Kathy Lau

MACI 431
5/1/18

CLASSROOM MANAGEMENT PLAN

Teacher Identity

Growing up, I was a voracious reader, devouring books and diving into fantastic worlds so

different from the small island that comprised my entire world. I was raised in Honolulu, Hawaii, a

colorful city defined by its unique set of customs resulting from a blending of ethnicities and a vibrant

international presence due to the prominent tourism industry. This diversity, along with a love of

literature and a desire to connect with others, plays the most prominent role in shaping my

understanding of the world. From sixth to twelfth grade, I was fortunate to attend Punahou School, a K-

12 preparatory institution recognized for its excellence in academics, athletics, and the arts. Here,

students are given access to a wide range of resources encouraging them to explore their passions as

well as engage with technology, culture, and service. While working in Punahou’s Outdoor Education

department, a program that allows high school students to work as camp counselors and teacher’s

assistants in elementary and middle school classrooms, I discovered a love for learning that has led me

to pursue a career as a secondary teacher. According to Feldman & Sortis (2009), I have been given the

gift of “social and cultural capital”, tools that allow me to unlock certain aspects of society. As a future

educator, it is extremely important that I recognize this privilege in order to address the historical,

societal, and intellectual impediments that systematically hold certain groups at a disadvantage. I also

understand that this privilege has unavoidably fostered some implicit biases, which I am working

towards dismantling in order to create a classroom based on equality. I am thankful for the Chapman

IES program for allowing me to become a more open-minded person that strives to create change and

inclusivity through education. I wholeheartedly agree with Attallah College of Education’s mission

statement that strives to “develop critical scholarship and skillful leadership that inspires and respects
 Kathy Lau
MACI 431
5/1/18

individuals, serves communities, strengthens diversity and ensures a just society.” Thus, by investing in

our children’s education, we are working towards creating a better world.

Part I. Classroom Management Philosophy

When first building a classroom, it is essential to refer to theory in order to establish a strong

foundation to build methods upon. As I’ve previously stated, the driving force behind my pedagogical

practices is a social justice approach to teaching, drawing upon the Paulo Freire (1968) and Lilia

Bartolome (1994). This means eschewing the “banking model” of education, the tendency for teachers

to view students as empty vessels needing to be filled with knowledge, while constantly cultivating a

critical consciousness in order to recognize the hidden curriculum that perpetuates harmful cultural

norms oppressing particular groups. The classroom will then become a reflection of the larger society,

with graduating students growing into responsible contributing citizens with the potential to initiate

social change.

I also understand the importance of referencing practical methods theorists. William Glasser’s

Choice Theory (1998) specifically resonates with my own personal beliefs and aligns with the

atmosphere I aim to create. Choice Theory maintains that all behavior is chosen to satisfy five needs:

survival, love and belonging, power, freedom, and fun. Love and belonging are the most important

because they encourage the cultivation of human relationships, which in turn stimulates the other needs.

Thus, the classroom is responsible for addressing students’ needs, both academic and personal.

Teachers must act as guides and model positive behaviors in order to establish solid relationships that

will encourage students to excel in the classroom. Choice Theory also eschews specific rewards or

punishments, instead focusing on the quality of work and stimulating a sense of self-responsibility.

Students are made to feel that their choices have direct repercussions; consequently, they have autonomy
 Kathy Lau
MACI 431
5/1/18

in regards to their own education. In terms of my own classroom, I like Choice Theory because as the

teacher, I would function less as an authoritative figure and more as a mentor. I also want to teach my

students to hold themselves to a higher standard in order to best succeed in areas outside of academia.

