Katie Fasse

12/5/16
Management Plan

Rationale
I was once asked what my image of the child was and after giving it
some thought I said a sponge. This could also be my worldview that children
are like a sponge. I say that they are like a sponge because, based on my
experiences, children soak up information like a sponge and they can also be
shaped like a sponge. The information that they soak up could be information
taught by the teacher or information that they gain by observing the world
around them. It is also important to note that I am thinking of the age of
children that I would be teaching when I say this. The age that I am thinking
of would be Pre-School or younger. And the conditions to foster and support
learner for these children does not involve lots of time sitting at desks.
Rather there would be stations set up around the room like a reading
corner or a science area that the children would explore and learn that way. I
believe in learning through exploration is the best for preschoolers. The
teacher, me, would be there to guide them and to do some teaching but not
in the normal sense. I dont want there to be any desks in my classroom but
rather spaces where the children can be creative and move freely. There will
be some structure to my classroom, like a schedule, and rules, like being
respectful, but I think that it is important that the children discover things on

their own. Per Erikson, it is important to let children learn things for
themselves around this age so that they can feel confident in their abilities in
later years (Woolfolk, 2013). The children will not be left to their own devices
but I do want them to be able to do as much indecently as possible. Im also
not there to be a babysitter to the children so it will be trying to find a
delicate balance between the two.
Mostly I want there to be a sense of trust and friendship in my
classroom. Working on relationships like between the children and myself,
the children themselves, and between the families and myself is one way
that I can do this. I aim to have a warm and welcoming environment in my
classroom.
Policy Statements and Procedures
There are three different types of managements in a classroom:
covenant (relationships), content, and conduct (Froyen, Iverson, 1999). There
needs to be certain rules and regulations for these management types in
place for the classroom to run smoothly. I will be talking about these rules
and regulations with the understanding that I will be teaching in a pre-school
classroom.
For covenant, a good start would be to ask the children what they
expect from each other and from me and then make a list. Some examples of
what the children might say would be to not tease each other, to share, and
to talk politely. I might add some words like saying please and thank you or

try to use names when talking to people. Some examples of what the
children might want me to do would be to greet them when they arrive,
smile, and to treat them well. Again, I might add things like can talk to me
about anything or allow them to share their thoughts and feels in a safe
space. I feel like it is important that we sit down as a class to think of these
ideas. And we can re-visit our class covenant as the school year progresses
to see if we need to add anything or take something away. Another thing that
can be done during the beginning of the school year would be playing some
get to know you games like saying your name and then a word that
describes you using the first letter of your name. Mine would be something
like Miss Fasse who is fantastic! I would also want to form a covenant with
the families of the children. Some ways I can do that are by checking in at
drop off or pick up and sending out a weekly newsletter (Keyser, 2006).
I do not really have a lot for content management since I want the
students to mostly learn through exploration but I would want some ground
rules. We would come up with these rules together as well but I would want
rules like keep spaces clean and treat spaces nicely to be on the list. I would
add them if they were not placed on the list by the children. I would also
want a show policy in my classroom where the students can show me what
they have been doing. For example, if some students are playing in the vet
area they could say Miss Fasse! I want to show you something! and could
pretend to examine my pet. Or if we read a book as a class they could show

me their artwork that they created based off it. I would have an area to
display them as well.
Finally, conduct management. This really ties back to the other rules
and regulations that the class agreed on for covenant and content
management. If a child breaks those rules, then there will be a consequence.
If the rule is no throwing books in the book area and a child breaks that rule,
then they would not be allowed to be in that area until they pick up the book
that they threw and says why what they did was wrong. I would go by three
strikes and youre out rule so if the book throwing happens three times in a
day then they wouldnt be able to go in the book area anymore for the rest of
the day and there would be a note going home. The three strikes and youre
out rule would be applicable to all rule breaking unless it was something
sever like a physical fight or biting. Then the children involved would be
removed from the group and sent to the principal or directors office. I would
be very upfront with the children about these rules and what I expect from
them. I would also follow through with what I said so that they know that I do
and that I am not a push-over. I do not want to be mean but fair and I hope
that the children understand that. Overall, I would want a child-centered
classroom meaning that I would try to meet all the childrens developmental,
social, emotional needs and develop a caring classroom (Oakes et. All, 2013).

Resources:
Iverson, A. M., & Froyen, L. A. (1999). Schoolwide and classroom management: The reflective
educator-leader. Upper Saddle River, NJ: Merrill.
Hoy, A. W. (2013). Educational Psychology. Boston: Allyn and Bacon.
Keyser, J. (2006). From parents to partners: Building a family-centered early childhood program. St.
Paul, MN: Redleaf Press.
Oakes, J., Lipton, M., Anderson, L., & Stillman, J. (2013). Teaching to change the world. Boston:
McGraw-Hill College.

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Cubbies
Dress
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places like
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vets
Art zone
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firefighters
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etc.
easels,
with
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chalk
dress
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and
accessories
snack
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Sink/cabinets
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Teachers
Desk/workspac
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Snack Table

Blocks/senso
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Door to the
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