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Jessica Martoranos
Middle School Level
Classroom Management Plan
April 30, 2017
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Part I: Theoretical Introduction

My belief is that the role of the educator is to facilitate and motivate students to learn in

the classroom, and carry that motivation to learn into the outside world. School serves to help

the learners become autonomous, open minded, and critical thinkers.

English-Language Arts is a critical course of study for the adolescent learner, because this

is the point in their lives where they begin to fully confront the realities of young adulthood. This

is a time for self-identification and full realization of the self, thus the ability to critically analyze

and empathize with the world is not only a valuable skillit is a necessary skill. Through the

ability to read and interpret text, adolescents are able to gain the necessary skills to live the lives

of another person through literature. Moreover, the ability to write and analytical think are

necessities as they develop into adulthood. These invaluable skills are not only applicable to

future career opportunities, but also in being socially conscience world citizens. However,

students need structure and clear limits (Seven Developmental Needs) in order to best, fully

develop into those world citizensthis is where classroom management comes in. The way in

which to maintain structure and clear limits for students, is to have well-established routines, a

consistent signal for gaining the class attention, clear directions, preparing students to shift their

attention from one task to another, and concise explanations that highlight the main points of the

task help reduce student misbehavior (Kounin).

The classroom that I teach in will be a space for the students and me; our classroom will

be a safe place, first and foremost. Student safety regards not only the physical, but the emotional

as well. A very close second to that, it will a space of trust and growth. In the creation of this safe

environment I believe student-input is exceptionally important (Gordon). Thus, on the first day

of school our class will create a list of necessities in ensuring these three guiding principles, for
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all. Trust and safety are what allow for an environment of growth, so as to give the students the

necessarily tools to further develop their personal identities (Seven Developmental Needs).

Moreover, I will create an environment where I have Power-With the studentsit is the

place where the need for power and the need for love and belonging intersect (Erwin, 2004).

However, one cannot simply expect to have Power-With students, without trust. In order to have

a strong relationship with my students, I will:

hold the bar high for them. They feel respected when adults listen and respond to them

without judgment, and accept their beliefs and values, however different from their own.

And when adults are responsive to their intellectual, physical, social, and emotional

needs, adolescents feel this as genuine concern for their welfare, which in turn makes

them feel valued. (Baron 2015).

In order to have Power-With, I will hold the set high expectations and ensure that their needs are

met. This is also the effective manner in which to manage the classroom, which deeply connects

to William Glassers Choice Theory. According to Choice Theory, my students need to feel

acceptance and belonging, autonomy, competence, and as if their physiological needs are being

met, and to have fun in learning! Effective classroom management can be achieved through the

understanding and acknowledgement of adolescent needs, and respecting students as capable

young adults. In order to create an environment where this can be achieved, I plan to have what

theorist Alphie Kohn titles a Progressive Classroom. That is to say, that I am not just

interested in the behavior, but the motives and values that inform behavior. [Im] interested not

only in academic expertise, but in the other intelligences as we now say, following Howard

Gardner, and the talents, the interests, the social, emotional, psychological, and physical

considerations of the child (Kohn, 2005, p.84).

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As an educator my role in the classroom is to facilitate learning. It then becomes

necessary for me to truly get to know my students, so that we can build a relationship based upon

trust (Wong, 2009, 8). A relationship of trust, however, may not immediately come easily.

Accounting for and acknowledging diversity in the classroom allows for an honest and open

dialogue where both the students and I can truly get to know one another. Students will be

coming from backgrounds and identities that vary in socioeconomic class, religion, race, ability,

nationality, sexual orientation, and gender identity (Vaterrott, 2015, 90). This includes authors of

varying socioeconomic background, religions, nationalities, abilities, and from the LGBTQA+

community, etc., thus they will be available for students to read familiar and unfamiliar

experiences. It is through the building of strong relationships and understanding the needs of

students, that I will be able to create a positive learning environment, for all. In order to have

effective classroom management, I will implement a mix of ideas from various theorists. This is

because classroom management is primarily about understanding the needs of the students and

preparation, so as to minimize the necessity for disciplinary action, after the fact. Group

discussion and self-reflection are also huge parts of our classroom, to help students get

comfortable with tracking their own progress, as well.

