Running head: MANAGING STRATEGIES

Classroom Management Plan

Dallas Ebanks
EEX 3616
University of Florida

MANAGING STRATEGIES

Teaching Position
My ideal teaching position would be in a 5th grade classroom at Oldsmar Elementary
School located within the suburbs of Oldsmar in the Pinellas County school district. Oldsmar is a
quaint, little city on the outskirts of Tampa. According to the National Center for Education
Statistics, Oldsmar Elementary School houses 557 students ranging from pre-kindergarten to
fifth grade and 39 teachers; thus making the student/teacher ration approximately 14.28. For the
2012 to 2013 school year, Oldsmar Elementary accommodated 45 pre-kindergarteners, 87
kindergarteners, 89 first graders, 87 second graders, 86 third graders, 80 fourth graders, and 83
fifth graders (NCES, 2013). Nearly two-thirds of Oldsmar Elementarys student population is
white, 17 percent are Hispanic, 8 percent are African-American, 5 percent are Asian/Pacific
Islander and 3 percent identify as two or more races (NCES). There are 298 males and 259
females attending the school. Of those students, 237 are eligible for free lunch and 33 are eligible
for reduced-price lunch (NCES).
According to the schools website, Oldsmar Elementary has three therapists (two
occupational therapists and one physical therapist), a school social worker, a psychologist, a
speech/language pathologists, and two varying exceptionalities teachers (Oldsmar Elementary,
2015). Oldsmar Elementary also offers before and after school care for its students via the
YMCA program located at the school. Additionally, Oldsmar offers varying exceptionalities and
speech/language programs for pre-kindergarten through fifth grade and a gifted program for
kindergarteners to fifth graders. This school also has SMART Boards in 90 percent of all of their
classrooms and has a 3 to 1 student to computer ration (Oldsmar Elementary).
My fifth grade classroom at Oldsmar Elementary would contain 15 students: 8 boys and 7
girls. Regarding the students race and ethnicity, 10 students are white, 3 students are Hispanic, 1
student is African-American, and 1 student is Asian/Pacific Islander. One student has a reading
disability and one student has ESOL needs. The ESOL student meets with the on-site

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speech/language pathologist 2 times a week in order to practice his English language skills. The
student with the reading disability meets with a reading specialist 3 times a week in order to
strengthen her reading comprehension and understanding skills. Both students spend the majority
of the time in the classroom with me, but I have paired them each with a student partner who
may assist them if they need help. Twice a week, an adult volunteer will come into the classroom
to assist me for the day. This allows me to focus on children who need a little extra help with an
assignment or to individually meet with my students to discuss their progress. The volunteer will
oversee the classroom while I work with individual students.
Teaching Philosophy
I believe that students do not learn one specific way, but instead from a multitude of
different theories in order to fully comprehend what is being taught. Children often learn by
example, thus incorporating the social learning theory (Ulrich, 2015a). If they see a child being
rewarded for positive behavior, they are more likely to replicate that behavior in order to seek a
reward. Children, even adults, want to be recognized for their accomplishments which makes us
intrinsically motivated to achieve a certain goal. This recognition/reward for positive behavior
exemplifies the ideals behind B. F. Skinners operant conditioning (Ulrich, 2015a). Positive
reinforcement will motivate students to keep performing the good behaviors and it can
discourage those from falling off task.
I will aim to model my classroom operations utilizing a combination of learning theory
techniques from the social constructivism theory, the social learning theory, and the behaviorism
theory as well as constructing my lesson plans around the theory of multiple intelligences. I
would incorporate the ideals behind operant conditioning and behaviorism by rewarding students
who model positive classroom behaviors either with a sticker system or some sort of chart that
keeps track of their daily behavior and at the end of the week the students can choose a prize
from the treasure box. As the teacher, I would provide detailed instructions and lesson plans that

