Classroom Management Plan

Shayla Simons

Establishing Rules and Expectations

When creating or establishing classroom rules and expectations, its important to align

rules and expectations with the following criteria, as stated by Harlacher (2015),

Identify and clearly express general expectations, create rules for specific events using

an events-expectations matrix, and actively teach the expectations and rules, (p. 15).

General expectations should cover things that can fall into a general category. For

example, the general expectation of respect could cover respect for students selves,

respect for other students, respect for the instructor, and respect for the classroom

materials. Rules for specific events should fall into these broader categories as well,

such as cleaning up art materials when students are done with them. Finally, actively

teaching expectations and rules means introducing them, reminding students about

them, and then continuously enforcing them every single time. This includes using both

positive and negative reinforcement, as well as both positive and negative

consequences to get students to master classroom rules and expectations.

Assisting in Creating Classroom Rules and Expectations: Students will

assist me in creating classroom rules and expectations on the very first day of

school. Each class that I have will spend the first day brainstorming

rules/expectations they think should be in place for the art room. I will also have a

list of my own basic rules and expectations to contribute during this discussion.

This not only involves students in creating classroom rules and expectations, but
 also helps them remember rules and expectations as they are playing an active

role in the creation process of said rules and expectations. I will keep track of all

the ideas contributed throughout the first day, then make a rule poster, which I

will read through on the second day of school to each class. I will then have all

students sign that poster or document as agreement. This poster will be

displayed in the classroom to refer to as needed.

ART Acronym Rules: In addition to a rules poster, I will also make a short

acronym poster utilizing the word ART as an acronym standing for different

rules. This poster will be displayed in large colorful format somewhere prominent

in my classroom. It will be written in a typeface easy to read, with each section

utilizing a different color scheme, and will read as follows:

A: Aim for your best and to do right.

R: Respect yourself, your classmates, your teacher, and the art room.

T: Trust in yourself, your ability to learn, and your ability to create.

This poster will serve as an easy reminder for the art classroom rules without

having to go scan the rules list, as these three rules will cover most classroom

problems. By reminding students to do their best as well as to do right,

expectations are created for the students to try their best at all times and not cut

corners on assignments. By reminding students to respect themselves, their

classmates, their teacher, and the art room, expectations are created for the

students to treat others as they would like to be treated; there will be zero

tolerance for disrespect. Thus, students are expected to take turns, raise their
 hand when asking a question instead of blurting it out, ask permission to leave

the classroom, etc. Also, respecting the art room includes cleaning up after

themselves and taking proper care to use and store art materials correctly,

efficiently, and as directed. Finally, by reminding students to trust in themselves

and their ability to learn, expectations for high student confidence are introduced

and maintained. Students should not be hesitant to try new things, including new

activities and new materials, in the art room. There is no reason that any student

in my classroom should feel hesitant to try something new because it is a safe

environment of experimentation and artistic inquiry. These concepts will be

explained in depth throughout the first few weeks of class, and will be

immediately enforced from the beginning. If a student forgets these rules in any

instance, instead of responding I will simply point to the ART rules sign and wait

for them to correct their behavior or rephrase what they were saying.

Choice Correction Worksheet: If there are continued problems with serious

deviation from these rules, students will complete a choice correction

worksheet. Essentially this will be a worksheet the student must fill out explaining

their behavior, why it deviates from the classroom rules, and two ways they can

do better next time. The idea is that students will strive more strongly to adhere

to classroom rules from the get-go, or after completing a couple of these choice

correction worksheets as they are tedious. These worksheets will be collected

and graded as part of a students participation grade; if a student does not

complete one if assigned, they will receive a zero for participation for the day. I

have attached a choice correction worksheet example within this document.