Concepts of ethical living will play a huge role in the operation of my classroom. I particularly

want to incorporate Robert Greenleaf’s ideas of servant leadership, especially because in the English

language field, narratives often include moral quandaries that have the potential to resonate with

students’ own lives. Greenleaf states, “The servant-leader is servant first…it begins with the natural

feeling that one wants to serve, to serve first. Then conscious choice brings one to aspire to lead”

(Greenleaf, 1970). According to this theory, the purpose of a leader is to serve others and in doing so,

one has the potential to better the world. Like Glasser, Greenleaf focuses on the power of fostering

relationships. Servant leadership ultimately encompasses the type of person I want to my students to be

when they leave my classroom and enter society.

In terms of implementing these pedagogical theories into my classroom, it is important to

establish the type of learning environment I want to create in my classroom. In accordance with

Glasser’s Choice Theory, safety is the top priority in order to allow students to flourish. “Safety” is a

broad concept, but when students walk into my classroom, I want them to know that they are supported

and loved, and they can come to me with any personal issues. Some small ways I plan to do this is greet

students when they enter the classroom, address personal questions, and be sensitive to students’ home

lives. Safety is also sustained within a community, so it is imperative that amongst students, respect is

essential. This can be achieved by occasionally executing relationship-building games and activities

throughout the semester, group projects, as well as collaborative formative assessments. As Rita Pierson

said in her 2013 TED Talk, “Every child deserves a champion: an adult who will never give up on them,
 Kathy Lau
MACI 431
5/1/18

who understands the power of connection and insists they become the best they can possibly be”

(Pierson, 2013).

II. Learning for All Students

As previously stated, my classroom will be built on mutual respect between peers as well as with

myself. On my end, it’s important to make learning accessible for all students, eschewing Constructivist

belief that students are empty vessels to be filled with knowledge and the teachers hold all the answers.

Rather, learning is a reciprocal and constantly changing process comprised of many different types of

knowledge and it is the responsibility of schools to ensure that opportunities are accessible for all

students. As I implement instruction in the classroom, it is imperative that I am conscious of hidden

curriculum, the latent and unintended material that is conveyed to students, as well as my own implicit

biases and how I position students to succeed or fail.

 Kathy Lau
MACI 431
5/1/18

In her article, “Beyond the Methods Fetish: Towards a Humanizing Pedagogy,” Lilia I.

Bartoleme identifies the systemic obstacles for students from minority backgrounds and suggests

specific approaches for teachers to dismantle typically preferential methods. She states, “I argue that a

necessary first step in reevaluating the failure or success of particular instructional methods used with

subordinated students calls for a shift in perspective -- a shift from a narrow and mechanistic view of

instruction to one that is broader in scope and takes into consideration the sociohistorical and political

dimensions of education” (Bartoleme, 1994). Here, Bartoleme eloquently redefines the potential a

teacher has to influence change through a social-justice classroom. She maintains that teachers have the

responsibility to create a culturally responsive environment, dismantling harmful systems such as the

deficit model while also tackling prevalent political and social issues and developing important skills. In

order to do this, the classroom must be a safe place for students, regardless of their ethnicity, language,

economic status, sexuality, or disability. Curriculum should be centered around students, drawing upon

their outside experiences and valuing the knowledge that they bring to the classroom. Additionally,

Bartoleme encourages the use of strategic teaching, a method that teaches students to self-reflect on their

own learning in order to develop academic and metacognitive skills. Thus, students will be better

equipped to critique texts, make meaning, and think critically. Most importantly, by combining these

strategies, teachers will establish a “humanizing pedagogy” that will enable students to have a better

relationship with learning and offer the support that society fails to provide. Bartoleme has been one of

the most powerful educational scholars I have had the fortune to study in great depth. I hope to apply

her pedagogies to my own classroom, implementing student-centered curriculum that considers

students’ cultural backgrounds and literacies in order to create a classroom that is truly inclusive for all.
 Kathy Lau
MACI 431
5/1/18