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allow the children to make active observations and first-hand experiments with the material, thus
incorporating the ideas of social learning theory (Ulrich, 2015a). The students will work in a
variety of atmospheres from individual work, partner work, group work, and whole-class
discussions, which utilizes part of the concept of multiple intelligences. Modifications to
assignments will be made for those who have difficulties with the original lesson plan. I will
incorporate the use of graphic organizers that will include different assignments to fit the needs
of each individual student.
I will have a medium level of control in my classroom. Students will acknowledge the
rules and procedures I have for classroom behavior and expectations, yet they will also hold
themselves accountable for their own actions. Depending on which task the students are
completing, I will determine the appropriately level of noise from the students; obviously group
work will require more communication between students than individual assignment times. As
mentioned earlier, there will be some sort of reward system to recognize those students who
adequately adhere to the classroom policy (See behavior management section). There will also
be a zero-tolerance policy in regards to disrespect, whether it is aimed towards the teacher or
other students. Negative consequences will occur if students do not adhere to the class rules. I
want my classroom to be a safe environment that is conducive for learning and exploring via
structured hands-on activities and cooperative classroom behavior.
Classroom Diagram

Door
Windows

Readin
Readin
g chair
Bulletin board
g
Rug

Windows
Readin
g chair

MANAGING STRATEGIES

Blackboard/Projector
Turn it in Table

Student Desk

My classroom
environment

Student Desk

strives to be
arranged in an
Student Desk

StudentDesk

organized manner
that promotes
learning and class

Learning Area

cohesion amongst
Computer

Teacher's Desk

Class Computers

Bookshelves

my students. The

classroom is designed in such a way that allows all students the equal opportunity to be
successful throughout the school year. With the idea of multiple intelligences kept in mind, the
classroom is set up to reach every type of learner via individual work, partner work, group work,
and even whole class discussions and will incorporate learning centers in order to make sure
each student has the ability to reach their potential.
Starting with the student desks, I will have four individual desks positioned together to
form groups. Each group will be assigned a color or animal in order for the students to feel
connected with the people they are sitting with. The desk set up will allow students to work
individually on assignments, interact with the person right next to them for partner work, and
collectively as a group. This arrangement is meant to assist me as the teacher as well because if
students have simple questions about what is going on in the class or where to find something,
another student at their group may know the answer which will free up the teachers time to
focus more on students who need help with the assignment.

MANAGING STRATEGIES

My teacher desk will be a semicircle because it will function as my teacher space as well
as a place for me to hold mini-group meetings to work with students who need further
instructions/explanations about their work. It will be located in the back of the classroom that
way I will be able to observe all aspects of the learning environment. I will be able to maintain a
medium level of control in the classroom by positioning myself in the back of the classroom
because students will be held responsible for their actions within their small groups while I am
assisting other students at my desk and/or monitoring the classroom. The class computers will
be next to the teachers desk so I can monitor what students are doing on the computers. In the
back right corner of my classroom will be the bookshelves where students can choose from a
variety of books and where the class dictionaries will be kept. Next to the bookshelves will be
the silent reading area. On the wall above the reading area is where the class bulletin board will
be located. This bulletin board will serve as a display of students excellent work, a birthday
board, and also where the behavior chart will be found. There will also be a small learning
area/center in the back middle of the classroom. This learning center will be a place students will
have the opportunity to complete hands on activities (i.e. science experiments, art projects related
to the assignment, or math activities). At the front of the classroom will be the blackboard and
the projector screen. The turn it in table will be at the front of the classroom as well right near
the door so students can drop off their assignments on their way out of class.
The classroom will also be decorated with motivational/friendly-reminder posters (i.e.
You are the key to your own success!, Be Kind, Be Respectful, etc.). In addition to these
posters, there will also be signs that display the daily classroom procedures. These signs will
notify students what to do when they come into my classroom as well as how to go about
classroom activities. The signs will be written instructions accompanied by visuals in order to
accommodate any ELL students or students with other disabilities. Throughout the classroom,