 Grading: In addition to the above-mentioned rules and expectations, I will also

show students that I have high expectations through my grading system. In my

classroom, grading will be broken down as follows:

Projects/Papers/In-Class Miscellaneous Work: 50%

Class Participation: 30%

Semester/Final Exam: 10%

Homework: 5%

Quizzes: 5%

My grading specifications are a bit different than a normal classroom because art

is heavily project-based and individual-oriented. Most art classroom work is either

art projects or papers related to art, which both fall better under the section of

Projects and Papers. While those will be homework if students dont utilize in-

class time to complete their work, most homework that I assign in my art classes

will be something related to projects. Example: A homework assignment I would

assign would be to ask students to write down three ideas or make three mini

sketches of three different ideas for a project we will be beginning tomorrow. I

would assign this after I introduced a new project idea. This requires that

students think about their ideas outside of class. I would then collect their three

ideas or sketches for a grade. Homework in my classroom will be relevant, but

will pertain to a bigger culminating project that is worth more points. As far as

semester or final exams in my art classroom, most exams will pertain to the

elements and principles of design taught through art projects throughout the
school year. Also included on many semester or final exams would be artists and

artistic movements discussed in class. Exams will certainly be required, but

overall students will most often be proving their learning and knowledge through

actual application of concepts in projects. To me, the application of learned

processes is worth more in the art classroom than memorization of definitions,

artist birthdates and death dates, etc., and will result in higher-order learning than

worksheets or otherwise. I believe very strongly in students learning through

doing rather than short-term memorization. Quizzes are a similar strategy,

though often I expect to make quizzes more opinion-based, such as with weekly

prompts to speculative questions related to artwork examples; this relates back

to the T in ART, trusting in yourself. One of the major goals I have in the art

classroom is encouraging students to process information themselves and form

their own opinions, not just repeat what other people say or do. This not only

reinforces artistic confidence, but generally reinforces student self-efficacy and

confidence.

Class participation is extremely important in the art classroom. Thus, I plan to

make it worth 30% of students grades, both to keep students active in class and

manage misbehavior. To me, if you arent participating in an art classroom, it

means you sat and did nothing almost the entire class period; you didnt work on

your project, you didnt contribute to class discussion even when asked, etc. If a

student isnt doing these things in my classroom, they are not learning. By

requiring that students be active participants in class, I set high expectations for

day-to-day work that is consistent from students. This relates back to the ART
rules and the choice correction worksheets; if a student does not complete a

worksheet when assigned one, they get zero points for participation that day. As

participation relates to in-class discussion and working, it is reasonable to

associate it with project scores and thus give daily class points for it. If a student

works pretty consistently throughout the class period and interacts with

discussion, uses materials correctly, cleans up after themselves, and overall

follows the classroom rules, they will receive 10 points daily. This makes not

correcting behavior a pretty steep price for a students grade, thus reinforcing

that it is necessary for students to participate in class and complete any

assignment given to them, including changing their behavior. If a student

consistently misbehaves in class and doesnt participate, they will have to get

100% in all other areas to pull even a 70-80% in my class. I plan to implement

strategies to record the lack of student participation and appropriate behavior in

accordance to classroom rules. If choice correction worksheets continuously

dont work, students will receive a one-on-one meeting with me during a study

hall or after school. Following that, the student will receive a call home to their

parents if they still dont correct their behavior, stressing the importance of

participation to their grade. I will keep an ongoing record document to record

specific instances of students lack of participation day by day, such as going to

the bathroom for ten minutes, laying with their head down for the entire class

period, talking to a classmate for 15 minutes instead of working on his own

project, etc. This collects evidence of students lack of participation that warrants

parental interference and gives parents the opportunity to learn what issues their
child is having in my classroom in case an intervention is needed. Obviously

these are very high standards I expect students to meet in regards to classroom

behavior, compliance with rules, and participation.

Finally, 50% of my art classroom grading will be projects and papers. To have

projects worth such a high percentage of their grade encourages students to take

an active role in their learning and to truly try their best to complete projects to

the best of their ability. Good or excellent work will be expected and required for

a passing grade in my art class. Again, to me, projects in an art classroom are

where students do the majority of their learning and applying of key concepts, so

by requiring good student work, I am requiring that students pay attention in class

and actively apply the concepts we learn about, thus setting high expectations.
Establishing Procedures

I will establish a variety of procedures in my classroom in order to keep it

running smoothly and efficiently. In an art classroom, it is especially important to

establish procedures so that students learn to allow time for clean-up and storage of art

and art materials on top of everything else that must be allowed for in a normal

classroom. Procedures are also important for managing student behavior. According to

Harlacher (2015), Teachers can take three steps to establish procedures and structure

in their classrooms. (They can) organize the physical layout of the classroom to

minimize behavior issues, generate a list of classroom procedures with goals and steps,

(and) teach the procedures using a model, lead, test format, (37). Written below is a list

of classroom procedures that will be in place in my classroom.