Section II: Expectations, Policies, Rules, and Boundaries

As the educators role is to facilitate learning, not dictate it, it is up to me to set the norms

of the classroom. Jerome Bruners theory of spiral curriculum, though expansive to include an

individuals entire educational career, will be made relevant in our classroom. Students need to

know why what their learning is relevant. As theorist James Beane states, curriculum, and about

the uses of knowledge. Curriculum integration begins with the idea that the sources of

curriculum ought to be problems, issues, and concerns posed by life itself such concerns fall
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into two spheres: 1) self- or personal concerns and 2) issues and problems posed by the larger

world (Beane, 1995, 616). Continuously circling back to overarching themes will guide our

class in creating work with intent. Students can then expect me to begin by pointing out

connections to other courses of study, current events, past lessons, etc. so that they can continue

in building those connections, themselves. Students need to be treated with the respect of adults

so as to encourage that independence they are working towards.

My students can expect to feel as if they know what is expected of them, at all times. I

will be conscientious of either verbally and visually presenting expectations for each assignment

and classroom discussions, as well as rubrics for all major assignments. This will allow students

to meet and exceed my expectations, as they will truly know what is expected of them. My

students can also expect that our classroom will be a safe space for them to talk to me on both the

positive and the negative. If they are having difficulty, confusion, or any other problems I will

help them to my fullest extent, or help them find a source that can. Furthermore, if there are any

other additional points that I have not addressed, that they need or desire, then they will be free

to request those expectations of me.

I will come to class prepared.

I will address concerns or questions in a timely manner.

I will return feedback in a timely manner.

I will hold office hours for student questions and concerns.

I will respect all students, and the diversity our classroom represents.

My expectations of my students then mirror the expectations I have for myself. All of the

expectations set forth for myself, can be applied to the students, as well. They are expected to

respect one another and voice their concerns in a respectful manner. They will come to class
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prepared in both required materials and in an open mind. Students will have the ability to also

state the expectations they have of one another. This also adds to the norm of stressing the

important of student feedback.

Allowing time for students to interact with one another will discourage inappropriate

discussions that are not applicable to the course. I plan to group the students in heterogeneous

groups of four to five person circles, giving them opportunities to talk in the context of the class

material (Wong, 2009, 122). This also will be beneficial for encouraging, larger group

discussions as they can sometimes discuss with partners or their small groups first, to encourage

feeling comfortable speaking before the whole class, learning is an individual activity but not a

solitary one. It is more effective when it takes place within a supportive community of learners

(Wong, 2012, p. 212). Small groups are especially beneficial to English courses, as vocally using

the language in common small groups will further develop their language skills. They will each

have a role in the group each week, including different responsibilities. Some examples include

scribe (for taking notes on group discussions or assignments), director (to guide discussion

questions), organizer (to keep track of time and receive/hand in papers), and harmonizer (to

hold the group accountable for each of their roles and to ensure each group members

voice/opinion is heard). Furthermore, our classroom will be a place where reading is enjoyable.

Including time to read for pleasure, whether it be a magazine, novel, comic book, et cetera, will

encourage students to read for pleasure outside the classroom as well. This will be done for at

least fifteen minutes, each Friday.

Example Rules:

1. Respect others feelings, bodies, and belongings.

2. Group discussions will remain on-task.
3. Come to class with course materials and open mind.
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Example Consequences:

Negative consequences will be in-proportion to scale of inappropriate behavior exhibited.

Anything that falls under the category of physical or verbal violence will be immediately sent to

the disciplinary office. Verbal violence is any language that threatens physical violence or uses

hateful rhetoric; both physical and verbal violence threaten the safety of the classroom. In regard

to minor classroom distractions, there is a gradual incline of how to handle the situation: first,

ignoring the issue; second, non-verbal cuessuch as a look; third, proximity control. For

continuous negative behaviors, first, I will three strikes rule. I will first give the student a

warning, by writing their name on the board. Next, will result in a check next to their name,

lastly two checks will result in a student-teacher behavior meeting of 20 minutes before or after

school on the following Thursday (Wong, 2015, 156). More than three meetings in a quarter, will

result in a negative call home and/or a parent meeting. If ever asked Why? in regard to a

punishment, the answer will always be Because you chose to break the rules (Wong, 2015,

154). This consistency will result in the entire class always being on the same-page. Whole class

positive rewards will be centered on adding to the free-reading time on Fridays or at the end of

class, and negative behavior result in its depletion for that week. This will also be visibly made

clear, as the time of free-reading for each class will also be marked on the board. This is

representative of whole-class behavior and encourages the students to hold each other

accountable.