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the materials, bookshelves, and learning stations will be properly labeled with their name and a
picture as well.
Keeping in mind the needs of students with language needs, I will make accommodations
throughout my classroom to help make learning both the material and the new language easier
for them. By having classroom supplies easily accessible to the students, English language
learners will be held accountable for gathering the necessary materials for each activity
throughout the day. Using visuals, such as graphics, to show the meaning words in the classroom
will better help ELL students learn the terms for the objects they see in the classroom
(SchifferDanoff, n.d.). In addition to visual displays, I will also have a listening center in the
reading area that allows the students to hear the book they reading by following along with the
tape.
My classroom will also be setup to accommodate for students with special needs. In
particular, students with a reading disability will also have access to the listening center when it
involves reading assignments. This assistive technology compensates for a students skills
deficits or area(s) of disability by allowing them to work independently without the assistance
of a friend or the teacher which in turn increases the childs self-reliance and sense of
independence (Stanberry & Raskind, 2009). All signs and supplies will be accompanied with
pictures and labels in order to help students learn the spelling of the words. The physical
arrangement of the students desks allows for a variety of teaching styles to accommodate for the
variety of learners in the classroom. Thus, students with learning needs will be exposed to
different methods of teaching instead of just being limited to one style that does not suit their
needs.
As stated earlier, my classroom environment will aim to make each and every student
successful in his or her academics, but it will also allow each student to feel safe while doing so.
Not only is physical safety within the classroom a necessity, but students should also feel

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mentally and emotionally safe as well. It is my responsibility as their teacher to make sure my
students are in a learning environment that promotes them to question things, allows them to
make mistakes, and allows them to think outside of the box. My classroom will be arranged in
such a manner that it promotes physical safety by utilizing the open spaces and emotional safety
by creating a judgment free zone. Making sure my students feel comfortable and protected in
their learning environment will be a key influencer in how my classroom is operated.

Classroom Rules
Ms. Ebanks 5th Grade Classroom Rules-within-Routines
Small Group
Be

Activity
-Be accepting of

Routines
Whole Group/Direct
Instruction
-Pay attention to the teacher

Be Conscientious
CoopCaringBe

other students

Rules

Individual
Work
- Work quietly at your
desk.

ideas
-Participate in

-Follow directions
-Listen to instructions before

-Keep focused on your

activities

you begin working

work only

-Be aware of others

-Keep your hands and feet to

-Be prepared for class

around you

yourselves.

-Follow safety
guidelines

-Stay in your seat

-Stay in your seat.

-Stay focused at

-Use time wisely

task at hand

-Be considerate of other

-Use time wisely

students feelings

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The classroom rules and routines will be displayed clearly and in plain sight in the front
of the classroom so that students will see them every day and will be reminded of the appropriate
behavior that is expected of them while in my classroom and on school rounds. There will be
five main rules that not only apply to my classroom, but throughout the school as well. The rules
will be called the 5 keys to unlocking success and will be displayed as shown below.
During the first week of school, the students will collaborate with their peers and the
teacher to devise a list of rules or expectations that apply to our classroom specifically. The
teacher will lead the discussion, but will call on students to participate in naming what they
expect their peers to do in the classroom in order for everyone to be comfortable in a safe
learning environment. Once the students have created a list that they all have agreed upon, they
will be expected to sign it which recognizes that they are in compliance with our rules and the
teacher will display it on the back of the classroom door. This process allows for the students to
be the leaders of their classroom and will demonstrate how they wish to learn for the next year.
A key thing to remember while discussing the rules to the classroom is the consequences
that occur with breaking them and following them. The teacher will inform the students of the
schools policy for rule breakers and will also mention their behavior reward system. There will
be a behavior chart kept visible in the classroom with all of the students names on it. Students
will consistently be reminded of what is good behavior and thus earning a sticker/tally/star/etc.
for exemplifying the proper classroom rules and expectations. At the end of each week, students
can trade in their stickers for prize from the treasure box. If a student does not have enough to go
to the treasure box, they will come to the understanding that they were not exactly adhering to all
of the agreed upon rules for appropriate classroom behavior. Students who actively practice and
demonstrate the rules and expectations during class will be acknowledged during class in order
to show other students how they should be acting.

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Students will also be notified of the Zero Tolerance Policy, which centers around
bullying. There will absolutely no acceptance of bullying in the classroom or anywhere else on
school grounds; part of the 5 keys to unlocking success is to be respectful to everyone. Not