Entering the Art Classroom: Students will enter in a quiet manner. They will

place their belongings by their seats and proceed to the Artwork of the Day/Week

bulletin board to get the sheet with their assigned questions. This bulletin board

will be located near student seating to minimize behavior issues, such as running

into students still coming through the door. Students will sit down and write out

answers to their questions. We will briefly discuss the answers before beginning

class, at which point students will go retrieve their current art projects and

materials. This procedure will be taught from the very first day of the school year;

I will model to students the appropriate behavior and each step, then enforce

each step day-to-day until it becomes routine.

Assigned Seats: Students can sit where they please as long as they can handle

being with their friends. I.e., they dont get too loud while talking and are actively
 working on their projects while visiting with their friends. If students prove they

cant handle it, they will be given assigned seats. Students will sit in their

assigned seats until/unless permission is granted by me.

Art Room Storage: Students will each have their own area to store art materials

and projects in my classroom. Students will store these in an art tray or box that

will stay in the classroom. Student names will be listed on their tray or box.

Students will have an assigned area of a shelf to store their tray or box. This

shelf will be somewhere near student seating in the classroom away from any

other distractions so there is no confusion about where students need to go.

Students are NOT to get into another students tray or box unless they ask

permission from the owner.

Working Quietly: I will allow students to visit quietly while they create, but

expect their silence and attention when I have something to say to students.

Students will keep their voices at a minimum when conversing with each other in

order to allow everyone to hear music I play for the class.

Getting My Attention: Ask 3 before me. If student asks 3 and they dont know

the answer or other students are unable to help them, they will raise their hand

and wait for me to come help them. I will not answer if a student blurts out

questions and doesnt raise their hand. I will only help students who raise their

hand and wait their turn.

Getting Their Attention/X Marks the Spot: I will designate a spot close to the

front of the room where I will stand to get students attention. This spot will be far

enough away from students so that they know immediately if someone is

 standing there, its me and I want their attention; students will not be able to

stand in this spot unless for a project. This spot will be marked with tape in an X

or something similar. This is the presenting spot. When I stand on the spot, all

students will cease what they are doing, including talking, and look to me. I will

not begin speaking until they stop what theyre doing and are completely silent. If

it is something that students need to know for their assignments or otherwise

important information, the students will not receive the information until they

behave and follow this rule. This acts as sort of a negative punishment because

essentially it wastes students class time they could be spending working on their

projects with the information I give them. Students who want the more

information will likely begin to badger their fellow classmates into quieting down,

getting everyones attention for me. This also allows me to get students attention

without shouting over them. This spot will also be used by students when they do

presentations or talk about their projects to the class.

Respect Artwork: Students are NEVER to touch anyone elses work. This

includes taking it from the turn-it-in box and looking at it. Touching another

persons artwork may smear charcoal or pastel, take off paint that is still drying,

etc. Students will also NEVER draw, paint, etc. on someone elses work.

Students will see artwork when it is displayed in display cases, in the hallway, or

in my room. Students who break this rule will lose daily participation points as

well as be given a choice correction sheet.

No Negative Self-Talk: Students will not be allowed to use negative language

when referring to their artwork or abilities. For example, instead of a student

 saying (in reference to their art project), This looks bad, (real words I have

heard in my field experiences) they instead can ask, How can I improve this?

This is a much more constructive approach to improving not only a students

artwork, but also their general mentality on just about anything. If a student

continuously berates themselves or their work in my classroom, they will have to

complete a choice correction worksheet.

Finishing Early: If students are finished early, they will check that their artwork

is clean, complete, and that theyve signed the back and made a display label.

Students will then work on finishing any previous projects. If students are finished

with those, they will work on art room bingo, sketchbook assignments, weekly

activities, etc. Students can also read an art book from the art mini library in my

classroom. While I want students to complete some art room bingos, I also dont

want them rushing through art projects. If students do rush through an art project,

they will be given a speeding ticket, which docks their grade by 15%.

