Jenna Dominique - Classroom Environment Plan

As I think about my future classroom, a multitude of thoughts and ideas pop into my
mind. These thoughts and ideas are pulled from the various topics we have discussed and
studied throughout the semester. Using these thoughts and ideas, along with observations
and experiences in my field placement, I have formed a clear vision of how I hope my
future classroom will run and the type of learning environment I hope to provide for my
students. The emphasis of my classroom will be on collaboration, motivation, active
participation and inspiration; I want my students to feel inspired and motivated each and
every day to participate actively in their learning, to collaborate with both their teachers
and their peers, and to achieve success.
The first aspect of my vision is my role in the classroom; its my goal to act as a facilitator
of learning and a sharer of information, rather than taking on the traditional teacher role
we have come to follow. This idea of acting as a facilitator stems from the EXCEL model
outlined in Flip Flippens Capturing Kids Hearts (CKH) program. The C in EXCEL stands for
communicate, and according to The Flippen Group (2006), communication is:
A two-way process, it is not simply the passing along of information and material,
but instead it is a dialogue between teacher and students. The process is dynamic
and
experiential, requiring the teacher to be facilitator and resource to the class.
Teachers
who are powerful Communicators in this model are team-builders.
This is the type of communication style I hope to develop between my students and
myself. It is my responsibility to facilitate the learning in my classroom, and I will achieve
this by sharing content with my students in a creative way that keeps them actively
engaged and interested in the material. My goal is to create an environment in which my
students feel confident and comfortable sharing their thoughts, ideas, and questions with
the class and with me, ultimately creating a feeling of our class being a team or a family
working together in our learning and growing.
This leads to the next aspect of my classroom environment vision: the importance of
building trusting relationships with my students, which is another key component of the
CKH program. According to Flippen (2007), If you have a childs heart, you have his head.
This quote highlights the importance of fostering strong, positive relationships with your
students; when a child has trust in you, they respect you, and when they respect you they
will work hard and try their best to make you proud as their teacher. As described in CKH,
I plan to individually greet my students each day as they enter and exit the classroom,
whether this be a high five, a handshake, or a hug. This interaction immediately engages
students and gets them actively involved in the day; with this greeting we draw them into
a relationship
with us upon which we can build as the class progresses (The Flippen Group,

2006). By acknowledging each student right from the start, they know that you care for
them and that they have your attention, which encourages them to participate and be
involved in their learning with you. My mentor teacher does this in my placement
classroom, and the students not only adore her, but they respect her and look up to her as
a role model; I hope to have this same relationship with my future students.
A vital part of any well-running classroom environment involves an effective behavior
management plan. For my future classroom, I plan to combine aspects from CKH with the
behavior system implemented in my placement classroom. Outlined in CKH is the
development of a social contract with your class, and I plan to create one with my
students on the first day of school each year. Collaboratively, we will build our social
contract based on how the students want to treat and be treated by their peers and by
me. This contract will act as the guiding force behind the behavior in my classroom and I
will explain to my students that if each of us follow the guidelines outlined in our contract,
we will have a successful, positive year of learning together. According to CKH, when a class
social contract is in place Everyone knows the ruleswhat is acceptable and what is not,
as well as the consequences. This common understanding provides for the students the
foundation for positive interaction with the teacher and with each other. In this
environment the students are Empowered because they experience encouragement and
support (The Flippen Group, 2006).
Going along with this contract, I will implement the

heart system my mentor teachers uses in her classroom. Each student has a container
with four plastic hearts inside it that is kept in their desk and when the teacher has to
give a warning for misbehavior, a heart is taken away. We created a social contract with
classroom rules at the beginning of the year, and we often reference this contract when a
student misbehaves by asking them if they are following the rules we came up with as a
class. This system has been very effective, and hearts are rarely taken away because
students know that it is their responsibility as a member of our classroom community to
follow the rules in order to maintain the positive learning environment we have created as
a group. By taking responsibility for their own actions, the students are empowered to be
the best they can be.
Another aspect of my vision is the physical space within the classroom. My aim is to
encourage collaboration and idea sharing; therefore the design of my classroom will reflect
this aim. I will have large, open work areas for students to collaborate in, filled with a
variety of seating options and work stations so that each student can work in an
environment that suits their personal learning style. I hope to provide whiteboard areas,
magnetic board areas, and chalkboard areas, along with access to learning manipulatives,
so that students can do collaborative work, problem solving, drawing, and brainstorming
within the classroom. These types of hands-on learning areas will provide my students
with opportunities to actively participate in their learning, rather than passively listening
to content information. Ideally, my desks will be easily movable providing me with
flexibility in their arrangement, whether they are in small pods or clusters for

collaborative group work or spread apart for individual work time. Creating a positive
learning space will inspire a positive learning attitude.
Technology also plays an important role in the classroom environment. I plan to integrate
technology into my lessons and activities to provide my students with opportunities for
differentiation. Online resources such as interactive games, e-books, videos, and website
exploration allow students new ways to expand their knowledge of the content taught in
the classroom and extend their understanding of the material. Technology is becoming an
increasingly more valued aspect in our world, and it is our responsibility as educators to
teach our students the skills necessary to interact with and utilize the technology they
have available to them.
To conclude, the vision I have for my future classroom aligns seamlessly with the ideas
described under Flip Flippens Capturing Kids Hearts program. According to research done
by Holtzapple et al. (2011), implementing this program in schools results in the following:
A culture in which students and staff model leadership qualities, show respect for
others, share and celebrate each others' successes, demonstrate caring concern for
others, communicate effectively, listen attentively to others, have a sense of justice
and fairness, help others, resolve conflicts, and work together as a team. (p. 71)
I hope to achieve all of the above in my classroom culture, and I believe I can succeed in
this task by implementing the ideas set forth in CKH. As a future educator, I hope to
create a positive, nurturing learning environment for my students, in which they feel
motivated and inspired to work hard and succeed in whatever they set their mind to. I
hope to be a role model for my students and a facilitator for their learning and growing
both as students and as citizens of the global community.

References
Flippen, F. (2007).
Capturing kids hearts
. College Station, TX: The Flippen Group.
Holtzapple, C. K., Griswold, J. S., Cirillo, K., Rosebrock, J., Nouza, N., & Berry, C. (2011).
IMPLEMENTATION OF A SCHOOL-WIDE ADOLESCENT CHARACTER EDUCATION AND
PREVENTION PROGRAM: Evaluating the relationships between principal support, faculty
implementation, and student outcomes.
Journal of Research in Character Education, 9
(1),
71-90. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1014264691?accountid=39473
The Flippen Group. (2006, March). The Flippen Group Capturing Kids Hearts - Case Studies
For the Texas Education Agency. In
flippengroup.com
. Retrieved from
http://flippengroup.com/pdf/funding/TEA8CaseStudies.pdf