10

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only is bullying being disrespectful to others, but it also serves no purpose other than to be mean
which is not something I, nor a school I work at, want to encourage.
Part of maintaining appropriate classroom behavior is to remind the students about what
is expected of them. The behavior reward system will exemplify the qualities of positive
reinforcement from operant conditioning. This will encourage students to follow the rules and
maintain proper classroom decorum at all times.
Instruction and Grouping Practices
My classroom will be designed to accommodate for a variety of learning abilities and
preferences; thus, there will also be a variety in my teaching instruction and grouping practices.
In my future classroom, I plan on using whole group instruction, small cooperative group work,
and individual instruction.
When starting new lessons, I will use whole group instruction in order to get the basic
information to the entire mass of the classroom. This will allow me, as the teacher, to provide all
of students with the necessary details about the lesson and will create a foundation of learning
that will lead to further study of the material. This form of instruction mainly focuses on the
students acquiring the information and the procedural skills from the instructor to be able to
complete learning activities that go along with the new material (Ebert, Ebert, & Bentley, 2011).
Whole group instruction is a more teacher directed strategy that allows the educator to guide the
students during the learning process and create sample problems that will reflect the assignment
work to come (Ulrich, 2015b). This method shall be used to address the entire class to ensure that
each student has access to the same material being taught to start a new lesson.
After whole group instruction has been conducted, students will work in small cooperative
groups that have been predetermined by the teacher. Because the classroom will be organized to
condone this type of instruction, the students will be arranged in heterogeneous groups of four. A
key factor to consider when creating the student work groups is to represent in each group a
range of achievement in the subject (Emmer & Evertson, 2013, p. 122). I want to be certain that

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each student has the opportunity to speak up and participate in the group assignments. Therefore,
utilizing groups that have students from different levels of preparedness will allow students to
work together and learn from one another to accomplish assigned learning goals or tasks
(Ulrich, 2015b). This arrangement allows students to become more active in their learning
process. By participating in group discussions, they are strengthening their communication and
social skills. Cooperative learning groups also create an increased retention of knowledge
because students are using more critical thinking skills to explain the material or their points of
view of the material to their fellow group mates (Ulrich, 2015b).
Implementing individual instruction into my curriculum will vary with each lesson
depending on the student need. This method will utilize the concept of differentiated instruction.
Differentiated instruction, put simply, seeks to maximize students growth by offering several
different learning experiences in response to students varied needs (Robb, n.d.). This type of
instruction will be beneficial to all students because their assignments will be geared to how they
specifically learn best. This gives each student an equal opportunity to excel in the classroom.
Differentiated instruction does not mean that I will customize each individual lesson plan, but it
does incorporate the idea that the teacher will provide multiple options for students to absorb the
information (Robb, n.d.). During this form of instruction, students will have the opportunity to
choose the way they prefer to work on their assignments whether it is individually, with a
partner, or in their small group.
The three aforementioned instruction practices exemplify my teaching philosophy because
they cater to a variety of learning needs. I think it is important to understand that each child
learns differently, thus teachers need to incorporate a variety of instructional strategies into their
lesson plans to accommodate for their students needs. The lessons will incorporate structured
teacher led lectures and then focus on student led activities. This way each student has the

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opportunity to learn an environment that is suitable to their unique learning needs. These
practices demonstrate key concepts from the theory of multiple intelligences, behaviorism, and
social constructivism. All students will be aware of the classrooms rules and expectations as
well as the consequences that come with them. By being seated in small groups, students can
learn from one another and encourage each other to be their best.
Behavior Management System
As a teacher, managing appropriate behavior should be a proactive system because that
incorporates the idea of preventing the misbehavior before it happens, whereas reactive measures
are taken once the misbehavior has already occurred. In my classroom, I want to practice more
preventative measures that will address the problems before they escalate into larger issues. By
being proactive in behavior management, students will have a more clear idea of the appropriate
behavior that is expected of them through the concept of positive reinforcement.
Maintaining an appropriate level of control over my classroom will rely heavily on
monitoring students behaviors during class activities. Two methods I will utilize to monitor
classroom behavior are withitness and overlapping- derived from Kounins theory which stresses
the importance of teacher behaviors that prevent student misbehavior. Using withitness, I will be
able to know what is happening in all areas of the classroom at all times which will allow me
to immediately intervene when I see problems arising (Ulrich, 2015b). And by using overlapping
methods, I will be able to work with one group, but still be alert and available to the rest of the
class (Ulrich, 2015b). Incorporating these practices into my daily routine, as the teacher, will
assist in keeping the classroom focused on the task at hand because students will be conscious of
the fact that I am monitoring all aspects of the learning environment.
In my classroom, students will have individual behavior charts located in their classroom
binder/folder. These charts are representative of my strategy to reinforce positive behaviors
amongst my students. The behavior charts will give students the opportunity to earn stars or