Handing in Work: Work will be handed in to the appropriate turn-it-in box, high

school in one and middle school in the other. Names will be written on the back.

Students will also need to create a label for their artwork including a title and their

name. If students turn in work that does not include their name, the work will go

on a no-name shelf. This shelf will be displayed prominently in the classroom,

while the turn-it-in boxes will be somewhere else in the classroom, such as in the

corner. This is so that students can clearly see if their work is on the shelf when

they come into class and can correct the problem. If the name is not added

before the work is due, students grades will be considered late and will be
 docked accordingly. The same goes for artwork labels. No assignment in the art

classroom will be considered complete without a name as well as a label with

name and title.

Leaving During Class: Students may leave during class to go to the restroom,

get a drink, or visit the office if needed. Getting things from their locker or other

tasks should be done BEFORE class starts, in between classes when students

are by their lockers anyway. Students must ask to leave the room for an excused

reason and have a short time period to be gone. If there are repeated problems

with students leaving the art classroom for extended periods of time, their

participation grade will be docked appropriately. Students must take the

appropriate pass when they leave the room.

Exiting the Art Classroom: Students will clean up their area when the

scheduled alarm goes off (5 minutes or so before the bell rings) signaling them to

clean up. Students will put supplies away in the appropriate places, store projects

in their designated location, clean sinks/counters/tables when applicable, and

pick up any trash on the floor. Once they finish storing their materials and

cleaning up properly, they will sit in their seats until the bell rings. There will be

no congregating around the door waiting for the bell to ring.

Cellphones/Electronic Devices: No cell phones are allowed in art class, period.

Computers may be used to research or look for inspiration ONLY. Computers

along with headphones may also be used if students wish to listen to their own

music while they work. No one but the person with their headphones in should be

able to hear the music; if I hear their music, it is too loud. Students will lose their
 computer privileges if they are e-mailing, playing games, or otherwise not using

the computer for classroom purposes.

Food/Drink: Food is not allowed in the art room unless it is a movie day and I

give permission for snacks. This is because if students eat while you are working

on artwork, students may ingest hazardous materials. Drinks are allowed as long

as students dont reach for them while working hazardous materials.

Copying/Plagiarism: Zero tolerance will be given to students who blatantly copy

work. Copying another persons artwork, either someones in class or someones

on the internet, is plagiarism. If a student is caught plagiarizing their artwork they

will be given a zero on the project. The only time it is acceptable to copy is when

we do projects where we recreate famous masterpieces.

Not Allowed: No peace signs, hearts, smiley faces, emojis, yin/yang symbols,

etc. are allowed in art class. Be original and creative! Do not use images, words,

or otherwise in your artwork that are not school appropriate. No name signs

unless we are doing them specifically for a project. No making paper airplanes.

Taking Home Projects: No throwing away any art projects. They must be taken

home when instructed. If I find student artwork in any trash on school property, I

will dock their grade.

Teachers Desk and Storage Closet: These are my house. Students cannot

enter my house. Students can get supplies from the storage areas I have

designated for them to retrieve supplies from. Entering my house will result in a

dock from daily participation points.

 Checking Out Materials: If students need art materials in another class, they

can borrow them from me. There will be a small area of the white board

sectioned off for checking out materials. Students will write their name as well as

what they borrowed on the board, then erase it when they return it.

Reinforcing Expectations

Harlacher (2015) states that there are three types of reinforcement methods teachers

can use in their classrooms. They are behavior-specific praise, rewards, and group

contingencies (49). I will use a combination of these three methods in my classroom as

stated below.

Student Participation Grades: One way I will reinforce expectations is by

including Student Participation as an aspect of students grade in my class,

second percentage-wise only to Projects; student participation will account for

30% of my students' grades. Students will receive a participation grade every

single day in my class, earning a score out of 10 points; this adds up to 50 points

a week. This requires that students be engaged in the lesson, answering

questions and participating in discussion when asked. This also requires that

students actively be working on their projects and assignments without visiting

too much with their neighbors. Finally, this also requires that students follow all

classroom rules.

