Running Head: Classroom Management Plan Martinez 1

Signature Assignment - Classroom Management Plan

Jillian Martinez

California State Dominguez Hills

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I am currently completing my fieldwork in a Kindergartener classroom at

Eastwood Elementary School in the La Mirada Unified School District. As I look around

the classroom of twenty-eight students there are four who identify as English Language

Learners. The ELL student that caught my eye is a young male whose first language is

Korean and has as hard time speaking and answering in English. He is very smart, but I

definitely see that he needs more time working on his English speaking skills at home to

help fulfill his individual needs of being able to answer and reply in English. There are

about five students who have learning disabilities and IEP’s in the classroom and the

student I chose to observe is a young male with Autism. After working with this student

when it came to his reading and comprehension skills, I realized that he needs an adult

figure to be patient and understanding with him when he gets off task (TPE 2.5). He does

really well with hands on activities, which also helps him with his hand-eye coordination,

focus, and problem solving skills. There are about 9 students who struggle with either

reading or mathematics. The young male student I observed and worked with struggled

with both reading and math. This student academically needs a lot of extra help and

attention. He has a hard time reading and identifying what you are asking him to do most

of the time so he guesses or looks to his neighbors for the answer. I believe overall he

needs someone who will strongly motivate and guide him so he feels more confident in

his reading and mathematic abilities (TPE 2.1).

After working with these three profiled students and the other 25 students in Mrs.

Vela’s Kindergarten classroom, I decided to place myself on the Engagement Focus side

of the Classroom Management Spectrum. I will place myself on this side of the spectrum

because I plan to provide guidance, challenges, support, and advice for students of all
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abilities. I will not put my students in positions to be controlled, disciplined or molded

the way I want them to be (Pinto 2013). I plan to take all students feelings, beliefs,

actions, values, interests, goals, and efforts into consideration when forming and

maintaining classroom management and cultural proficiency. I want to have the same

respect for my students that they have for me (TPE 2.1). I will not force students to work

on assignments and learn material all the same way. I will allow students to learn the way

that fits them best whether it is visually, auditory, kinesthetically, intrapersonal,

interpersonal, etc. (TPE 2.2). This will allow students to feel more confident with the

material that is presented and comfortable with the assignment they have to complete,

and motivated to succeed. To ensure that Cultural Proficiency is developing in my

classroom and continuously throughout the school year I plan to join forces with the

school district, school staff members, and parents. This will help me as a teacher grow

and understand issues of cultural discrimination and racism while building on equality. In

a less broader sense, inside the classroom I will be sure to do many biographical projects

that reflect where students come from, their beliefs, their values, etc. (Pinto 2013).

Routines and Procedures

1) I plan to implement a ‘Good morning/Welcome to class’ routine. I will have the

students take a seat on their assigned carpet ‘circle’ space when they come into the

classroom. I will call out students’ names to take roll and teach them to reply with “Good

morning Miss. Martinez”. I believe this will help keep things quick and in order as well

as teaching the kids manners and proper ways to answer to others. Once I have taken roll

we will sing a ‘days of the week song’, we will count the days we have been in school,

we will count what month/day/year it is, etc. This should take about 2-3 weeks for the
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class to learn. It keeps a routine going and allows students to learn about numbers and

calendar days (TPE 2.6).

2) ‘Free Speech Time’ is an opportunity for students to get their jitters out by

allowing them to raise their hands and share anything that is on their minds. This shows

you care what their thoughts and opinions are and you are also learning what interests

them to speak up about. Allow a couple students to share and this should take around 5

minutes (TPE 2.2/2.3).

3) Lastly, I plant to implement a homework collection and class work completion

routine. I will pick a day of the week that homework is due, every Thursday for instance,

so students don’t get confused as to what assignments are due what days. All homework

will be due every Thursday. I will have homework folders with directions on how to

complete the homework and what needs to be completed to provide language and culture

proficiency. Any assignments that students don’t complete in class will be sent home as

homework. This will send the message that it is okay to take your time on in-class

assignments and all assignments have importance that’s why they must be completed

(TPE 2.6).

Discipline and Rules

I believe it is important no matter how young or how old your students are that

you allow them to brainstorm and be included in forming classroom rules. This forms a

sense of community and accountability of what they believe is appropriate and not

appropriate in the classroom (TPE 2.1). Once you have held a class discussion in the

beginning of the year allowing students to come up with about 3-5 rules of their own it is

important as the teacher to add about 3 more rules so students know what you expect in
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your classroom. It is important to voice these rules continuously throughout the year to

help students practice, remember, and be on the same page. As a teacher I hope to form a

close community and class bond where if some students aren’t following the rules other

students will step up to show them what the rules are and how to follow them. I don’t

believe I will participate in having individual rewards for students because they should be

on their best behavior and following their class rules at all times whether there is a reward

or not (TPE 2.6).