III. Physical Classroom

Classroom inspiration from fashion & education blogger, Em Yee

 Kathy Lau
MACI 431
5/1/18

In terms of the physical classroom, I plan to infuse minimalism and natural elements into the

learning space. I intentionally want to avoid clutter and bright colors in order to create a clean, zen-like

environment. The use of nature in elements of wood, greenery, and sand are also a conscious choice as

a result from previous observations where many students do not engage with the outdoors. Developing

a positive relationship with the natural world has been a formative part in cultivating my own mental

health, especially with programs such as Outdoor Education at Punahou. Furthermore, Punahou’s own

campus is LEED (Leadership and Energy and Environmental Design) Platinum Certified, meaning that

it has achieved the highest award for architectural performance regarding energy and water efficiency,

CO2 emissions reduction, and indoor environmental quality. Its Omidyar K-1 and Kosasa

Neighborhoods utilize indoor/outdoor classrooms that foster sustainable habits at a young age. My

hopes in utilizing this type of classroom environment is that students will be able to have a clearer

mindset, with a greater awareness of sustainability and responsibility to the world we live in.

Punahou School Omidyar and Kosasa Neighborhoods in Honolulu, Hawaii, blending natural
materials into learning commons.

As a secondary-level teacher, I plan to outline course outcomes, state standards, and teacher

expectations in a syllabus accessible via the school’s online platform and through my own website. This

will serve as a 24-hour virtual classroom, a reference housing student work, additional tutorials, and
 Kathy Lau
MACI 431
5/1/18

class rules. As I’ve learnt from my observations and discussions with other educators, I don’t want to

spend time or energy constantly focused on maintaining order within the class; rather, I plan on adhering

to the practices set forth at the beginning of the semester, with the exception of emergencies. I feel like

this is the best way to maintain fairness because the rules apply to everyone, but I will deal with special

situations in a private case-by-case basis.

I also envision sticking to a pretty simple daily routine that will be carried out as follows:

1. Greet students as they enter the classroom. Ensure that all of my teaching materials are
organized and easily accessible.
2. Collect homework, administer any formative assessment
3. Run through itinerary for the day
4. Lesson – introduce material, review key concepts
5. Open for class discussion and/or activity
6. Homework– students will answer a critical reading question to be turned in at the beginning of
class
a. Option to answer with a creative component, but must turn in one written answer per
week
b. Use of technologies (coding, software, analytics) can earn up to 5 points extra credit

Despite the simple format, I plan to generate interest by selecting texts and utilizing activities

that resonate with students and recognizes the importance of their young voices. Community will be

established through shared experiences and the understanding that we must all act with respect in this

classroom. I also plan on being an involved member of my school’s student life, working as a coach and

volunteering for extracurricular activities like dances or carnivals. I also want to keep my room open a

few times a week during lunch hours so that students know they can come to me whether they just want

to hang out or if they need to discuss more serious issues. I don’t plan on offering testing retakes, but I

will use these lunchtime sessions as office hours, where students can raise their grades by coming in for

extra help, revising their papers, or reworking projects.

 Kathy Lau
MACI 431
5/1/18

IV. Supporting Students

Once students move to high school, the focus of student behavior expectations shifts from

cultivating appropriate classroom conduct, and more on how to develop an adolescent into a responsible

and caring adult. It’s certainly difficult to walk the moral line, as morality is a sensitive and personal

matter. However, I believe that educators can have a significant impact simply by setting an example

and making it a priority to serve as a role model and mentor for their kids. I also think it’s important to

show students that a teacher doesn’t necessarily have to be a removed presence in their lives. One should

demonstrate how much they care by making an effort to be involved in the school or just ask about the

students’ personal lives or how they’re coping with the pressures of school.

In terms of conduct within the classroom, respect is key. I want to create a space for students to

discuss difficult topics, connecting literature to prevalent issues like feminism, racism, and immigration.