Choice Correction Worksheet: If there are continuous issues with a student

seriously deviating from classroom rules and scoring consistently low in

participation, that student will complete a Choice Correction Worksheet. The

 student must fill out this worksheet explaining what their behavior was, what

rule(s) they broke, what the consequences of their actions were, and two ways

the student could do better next time. This worksheet is due at the end of the day

it is assigned in order to receive any credit for participation points. They will not

receive full credit, a full 10 points, on a day they break the rules; depending on

the severity of the offense, they may receive half credit. If the paper is not turned

in by the end of the day, they receive zero credit. If the student does not use

complete sentences on the worksheet, as the worksheet states, they will only

receive credit of what they would have received had they completed the

worksheet correctly. This reinforces that I have high expectations for student

participation and behavior. It also reinforces English and writing skills, as well as

serves as documentation for repeat offenders if a parent meeting is needed. A

parent contact and/or meeting will occur if a student receives multiple choice

correction worksheets over an extended period of time.

Grading to the Best of Individual Student Ability: Projects will be graded via a

rubric, and one of the aspects of grading rubrics for all projects will be Effort.

Effort will not be graded the same for each student in most cases, because most

students are on different levels when it comes to art-making. Some are more

naturally talented or have practiced art-making extensively as a hobby, thus are

highly capable student artists. Others will be coming into the art classroom with

prior experience only in school. For the effort portion of project grades, I will be

grading students individually to what I know to be the best of their ability. If a

student doesnt have much prior artistic experience, I will still have high
 expectations for their abilities in my classroom, but would expect more from a

student who is highly gifted in art-making. This serves to fully engage gifted

learners in the art content in my classroom, as they will not be graded just like

everybody else, but instead directly in concordance with their abilities.

Music as Motivation: Music will be used as a motivator for good participation

and behavior in my classroom. I will explain to students at the beginning of each

school year that I like to play music in my classroom while students work on

artwork, but that it is a privilege, not a right, and that it can be taken away. I plan

to begin the year by playing songs from a pre-determined playlist that is

appropriate for school. If students misbehave in class, they will be given the

following; one warning, then 5 minutes of silence, then a class period of silence.

This encourages students to fix their behavior with the first warning, otherwise

music and talking privileges will be withdrawn for 5 minutes or the full class

period. As another encourager for good student participation, I will give students

who receive an A each week for participation a slip for a song request they can

submit to the Boombox, a cardboard box fashioned to look like a boombox that

I will keep on or near my desk. The song request must be school appropriate or I

will throw it away and the student will have wasted their song request

opportunity. Students making song requests cannot receive input on what song

they should choose from other students; they have to decide on their own. I will

create a playlist for each class that uses these song requests. During the first few

weeks when there arent as many songs, Ill add a few of my own favorites until

we have enough for a no-repeat playlist. This system for music allows it to be
 taken away as punishment, but also acts as a reward to students who fully

participate in class. We will likely start over at each quarter or semester for each

class so we can switch up the songs and not listen to the same thing all the time.

This also encourages students to continue to demonstrate good behavior and not

just quit after they submit a couple of songs.

Engagement Strategies

Harlacher (2015) discusses strategies teachers can use to actively engage students,

including giving students opportunities to respond (71). There are a variety of different

ways students can be given the opportunity to respond.

Creating and Maintaining a Positive Classroom Environment and

Experience: Its incredibly important to consider what students are thinking and

feeling to ensure their engagement in content. Students may have things going

on in their personal lives that are unimaginable. This makes it difficult for

students to put aside serious or negative experiences occurring at home or

otherwise. One element that can majorly improve the way that students feel in

school, even when distracted by other things, is creating a positive classroom

environment. Situations that students have going on outside of school should be

taken into consideration when deciding how to treat the students, how much time

they have to turn in their homework, etc. Obviously if a student has a parent who

has cancer or something similarly serious, you cant expect the student to be fully

engaged in your lesson content at all times. Its important to treat students with

problems like these with much positive reinforcement, and not to get frustrated
when they arent fully engaged all the time. For example, if a student seems

distracted in class but I know there is something going on in their personal life, I

would not be as strict with participation points for that period of time, analyzing

whether the student is trying their best with the severity of their problem taken

into consideration. I would also make an extra effort to give that student positive

reinforcement during the times that they do participate in class discussion.