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stickers for exemplifying appropriate classroom behavior without having to be told to do so.
When students earn enough stars/stickers, they can turn them in on a weekly basis in exchange
for a prize out of the treasure box. By consistently rewarding positive behavior, I will be utilizing
B. F. Skinners theory of behaviorism, which states that behavior is more likely through
successive interactions and behavior can be changed through instructional approach
(MacSuga-Gage, 2015). In my classroom, I will be using positive reinforcement methods both
tangible (the stickers/stars) and intangible (verbal praise for appropriate behavior), which both
can shape behavior in [the] desired direction (MacSuga-Gage, 2015).
However, if students do find themselves acting out, I will integrate a couple of different
methods to respond to their inappropriate behavior. My main methods to correct the
inappropriate behavior will be the use of proximity and redirection. With proximity, I will show
the misbehaving student(s) that I have taken notice to their behavior, but I will not explicitly call
out the child, which would disrupt the class. By moving closer to the problematic student(s), I
can assert myself into the situation by giving nonverbal clues to stop the inappropriate behavior
without interrupting my instruction to the rest of the class (Emmer & Everston, 2013, p. 173).
Along with proximity, redirecting the inappropriate behavior to a proper one will be a more
covert method to fixing the disruptiveness. Reminding students of the appropriate behavior
without naming the specific disruptive child or their behavior will reinforce the proper classroom
expectation instead of bringing attention to the inappropriate behavior (Emmer & Evertson,
2013, p. 173). These methods put more responsibility on me, as the teacher, to intervene
immediately as I witness the negative behavior occurrences.
In order to have smooth transitions from one form of teaching to the next, I will gain the
students attention by a series of handclaps of which the students will be expected to mimic back
to me. Students will be informed during the start of the school year that when they hear my

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hands clap, they are expected to become silent and focus their attention to me. Raising my voice
to gain the students attention is not necessarily an effective way to refocus the students
direction; however, the hand clap method is a fun, interactive way to pause the classroom so
further instructions or announcements can be made public. Transitions in my classroom will be
teacher led, thus reducing the amount of off-task behavior (Emmer & Evertson, 2013, p. 103).
By being organized and prepared for each day, I will be able to structure transitions according to
the daily schedule. It is important for students to be informed about the classroom schedule in
order to allow for smoother transitions. Therefore, I will have a daily schedule displayed at the
front of the classroom for all students to see so they know what to expect for the days activities
and what we will be doing next. This display board will help with transition time because it gives
the students a visual of what is being asked of them next.
When it comes time for non-classroom activities such as school assemblies or guest speaker
events, children in my classroom will be held to the same behavioral standards as if they were in
my classroom. Before the special occasion, I will be sure to inform my students of my behavioral
expectations I have for them and the consequences that may follow if there is discordance with
rules. Students will be knowledgeable of the fact that they are a representation of myself and the
school, thus relaying the importance for them to be on their best behavior. Inappropriate behavior
at functions outside of the classroom will result in the taking away of privileges. Student
behavior will be at its best because they are ambassadors for the school when guests come or
when they go on class trips, which means how they act directly reflects on the schools (and
teachers) perception to others.
One method I plan to use for individual students problem behavior is the incorporation of
behavioral contracts. As mentioned earlier under the Classroom Rules section, the teacher will
lead a class discussion at the beginning of the year to create a contract that will elicit the

