Usethestudent's
nametoredirectbehaviororaskaquestiontoensurethestudentunderstandswhathe/sheis
supposedtobedoing.d.Giveaverbalreminderoftheexpectedbehavior.e.Privatelyaskthe
studenttoremainafterclass.f.Movethestudentslocationg.speaktostudentinthehallwayor
atdeskwhilewatchingtheclass.h.Followtheschoolguidelinesfordetentionorthe
consequencesoutlinedintheschoolhandbook(p.30).Ifthestudentcontinuestoexhibitbehavior
thatisdangeroustohim/herselforothersIremaincalmandwillinvitethestudenttosit,Iwill

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attempttokeepthestudenttalkingbyaskingopenendedquestionstounderstandwhatprovoked
theactionandshowcompassionforthestudentandlisteningcarefullytowhathe/sheissaying.
AftertheincidentIwilldocumentallfactsandensurethecounselorandadministrationis
informedofthesituation.

InitialProcedures:FamilyBuildingandCommunityBuilding

Ibelievethataparentsinclusionintheirstudent'slifeisoneofthemostimportantkeys
toachildssuccess.AccordingtoWang,Whentherearepositiverelationshipsbetweenparents
andteachers,theresourcesofthehomeandschoolcontextsareamplified(Wang&Haertel,p.4).
Tobegintheprocessofinclusiononthefirstdayofclasstheparentswillreceiveawelcomeletter
andpacketwhichincludethesyllabusforthecourse,informationabouttheclassroomblog,how
tobestreachmeiftherearequestionsandconcerns,thedateofparentteacherconferences,and
theexpectationsoftheirstudentsintheartstudio.Theparentisexpectedtosignandsenda
confirmationsheetbackwiththeirstudent.
Oneofmygoalsistoimmediatelysetupablogaboutwhatishappeningintheclassroom
thatthestudentscanhelpadministerandcommenton.Ifaparentisbusyorisunabletobeatthe
schooltheyhavedirectaccesstowhatishappeningwithintheartstudioandwillconnectthemto
theirstudentssuccesssociallyandacademically.Hostingafamilyartnightorparentworkshops
withinthestudioisalsoagoalandsettingadatewiththeadministrationbeforeschoolstarts
wouldbeideal.Anartnightwouldnotonlystrengthentheschoolcommunitybutthiswould
enableparentstoexperiencewhattheirstudentexperiencesintheartstudioandengagethemin
thelearningprocesswiththeirstudent.Inadditionitwouldhelpbuildabridgeforsomeparents
whomaybemorefearfuloftheschoolbecauseoftheirpersonalnegativeexperienceswithschool

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oriftheyhaverecentlyimmigratedtothestatesthisisamorerelaxingwayfortheparentstobe
introducedtotheschoolcommunity.
Communityschoolpartnershipscanbedesignedtoencourageandempowerfamily
membersasleaderssotheycanbecomfortableandeffectiveinsidetheschoolaswellasoutside
inthecommunity(InstituteforEducationalLeadership,p.27).Communityschoolrelationships
combineinsiderexpertisewithoutsideresourcesandsupportandinvolvingtheparentsof
studentsisagreatwaytogetstartednetworkinginthecommunity.Partneringwithartists,
communitycenters,andtheworldthatsurroundstheschoolwithadditionalresourcesvitaltothe
successofthestudent.Someexampleswherecommunitypartnershipscouldbemadewouldbe
paintingamuralinthecommunity,workingwithlocalartiststocomespeaktothestudentsabout
theirpracticeandworkingwithcommunitycenterstohostworkshopsorhostgalleryshowsfor
thestudents.
Inordertocreatecommunitywithintheschoolitisimportantthatthestudentsartworkis
displayedinthehallwaysandisconsistentlybeingupdated.Havingthestudentsassistinpicking
outthespacefortheworktobedisplayedandtoseetheirworkpresentwithintheschoolcould
reallyboosttheirselfefficacyasartists.Itisalsoimportantthatinterestisvoicedinassisting
withtheartisticelementsofeventsaroundtheschool,suchasthebackdropsforstudentplays,
bannersforhomecoming,andflyersadvertisingdifferentactivitiestogivemultipledesignand
problemsolvingopportunitiesforthestudentsinadditiontoshowcasingtheirartisticabilitiesina
communityoftheirpeers.

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FinalThoughts
Asapreservicearteducatorthisclassroommanagementplanhasbeenbasedoffof
extensiveresearchandconsiderationonhowtoeffectivelyteachhighschoolstudentsandmanage
myownclassroom.Thisisafluiddocumentthatwillbeamendedbasedoncontinuousreflection
andprofessionaldevelopmentofmypracticeasanarteducator.Myhopeisthatthroughmany
yearsofteachingIamabletofinetunemymethodologyintheclassroomandbecomealeader
withinmyschoolandcommunitybuiltonafoundationofthiscourseandothersthatIhave
experiencedthroughmytimeingraduateschool.

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Reston,VA:NationalArtEducation
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