Another major part of creating a positive art classroom environment is giving

positive and constructive feedback on student work, projects, and ideas. This

would include writing at least one positive comment on each student project I

receive, as well as some way they could improve. Another thing I would like to

institute is a Shout-Out Box. Students can submit shout-outs to other students on

jobs well done for projects, worksheets, presentations, etc. Ideally I will hand out

a shout-out sheet to each student at the end of each lesson after we look at the

finished artworks or projects. I plan to read shout-outs Mondays or Tuesdays to

give students a pick-me-up. I also as the teacher will submit shout-outs to

students I think are doing well and trying their hardest. Shout-out papers will be

on bright-colored or patterned paper. After I read shout-outs, they will be hung on

one wall of the room that is the Shout-Out Wall for the rest of the year. This

fosters positive reinforcement of the students effort, as well as an attitude of

improving themselves and their work. Students see how quickly positive

feedback can improve the classroom through visual representation of it. This

could also include giving acknowledgement of students opinions, such as during

class discussion of an artists works. Overall I want to encourage students to

share their ideas and parts of themselves via art, as well as development of

physical art skills and higher-order thinking skills. Showing concern for students

overall, both academically, socially, and emotionally, is an important part of

creating a positive classroom environment. Any student is going to perform better

in class and get more from it when they know the teacher cares about them

personally. In addition, I want to foster a respectful environment in my classroom,

where students feel accepted for who they are and arent afraid to be

themselves. This includes encouraging students to share who they are through

projects and assignments. This also includes shutting down any self-demeaning

speech, as well as any kind of speech directed towards others that discriminates

based on gender, sexual orientation, race, economic status, etc. By shutting

down, I mean I would intervene when any such speech occurs in my classroom,

pointing out the Be respectful, rule we have in place as well as explaining to

students in ways they can understand why such language would be classified as

discriminatory. This may mean getting students to imagine a situation where they

themselves are being discriminated against because of circumstances beyond

their control, such as hair color or religion. I would do this in a gentle but firm

manner, trying to make sure that students understand why such behavior will not

be tolerated in my classroom. Creating a safe space where students can be

themselves without worry of things like bullying is extremely important in having a

positive classroom atmosphere. It is also extremely important to encourage

students to share themselves through their art; all art will be vastly improved if

students let themselves and their personality show through their work. As a
 whole, creating a positive classroom environment makes students feel more

comfortable responding to content and prompts through art projects and

assignments.

Relating Art Content to Students Lives: Relating art content to students lives

means connecting what we cover in class with things students experience on a

regular basis. This creates interest in the topic because students can see how

the concept is applied to things they see or experience outside of school.

Students need to know why something is important in order for them to fully

engage in it for valuable learning. If students arent showed how the concept is

applicable to their everyday lives, they will deem it unimportant and will only

engage in the content temporarily, making it easily forgettable. I plan to link

content in various lessons to things students experience or will experience at

some point. For example, when teaching students about color theory and the

color wheel, I link different color schemes to brand logos or sports teams. I tell

students they can remember complementary color pairs by remembering Vikings

(purple and yellow, Broncos (blue and orange), and Christmas (red and green).

This shows students that color theory and color schemes are used often by

designers and things theyre interested in, such as drinks (Mountain Dew), sports

teams, or otherwise.

Bell-Ringer Activity: One activity I plan to do either daily or weekly is a bell-

ringer activity. The activity will be on a bulletin board students go to directly

when they enter the room that features a different artwork every day or week. I

will try to link whatever artwork is featured to content we are currently covering in
class via lecture or project. For example, if we are talking about a graphic design

typography assignment, I will put up a different example each day of typography

design, such as album lyrics design, business logos, quotes from Pinterest, etc.

There will be a slip of paper for students to grab that asks their opinion on

questions like the following in relation to the images:

1) Is this art? Why or why not?

2) How does this relate to what were currently learning about?

3) Do you like this piece? Why or why not?