Section III: Instructional and Assessment Strategies

All directions will be given both verbally and visibly, so that students always know what

is expected of them. Classroom rules will be posted visibly in the classroom. Using differentiated

instruction for students with disabilities and ELLs will be dependent on the needs of the student.
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Including at least one intentional movement throughout the class, as well as at least fifteen

minutes of group discussion will allow for students social and physical needs to be met (Seven

Developmental Needs), as well as having clear and concise instructions.

Written feedback will vary depending on the intent of the work. Check-ins of completion

will be graded on a check-minus, check, and check-plus scale, small homework and reading

assignments will be done in a written grade and at least one comment on each assignment. These

are all primarily formative assessments, as they encourage development throughout the whole

course. They will be returned to students within two class days of when they were turned in.

Other formative assessments include verbal praise and high-fives. Large projects and essays will

include annotated comments and a written rubric. Check-ins for larger projects will occur at least

once before they are due, to ensure students know whether they are meeting expectations. Large

projects will be graded on said rubric and only the rubric returned; projects will be visually

displayed in the classroom for at least the length of one semester. This is to visibly show students

they should be proud of their work, before it is returned!

Acknowledging and validating the diversity of the classroom will be encouraged in

multiple ways. Some examples includes acknowledging all holidays, reading texts from authors

who come from diverse backgrounds. This includes authors of varying socioeconomic

background, religions, nationalities, abilities, and from the LGBTQA+ community, etc., thus

they will be available for students to read familiar and unfamiliar experiences. Group discussion

and self-reflection are also huge parts of our classroom, to help students get comfortable with

tracking their own progress, as well.

Section IV: Motivation

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Motivational issues can be sparked by a variety of causes, but none start with the

predisposition of a student. Outside factors such as issues at home, boredom, or social anxieties

at school, just for a few examples, can all lead to lack of motivation. This creates the view that I,

as the educator, despite good intentions and passion, is viewed as an adversarial or irrelevant

authority figure (Dale, 2016). A lot of my personal views on motivation begin with how I view

students and the learning process. Overall, I have to begin with trust, safety, and building

positive relationships with the students, as well as knowing how to meet their developmental

needs. Ways of addressing motivational encouragement and problems can be broken down into

how I plan to address the issue, long term actions, and short term actions.

Firstly, short term actions are more based on specific situations, and the needs of an

individual student. There are two more accepted ways of addressing choice in the classroom the

first one being organizational, and the second being procedural. However:

Some researchers believe that a third option, cognitive choice, is a more effective way

to promote longer-lasting student autonomy. This kind of cognitive autonomy support,

also related to the idea of ensuring relevance. (Ferlazzo, 2015)

A lot of issues of motivation can originate in lacking control, not on behalf of the educator, but

on behalf of the students. A way of giving students some control over their education can be as

simple as allowing them to pick their partners for a mini-lesson, as this also supports their need

for positive social interaction. Sometimes, I will have to just adapt to a specific moment and

offer students the ability to make an important choice, for exampledeveloping their own ideas

for homework assignments related to what is being studied in class [or] publicly sharing their

different thinking processes behind solving the same problem or a similar one (Ferlazzo, 2015).

This small change in tone makes the students actively think about both the topic of discussion
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and their own beliefs on it. Another example of promoting motivation in class can be linked to

boredom. Adolescents need movement, and there are many ways to incorporate movement into a

class. It can be on the topic of the class, asking binary questions on the lesson of the day, having

students with either positive or negative views move from one side to the other (Lynett 2012).

Another great way to alter a dull classroom climate is to incorporate a brain break! It can be

unrelated to the class, and as simple as switching seats, doing a stretch, or doing a silly dance

(Lynett 2012).