However, there is an explicit understanding that despite differing opinions, students must interact

professionally and with consideration. Derogatory or offensive language will not be tolerated and I also

want to create a space for students to learn about microaggressions. At the suggestion of one of my

previous professors, I’m planning on implementing an “ouch/oops” protocol, where if someone says

something offensive, you can automatically say, “Ouch.” The person will respond with an “Oops,” and

listen to why their comment was inappropriate. This is especially useful for Socratic seminar or open

discussion type activities where the students can self-regulate their responses. Especially in areas where

their opinions occupy the primary seat, students should be able to govern themselves. At the start of the

semester, I would most likely ask the class to generate their own set of rules for what they expect from

each other while in my class and post their responses around the room to hold them accountable. That

way, the students feel that they have autonomy in classroom operations.
 Kathy Lau
MACI 431
5/1/18

V. Connecting with Students, Family, & Communities

I am most confident in my ability to build relationships within the school community, as I plan to

be very involved in various extracurricular activities, especially athletics, and love participating in

activities that support school spirit. Additionally, I want to connect and include families. One of my

biggest goals is to introduce new methods to the typically traditional English classroom, specifically

through educational technologies that support student learning in the 21st century and makes knowledge

widely accessible. Especially

in schools with a large

bilingual population, posting

and teaching about online

resources could be hugely

helpful.

However, I would of

course also send home hard

copies of an introductory

letter, as well as periodic

seasonal newsletters to

parents in order to keep them

in the loop, especially if they

do not have a laptop at home.

See left and below for

samples.
Kathy Lau
MACI 431
5/1/18
 Kathy Lau
MACI 431
5/1/18

PARENT SURVEY
Hello, families of Room 332! What are 3 things
Please take the time to
answer these questions so
your child enjoys
that I can best address your doing?
concerns and your child’s
specific needs for the 1.
upcoming school year. Thank
you!

On a scale of 1-5, how would you rate 2.

your child’s organizational skills?

3.
Anything else you’d like me to
know:

THANK YOU!
 Kathy Lau
MACI 431
5/1/18

STUDENT SURVEY
Welcome to Room 339
What are your top 3 songs right Book, TV Show, movie, or song
now? that had the greatest impact on
you?
1.

2.
If you were totally fearless, what
would be your dream job? Why?
3.

Strongest school skills?

1.

2.

3.

Goals for the school year? THANK YOU!

If there’s anything else you
1. want Ms. Lau to know, stop
by her desk at any time.
2.
 Kathy Lau
MACI 431
5/1/18

VI. Meeting Student Needs

My greatest priority is to ensure that every student is receiving equal access to course material.

It is my responsibility to differentiate instruction, adjusting curriculum to best meet students’ individual

learning needs. As I’ve discussed previously, by centering the classroom around the students, building

authentic learning progressions and integrating curriculum to build foundational skills for emergent

bilinguals, I hope to make my classroom and inclusive and accessible place.

I will use both formative and summative assessments to evaluate the effectiveness of my

teaching methods. Some examples:

In terms of assessment, I plan to utilize a backwards design approach (standards, assessment,

instruction) in order to ensure that the students are meeting state standards and are developing proficient

skills and essential content knowledge that will allow them to excel in their next English class and in the

real world. For me, the standards are not the eminent benchmark of student capability; rather, I need to

make sure that students can use their skills (as defined by the standards) and actually apply them while

continuing to become responsible and compassionate contributors to society.

 Kathy Lau
MACI 431
5/1/18

VII. Conclusion

Unconventional educator Jeffrey Benjamin once stated, “A great teacher never stops being a

student,” and this is a quote I want to post in my classroom because it reminds students that I am also on

a journey where I am still making mistakes, attempting new endeavors, and discovering amazing

possibilities. It is a reminder for me to be humble through success and strong during adversity. I am

truly excited to build my own classroom and develop as an educator but I acknowledge that over time,

my methods and beliefs will change. I am grateful to Chapman University and the IES program for

providing a solid foundation of pedagogy and methods, and cannot wait for the next steps in my career.