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behaviors students want to see from other students and themselves. This contract will provide
structure, routine, consistency, and organization as well as promote self-responsibility and
increase student motivation/effort (Behavior Contract, n. d.). Having the students create their
own expectations increases their involvement in classroom procedures and it holds them
accountable for their actions. Behavior contracts encourage students to be leaders in the
classroom and it puts their fate in their own hands.
Another method I would use to address individual students problems behavior is to provide
reinforcement when the problem behavior does not occur. By reinforcing the non-occurrence of
problematic behaviors, the student will begin to understand the appropriate, expected behavior
(Ulrich, 2015c). This form of differential reinforcement discourages the individual from acting
out and instead rewards them when they have behaved. Eventually, students may start
performing appropriate behaviors to seek teacher recognition and personal rewards.
In order to address more generic widespread behavioral problems, I will utilize the concept
of proximity. By situating myself around the students who are being disruptive while I am
teaching, I am letting the students know that I am aware of the disruption they are causing, but I
am not blatantly calling those students out in front of their classmates (Ulrich, 2015c). Proximity
is a subtle strategy to disassemble the unnecessary commotion. However, it is important to act
upon these disruptions almost immediately because if many students engage in this problematic
behavior, it may lead to a breakdown of the teachers authority within the classroom (Ulrich,
2015c).
Additionally, I would incorporate the use of precorrection as a way to cope with widespread
behavioral problems. Precorrection is a proactive strategy that addresses academic errors and
inappropriate behaviors (Crosby, Jolivette, & Patterson, 2006). This preventative strategy focuses
on the teacher identifying the inappropriate behavior and manipulating variables in the learning
environment that will prevent the problem behavior from reoccurring (Crosby, Jolivette, &

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Patterson, 2006, p. 14). This concept instills more positive behavioral lessons in the students
instead of giving them negative consequences for their problematic behavior.
A key aspect of any behavioral management system is consistency. It is often easy for a
teacher to take notice of inappropriate behaviors, but it is harder for teachers to name and
recognize students who are performing exceptionally. Being consistent with rewarding students
who are following directs, staying on task, and performing the expected behaviors will
encourage others to exemplify those behaviors as well. Every child yearns to be praised, thus
doing so to children who are acting appropriately reinforces those positive behaviors.
Crises and Emergencies
In the school environment, parents entrust teachers and other school staff with their
children, thus making it the schools responsibility to be prepared for any and all possible
emergency situations. Anything could happen at any time on any given day. It is important for
me to be knowledgeable of what to do in a variety of crisis situations and to make my students
familiar with the proper procedures to follow during those times. I will obtain the information
about where to go and how my school handles fire drills, lockdowns, medical emergencies or
disgruntled parents within the weeks prior to the beginning of school. Once assigned my
classroom, I will take note of the fire escape paths and signs located by the exit of the room and I
will personally follow the route to become familiar with it. I will make certain that my classroom
is equipped with proper emergency supplies such as a fire extinguisher, a door that locks, and a
first aid kit; if I am missing anything, I will obtain the supplies prior to students arrival on the
first day of school.
In case of an emergency, there will be specific steps that I, as the teacher responsible for
my students, need to follow to ensure everyones safety. The first step would be to be aware of
what type of crisis is occurring because that will determine the subsequent steps. Next, I would
immediately get a head count of my students present in the classroom and make sure that

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correlates with the number of students who were checked off on the attendance sheet. It is crucial
for me as the adult to remain calm in all situations because my students will look to me to see
how I am responding to the situation. After I have a head count of all of my students, I will make
sure they are calm and quite so they can hear further instructions. If we are having a fire drill, I
will have the students line up at the front door then precede to the predetermined meet-up spot
that is a safe distance away from the building. Once we get to our location, I will take another
head count to make sure all of my students are safe and accounted for. We will then wait for an
administrator to provide further instruction. If a disgruntled parent enters my classroom, I will
ensure the safety of my students before calling for administration.
If an emergency does occur, I need to make sure there is a post-crisis follow up. This
process involves documentation, consequence delivery, and debriefing. Whether it is filling out
accident reports, contacting parents, or discussing the events with the students, students need to
be reassured that they are in a safe environment when they are in my classroom.
Involving Families
Learning is a process that not only occurs in the classroom between teachers and
students, but also at home between parent and child; thus implicating the importance of creating
a strong, positive relationship between teacher and parent in order for the child to have the
opportunity to be successful in the classroom. A positive parent-teacher relationship contributes
to your childs school success (The Parent-Teacher Partnership, n.d.). I think involving parents
and caregivers in the childs education is a crucial part of the learning process.
In regards to having successful relationships, communication is key. Communication is a
two-way street, which means that the teacher needs to effectively relay information about the
students performance at school to their parents and the parents need to address any concerns
regarding their childs academic and social development with the teacher. It is the teachers
responsibility to inform the parents about what is going on in their classroom. As the teacher, I