And so on. We will spend the first couple minutes of class writing the answers,

and then we will discuss them for another 3 or so minutes. I will call on different

students to share their opinions, as well, encouraging discussion. Finally, if

students dont pick up on how the featured art relates to what were studying, I

will explain ways in which it is relevant. For example, for a quote in a lesson or

unit as mentioned above, I will explain that every image on Pinterest, such as a

quote about life, is something that someone somewhere designed. The same

would go for any logo; design doesnt just pop up out of nowhere, but is instead

carefully developed and produced, going through many stages of the creative

process and using art theories we cover in class, such as color schemes. This

encourages students to develop their own opinions with supporting reasoning,

and allows them themselves to relate examples of real-world design to what

were learning about in class, getting them to make those connections as to how

this applies in the real world. While this encourages students to make
 connections, it also serves as a strategy for getting students engaged in the art

class room routine. If students have to think about questions like these in relation

to art room content every day or every week, it establishes and keeps a routine

of getting students to think about art in a broader sense every time they come

into the art classroom. Bell-ringer activities also give students multiple prompts to

respond to every day or week in addition to assignments.

Art Room Goals: During the first few weeks of school, I plan to have students

set artistic goals for themselves for the quarter, semester, or school year. These

might be get better at drawing, learn how to use watercolor paints, etc. The goals

should pertain to student individual interests and be attainable. Through projects

and other work, we will work on these goals throughout the school year, trying to

get students to meet their goals. If students meet their goal during the school

year, I would like them to set another one. This serves as engagement because

students can try to work towards this goal through their projects, keeping them

more interested in the content as their goal pertains to their interests. This also

inspires students to respond to assignments in relation to the goals they have set

for themselves.

Art Room Bingo: I plan to use a classroom rewards system in my classroom

through Art Room Bingo. This system will encourage student engagement in art

in ways outside of the assigned curriculum, getting students thinking even more

about art and what they would like to do with it. Students will be rewarded for

completing additional projects, assignments, and miscellaneous tasks. I will give

students a bingo sheet at the beginning of each school year. The sheet will have
different art-related activity squares that students will need to complete to earn a

bingo in the art room. I have attached an example I would use in a high school

Art I class in this document. Once students complete one of the items on the

bingo list, they bring it to me and I check off the square for it, adding an initial to

make sure they completed the activity satisfactorily. Depending on the situation, I

may offer extra credit for some of these activities, or for a bingo, to help students

who lose participation points or didnt get the ideal grade on a prior assignment,

although I will try to keep extra credit overall to a minimum. This encourages the

student to try an extra assignment to bring their grade up. I tried to set up each

possible bingo so that the student must complete at least one writing assignment,

one technology project, one opinion project, and one independent art project to

attain it. This gives students multiple methods they can respond to the prompts.

Once students get a bingo, they will get an individual reward, with the rewards

getting better with each bingo they get. For the first bingo, I would offer

something small, like a couple bite size candy bars students can choose out of a

candy stash in my room. The second bingo I will offer a hot chocolate or some

other larger reward like extra credit, an assignment pass, and so on. If a student

gets a blackout bingo, Id like to do something a little more fun, such as taking a

trip to an art museum with them and other students who also got blackouts. I will

plan on doing this in April or May, towards the end of the school year, so more

students have the opportunity to achieve a blackout. Using this system, I will also

institute group contingencies. If all students get a bingo, they get a popcorn party

where they will get to watch a movie. The movie will either be art-related or will
feature stylistic choices that reflect a heavy art influence, which there will be a

short assignment about following. Ideally I will offer a popcorn movie party every

quarter or semester. If all students in a class get two bingos, they get a popcorn

and candy party. If all students get 4 bingos by the end of the year, I will offer a

pizza party around that time.

Misbehavior Management

There are many different ways a teacher can manage misbehavior in their classroom.

Harlacher states, The final element of an effective classroom management plan is the

use of a continuum of strategies to decrease unwanted behavior. In other words, the

teacher has a variety of management strategies in place to prevent or deter students

from behaving in a way that causes problems for others in the classroom, (85).

Harlacher goes on to summarize that misbehavior management is not just punishing

students for misbehavior, but also involves reinforcing appropriate behavior positively

(85). Most of my methods will serve not only as punishment, but also as a way to teach

students to think about and correct their behavior to something more positive, as good

behavior will be rewarded.