Student Autonomy

I believe that I will cover student autonomy in my classroom by group learning,

individual learning and private teacher-student engaged learning. I believe these three

different ways of learning and working with others will hold students accountable for

their social and learning development. This will also instill that there are benefits to all

types of learning.

1) I believe having circle tables and assigning 5 students of all different learning

levels is best for group learning. They can keep one another accountable of what they are

supposed to do, ask one another if they get lost, and feed off of one another’s ideas,

opinions, and different points of view for specific assignments.

2) Individual learning can be done quietly at their tables. This will teach students

that they must be quiet, mindful, and respectful of others during work time. Individual

work is important because it challenges students to not give up right away, not ask others

for answers, or let others answer for you.

3) I believe that I will focus on student accountability and responsibility in private

teacher-student engaged learning. I would have a horseshoe table where students rotate
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and do different assignments with me. This will allow me to see where they are at on the

learning scale as well as give me the opportunity to challenge students, teach them that

everyone has strengths and weakness and we will find a specific and individual approach

for them (TPE 2.3). In a younger class, kindergarten, it can be difficult to instill such

accountability when it comes to their learning. I will make sure that the younger students

understand that they have to be focused on their own work and what they don’t finish in

class still needs to be completed at home as homework (TPE 2.1).

Use of Time

1) I will use the “eyes are watching, ears are listening, bodies are still” strategy to

help maximize instructional time. This will help keep the classroom in line when students

tend to get riled up and instills a sign of respect when others are talking we are listening

and engaged (TPE 2.6). Most importantly when students have this routine down it gives

back a lot more learning and instructional time so we don’t have to stop and bring the

class back to being focused and quiet as often.

2) Bathroom rules are important to implement into the classroom to get the most use

of learning time. One finger up means ‘I am thirsty may I get a drink of water’ two

fingers up mean ‘May I please use the restroom’. The goal is that students should try to

drink water and go to the restroom before school, during recess, and during lunch to keep

from distractions and missing class time. This will keep students from lining up, missing

lessons, talking and playing with other students when they aren’t supposed to.

3) Finally, teacher direction for all activities and including countdowns for when it is

time to move on is great for getting more instructional time. It is essential to give full

start to finish detailed instruction of what you expect so there isn’t too many questions or
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confusion of what is being asked. Once students are close to completing the assignment

and it is time to move on it is important to countdown and give the students a warning. It

isn’t appropriate or helpful when you stop an activity immediately and move on to

something else so quickly. Give music or noise queues for when there is 5 minutes left, 1

minute, left, and 30 seconds left to wrap up and move on.

Accommodations

For each class assignment or activity I plan on forming a more individualized

activity for English language learners, gifted students, and students with special needs. I

will make sure that these students are doing the same activity and assignment as the rest

of the class, but the handout or directions given to them are personalized for their specific

learning and educational needs (TPE 2.3/2.5). When it comes to setting up individual

instruction and managing small groups I believe it all depends on the specific student. I

believe some of the different ways I will form accommodations is by allowing students in

need to use iPads or computers to complete assignments or to help assist them in

completing activities. This gives students auditory, visual, and kinesthetic learning

options (TPE 2.3/2.5). I believe the horseshoe table of students of all learning levels is a

good way to manage small groups as well. Allowing students who are strong in some

areas and others who are weak in some areas can use their classmates to help them learn,

grow, and get stronger in whichever areas they need improvement (Pinto 2013). I believe

as a teacher I must be actively moving around the room to help these students complete

their assignments and stay engaged and working to complete their activities.

Peer Interaction
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1) I would promote peer interaction among diverse learners by forming different

activity rotation groups every two weeks. I would create 5 different stations that groups

of 5 students would work at, for example, iPads, building/wood blocks, books, coloring,

and play-dough. This would be free time we have throughout the week where the 5

students in one group get to work together and get to know one another a little better

during these fun activities. They rotate among the 5 stations throughout the 2 weeks and

once the 2 weeks is over they switch groups and work with 5 new students.

2) The second strategy I would use is social games at least once or twice a week.