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will be sure to have an open line of communication with my students parents. Parents should
feel welcomed and comfortable to discuss their childs academics and behavior with me. I will
provide the parents with my contact information at the beginning of the year and stress the
importance of contacting me with any concerns. I want the parents to know my expectations for
the classroom for the school year and that I will be communicating with them frequently to
ensure that each child is putting their best foot forward in their education.
As important as communication is for building positive relationships, listening is equally
as significant. Listening to what parents have to say about their young learner is an important
step for a teacher. The parents are there to provide feedback about their child, which in turn will
help me become a better teacher. By checking in with each childs parent/caregiver on a regular
basis, I can learn what is working for a child and what areas are of concern for the parents.
Hearing the parents out makes them feel valued and involved with their childs education, which
is a win-win for all parties.
Because report cards only report the childs grades, most parents are not receiving a wellrounded view of their childs academic endeavors. In my classroom, I will provide parents with
individual student reports detailing more specific notes about their childs schooling and
behavior: is their child grasping the material? Are they falling behind in a particular subject?
Could they benefit from a tutor? Are they getting along with their classmates? Are they normally
on task? Etc. These reports will be distributed every nine weeks in order to keep the parents
up-to-date.
For families with children with disabilities, I would like to discuss the childs needs
beyond what is written in their file. To do this, I would contact the parents prior to school starting
in order to learn more about the child on a personal basis. Getting to know the child through the
parents eyes will allow me to have a better understanding of what makes the child tick and how
I can help the child be successful during the upcoming school year. I would most likely be in

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more frequent communication with families with children with disabilities to ensure the child is
making progress.
For children with language needs, I will be sure to communicate with the parents about
the childs improvements concerning the new language. I would stress to these parents that my
classroom is accommodating to students with a variety of learning needs. In my letters home, I
would be sure that it is properly translated if the parents do not speak fluent English as well.
Conclusion
As a teacher, it is important to be organized and prepared for anything and everything.
Having a plan that thoroughly addresses a variety of subjects will help make me more prepared
when the school year begins. Although it may be difficult to think of every little thing that can
occur within my classroom, having general procedures in place can help address a multitude of
situations. Discovering the type of teacher I want to be and the type of classroom ambiance I
want to have is a crucial aspect of becoming a teacher. I think it is necessary to have a general
idea of these topics prior to your students arriving because it is easier to make adjustments than it
is to enforce policies and procedures after the fact. In conclusion, I want my classroom to be an
fun, inviting learning environment that encourages students to go beyond their comfort zones and
to dig deeper. My classroom will be a safe place that all students will feel welcomed and
comfortable in. I will stress student accountability within the classroom by having a medium
level of control. My classroom management plan will assist me in creating a safe and friendly
academic environment.

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21

References
Behavior Contract. (n.d.). Retrieved August 1, 2015, from http://www.pbisworld.com/tier2/behavior-contract/
Crosby, S., Jolivette, K., & Patterson, D. (2006). Using precorrection to manage inappropriate
academic and social behaviors. Retrieved from
https://ufl.instructure.com/courses/316524/pages/week-5-7-slash-27-8-slash-2-slash2015?module_item_id=5828936
Ebert, E., Ebert, C., & Bentley, M. (2011, November 18). Methods of teaching in the classroom.
Retrieved July 19, 2015, from http://www.education.com/reference/article/methodsteaching-classroom/
Emmer, E., & Everston, C. (2013). Classroom management for middle and high school teachers
(9th ed., pp. 103,122123, 173). New York: Pearson Education.
MacSuga-Gage, A. (2015). Core classroom management strategies [PowerPoint Slides].
Retrieved from https://ufl.instructure.com/courses/316524/pages/week-1-6-slash-29-7slash-5-slash-2015?module_item_id=5828923
National Center for Education Statistics. (2013). Retrieved from
https://nces.ed.gov/ccd/schoolsearch/school_detail.asp?
Search=1&SchoolID=120156001655&ID=120156001655 .
Oldsmar Elementary. (2015). Retrieved from http://www.pcsb.org/domain/1989.
Robb, L. (n.d.). What Is Differentiated Instruction? Retrieved July 19, 2015, from
http://www.scholastic.com/teachers/article/what-differentiated-instruction#top
SchifferDanoff, V. (n.d.). Teaching ELL: Classroom setup strategies. Easy Ways to Reach &
Teach English Language Learners. Retrieved from
http://shop.scholastic.com/webapp/wcs/stores/servlet/StoreView?storeId=10751
Stanberry, K., & Raskind, M. (2009). Assistive Technology for Kids with Learning Disabilities:
An Overview. Retrieved August 1, 2015, from
http://www.readingrockets.org/article/assistive-technology-kids-learning-disabilitiesoverview