Student Participation Grades: Students will receive a participation grade that

is based on whether they were working actively in class, utilizing materials

correctly, behaving, following rules, etc. This grade will account for 30% of

students overall grade in my class. Each day students will receive a participation

grade, earning a score out of 10 points, which ends up being 50 points per week

based on behavior and participation. This requires that students be engaged in

the lesson, participating by answering or asking questions, as well as working on

their projects while not causing problems, such as visiting too much or too loudly

with their neighbors. Also encompassed in their participation grade is proper

following of classroom rules and procedures. Points will be taken off participation

grades in accordance to the severity of the students offense. This manages

misbehavior in that students must follow the rules in order to pass the class;
 students who behave appropriately are rewarded with a good grade for

participation. If students receive 0 points in a week for participation, they must

earn 100% in all other areas that week to earn a 70% in the class. Thus, students

who misbehave will be rewarded when they finally correct their behavior to good

behavior in accordance to classroom rules.

Choice Correction Worksheet: Students who continuously deviate from

classroom rules and procedures will complete a choice correction worksheet.

This worksheet emphasizes that misbehavior is the students choice and

requires students to explain their behavior, why it broke the classroom rules, and

two ways they can do better the next time. Students must answer these

questions in complete sentences and write quite a bit, with minimum sentence

lengths for each question. Worksheets need to be completed and turned in by

the end of the day they were assigned so that the choice aspect is fresh in

students minds if they must complete one. Worksheets will be graded as part of

a students participation grade. If a student does not complete and turn in their

choice correction worksheet by the end of the day it was assigned, they will

receive a zero for participation for the day. Even if they do complete it and turn it

in, they still will not get all their participation points for the day, just a few more

than they earned that day. This manages misbehavior in that students must

actively think about their choices when they do wrong in my classroom and then

write tediously about it. After completing a few choice correction worksheets,

students who misbehave should get the idea that they can avoid completing

tedious worksheets if they just behave and follow classroom rules. They will also
 then be awarded through good grades for participation. The possibility of being

assigned another choice correction worksheet may deter students from

misbehaving repeatedly. Choice correction worksheets also serve as

documentation to prove students misbehave repeatedly when discussing student

behavior with their parent.

Parent Call or Conference: A phone call to parents or conference will occur if a

students participation grade is continuously low or they get multiple choice

correction worksheets assigned. The idea is that this will correct misbehavior in

my classroom because the parent becomes aware of their childs misbehavior

and assists in correcting it with consequences at home.

Speeding Tickets: If students rush through an art project, they will be given a

speeding ticket, which docks their grade by 15%. This discourages misbehavior

and encourages better work by students.

Three Warnings/Music: If students misbehave in class, they will be given three

warnings. The first is a verbal warning. If students get a second warning, all

students must be completely silent for 5 minutes. The music will also be turned

off. After the 5 minutes are up, we go back to normal. If students misbehave

again, we will ban talking and music for the rest of the class. This punishes

misbehavior and gives students the opportunity to correct their behaviors. It also

serves as a reward for good behavior, as music is a privilege that comes along

with that. Also, all students who caused the noise problems or otherwise will be

assigned a choice correction worksheet, which they must complete in class and

turn in before they can go back to working on their project silently.

 Seating Charts: Students will begin the year by choosing where they sit. If this

becomes a problem and some students cant handle sitting at the same table as

their friends without becoming loud, I will institute a seating chart. The seating

chart will mostly only affect the students who cant behave; setting allowing, I will

try to leave the students who do behave in their same chosen spots. If students

after being moved behave exceptionally well for an extended period of time, I

may give them the opportunity to try sitting with their friend again. If they still cant

handle it, I will put them back in the seating chart for the rest of the school year.

This serves as consequences and thus encourages students to avoid

misbehaving, as alternatively they will be rewarded for good behavior and can

continue to sit with their friends.

Shout-Out Box: Ideally after each assignment, I will hand out multi-colored

sheets where students can give each other shout-outs on their projects. I will also

complete student shout-outs. After I read shout-outs, I will display them on a

Shout-Out Wall, which will then slowly throughout the year become completely

filled with shout-outs. This gives positive reinforcement for good student behavior

and artwork.
 Works Cited

Harlacher, J. E. (2015). Designing Effective Classroom Management.

Bloomington, IN: Hawker Brownlow Education.