This could be academic related or just a fun physical activity to get the kids moving and

working together in a team based atmosphere. These social games could include red

rover, jeopardy, heads up 7-up, etc.

3) The last strategy I would use would be a once a week lunch bunch group. Every

Friday I would pick a group of 6 students who don’t know one another very well to eat

lunch with me inside the class. They would be able to converse and get to know one

another better. I would set up games and some treats to create a comfortable environment

while they are getting to know one another (TPE 2.2).

Fairness, Equity, and Respect

When it comes to fairness, equity, and respect in the classroom I believe it is my

job to do my research before hand to be knowledgeable of every student’s cultural norms,

backgrounds, and rules of etiquette (TPE 2.1). Every student’s version or definition of

fairness is different. We can go over what the definition of fairness is and what it might

mean in our own homes versus what it means in the classroom (Cianca & Wischnowski

2012). I believe it is important to find and create an equal ground as to what fairness
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means in our specific classroom. When interweaving fairness and equity in the classroom

problems can often arise. It is important to address to the class that some students may

need more attention than others, some may need different technology/materials than

others, and some may need material/assignments presented differently to succeed in the

classroom (TPE 2.3/2.5). It is important to talk about equity to the classroom before hand

and to address any questions or concerns first hand instead of waiting for problems and

confrontation to rise. I believe my ‘Good Morning routine allows students to practice

proper etiquette and how to great adults with Mr., Mrs., Miss, etc. As teachers we must

speak to our students with the same respect and manners that we expect from them,

setting this example is key.

Parent Communication and Involvement

1) I plan on communicating with the parents and family members of my students by

making weekly phone calls. The purpose of this is to let them know where their child is

succeeding and what great assets they bring to our classroom. It is important to reassure

parents that you want the best for their child and you see the amazing traits and qualities

in their child like they do (Cianca & Wischnowski 2012).

2) I will communicate with parents not just through phone calls, but through

homework/project directions and progress reports. I plan to leave index cards that have

bullet pointed notes of where their child has improved, what their child could work on

next time, and any other side notes. It is essential to keep parents involved in the learning

and growth aspect of their child’s education (TPE 2.6).

3) The third parent-teacher strategy I will use will focus on IFSP’s, Individualized

Family Service Plans (Bernheimer & Keogh 417). I believe taking this approach when
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forming relationships with families of children with disabilities, English language

learners, gifted students, etc. is important because it includes everyone and parent

involvement is what makes these students and their plans succeed (TPE 2.2).

4) The next strategy I would use to involve parents would be getting the parent

communication texting app on the school ipad (TPE 2.2). This allows you to keep parents

updated right away on their children’s health, injuries, anything else that is urgent. It also

lets you take pictures of the kids doing assignments and participating in different

activities and the parents can see it and comment on it. I believe this is a great way to

keep the parents involved when they are busy and at work if they can’t physically come

into the classroom.

5) To get parents involved I believe it is essential to send out welcome emails in the

beginning of the year and welcome back emails after any vacation breaks to let parents

know they are always welcome in the class to help with correcting homework, putting

together projects, cleaning and helping organize supply centers, etc. (NYU Steinhardt

2008) (TPE 2.6).

Conclusion

As a current undergraduate student that strives to be a successful educator I

believe I bring many different qualities and strategies to the table. I believe to meet my

full potential as an educator I must take the Engagement Focus approach when making

decisions about how to run and manage my classroom. To become a successful

Engagement focused teacher I must continue to be patient while having an open heart and

an open mind. Most importantly I will use my voice and leadership skills in a way that

allows students to look up to me as a role model they can confide in in the educational
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environment and setting. I want students to have a say in how they learn and what will

help them succeed. Overall, I think my goal is to understand the different races, cultures,

backgrounds, and ethnicities of all my students and bring them together to create a team

like bond.
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References

Bernheimer, P. L. & Keogh K. B., (1995). Weaving Interventions Into The Fabric of

Everyday Life: An Approach to Family Assessment. Topics in Early Childhood Special

Education, Vol. 15 (No. 4), 415-433.

Cianca, M., & Wischnowski, M. (2012). Collaborating with Parents of Students with

Disabilities. Educational Horizons, Vol. 91 (No.1), 26-29.

Pinto, Laura E. (2013). From Discipline to Culturally Responsive Engagement. Thousand

Oaks, CA: Corwin

NYU Steinhardt School of Culture, Education, and Human Development. (2008).

Culturally Responsive Classroom Management Strategies. Metropolitan Center For

Urban Education. New York, NY. 1-7