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22

The Parent-Teacher Partnership. (n.d.). Retrieved July 25, 2015, from

http://www.pbs.org/parents/education/going-to-school/parent-involvement/parentteacher-partnership/
Ulrich, T. (2015a). Core classroom management strategies [PowerPoint Slides]. Retrieved from
https://ufl.instructure.com/courses/316524/pages/week-1-6-slash-29-7-slash-5-slash2015?module_item_id=5828923
Ulrich, T. (2015b). Managing student work [PowerPoint Slides]. Retrieved from
https://ufl.instructure.com/courses/316524/pages/week-3-7-slash-13-7-slash-19-slash2015?module_item_id=5828929
Ulrich, T. (2015c). Responding to problem behaviors precorrection vs. correction the acting out
cycle [PowerPoint Slides]. Retrieved from
https://ufl.instructure.com/courses/316524/pages/week-5-7-slash-27-8-slash-2-slash2015?module_item_id=5828936
Ulrich, T. (2015d). Stress management & crisis management [PowerPoint Slides]. Retrieved
from https://ufl.instructure.com/courses/316524/pages/week-6-8-slash-3-8-slash-7-slash2015?module_item_id=5828938
APPENDIX A
th

Welcome Parents to the 5 Grade!!

My name is Ms. Dallas Ebanks and I am going to be your childs 5th grade teacher for the
2015-2016 school year! I am looking forward to meeting each and every one of you as well as
getting to know your little learners. I have many fun lessons already planned out and I cant wait
to dive into them.
Before the hustle and bustle of life kicks in, I wanted to take the time to let you know a
little bit more about me as your childs teacher. I graduated from the University of Florida with a
degree in family, youth, and community science, but I went into teaching because I wanted to
make a difference in childrens lives. I think it is important for educators to not only teach their
students, but also to learn from them, which is what I hope to do this year. I have many passions

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in my life and I hope to discover what your child is passionate about as well and possibly
incorporate their passions into our learning experience.
I want to create open lines of communication with you as the parents in order to ensure
your child is getting the most out of their education. Please feel free to contact me with any
questions or concerns BIG or SMALL about your child, about my curriculum, or anything else
that comes to mind. I am looking forward to an amazing school year with your child!
Best,
Ms. Ebanks
debanks03@ufl.edu
(123) 555-4567 ext. 890

23

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24
APPENDIX B

Hello Parents,
As the 2015-2016 school year gets underway, I wanted to inform you about my classroom
procedures and policies that will ensure that your child has a successful time in the learning
environment. Listed below are a few key points that will allow equip each student with the
opportunity to thrive in the classroom:

Each child will come to class on time and ready to start the day with the appropriate
materials.
Students will turn in homework as soon as they walk in to the classroom.
Late work will only be accepted with proper school-approved documentation.
o Late work with no documentation will have points deducted for each late day.
Students will follow ALL school and classroom rules.

In my classroom students will be expected to follow the 5 Keys to Unlocking Success, which
are as follows:
1.
2.
3.
4.
5.

Be respectful to everyone
Listen carefully to directions
Be responsible for your actions
Be prepared for class
Always try your best

Please sign and have your student return this form noting you have read and understand the
general guidelines for the classroom.
__________________________________________
Parent/Guardian Signature

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25
APPENDIX C

Dear Mr. and Mrs. Smith,

Recently, I have been noticing Johnnys behavior during silent reading time has been
quite disruptive to other students in the classroom. Normally, Johnny is a leader in his small
group exemplifying the aspects of the classroom policies. However, lately he has had a change of
pace. I am concerned about this new path Johnny has take and I would like to discuss it further in
person with you.
Please respond with a convenient time and date that best suits your schedule in order to
have a parent-teacher conference. I would like the opportunity to determine a new strategy we
could take in order to get Johnny back on the right behavioral path.
Thank you for your help,
Ms. Ebanks
debanks03@ufl.edu
(123) 555-4567 ext. 890