Long term actions are deeply related to my educational philosophy and general beliefs of

the roles of educationthat people are continually learning and as educators our role is to

facilitate learning for students, so they may carry that skill into the outside world. Moreover, this

connects to the general notion of constantly making connections. This is a continual process in

which skills learned in the classroom, analyzing the mood, tone, and theme of a poem, can be

related to skills that will be necessary in the outside world. For example, understanding these

concepts can be related to understanding the intentions of a professional email, the tone of a

peer/coworker/friends voice, the possibilities are endless! For the long-term, I will begin by

modeling these connections so that ultimately students will begin to connect the skills and

knowledge they gain in our class to the skills they will need for their social, professional, and

general futures. Furthermore, long-term actions are built upon building strong relationships with

my studentslearn their interests, hopes, and dreams. Ask them about what is happening in

their lives (Ferlazzo 2015). This is a necessity, as it will make it smoother for making

connections to the topics that interest us all, as individuals. Again, this can begin from me

modelling the action, by making connections to my own interests. This will both show my

teacher vulnerability, as a fellow person with likes and dislikes, and open up the dialogue for the
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students to feel comfortable sharing their own passions and lives in the classroom. Yet again, this

spirals back to making it all relevantI want students to continue in building their own

connections. An example prompt for a journaling activity, would be to have students write one

paragraph after a lesson[,] sharing how they thought what they had learned would be useful to

their lives (Ferlazzo, 2015). This can also be flipped, to broaden the question whether they

found the lesson relatable to their lives, at all. As a formative assessment, this would be

important for me to know so as to address the issue of lack of connection. Therefore, I can find

new ways of making the knowledge of transcending the lesson in class to the students lives,

more explicit.

Section V: Building Relationships with Parents/Students

The importance building strong relationships with parents, but in particular with students,

cannot be stressed enough. The foundation of a strong relationship is built primarily on trust.

Trust is a two-way street, and it begins with the educatorbut how can I gain the trust of my

students? Consistency, consistency consistencythis is the overarching theme in building trust.

But how can I know if I am being consistent? With structure. Firstly, I have to get to know the

various interests of my studentsthis can be as diverse as the musical artists they listen to, new

books they are reading, and extracurricular activities. Moreover, I will, to the best of my ability,

attend sports tournaments, choir/band concerts, plays/ musicals, et cetera to both support my

students and my school. Classroom-time only accounts for half of their dayoften students have

hours of rehearsals and practices outside of class before they even make it home for home and

social time. All of these aspects of their lives are equally important! It is not just about showing

interest in the lives of my students, but also following through with actions. Thus, I can have

power with my students, as opposed to grappling for power over. Overall, this spirals back to my
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belief in both trust and structure. They go hand-in-hand due to the fact that trust without structure

leaves too many loose ends for students not know when they are breaking trust or if I am

breaking their trust. In the example of the physical classwork they turn in, structure comes into

play in the fact that having guidelines, rubrics, et cetera create a foundation on which student can

then allow their creativity to leap in risk-taking.

As for more actions in the classroom, I will be timely in responses to student work and I

will consistently give both verbal and written feedback. I also will offer weekly written check-

ins. Students can pick up a check-in request slip on Thursdays and leave it in a drop-box on my

desk. On this sheet they will put their name and any question or concern they may want

addressed, and in return I will answer the question either in-class on Friday or return the check-in

with a response. Moreover, the check-in will offer their most up-to-date grade, one comment on a

place for improvement and one comment for a strength/something positive I noticed that week.

Thus, students can have written confirmation of their growth; this also doubles as a way for

students to pass along their formative feedback to their parents/guardians.

Students can pass along these check-in slips to their parents. In the first week of school, I

will send home a note that offers the ability for parents to choose in what language they would

prefer their quarterly newsletter to be in, so that I can connect to all parents/guardians. I will both

email and send-home these quarterly updates with information regarding upcoming projects,

themes for the next sections, and what texts we will be reading. Ensuring parents/guardians are

aware of their ability to contact me with any questions is a priority, and the possibility for an in-

person introduction will allow for that original facilitation. I will plan for a parent/guardian night

during the first quarter, so parents can meet me and students can show their families their hard
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work and projects. This will also be an event that can broadcasted on the school website, in order

to best reach the majority of parents.

Section VI: Vision of an Ideal Day

Example Prep:

7:00 am: I enter the classroom and arrange the desks into a fishbowl design (10

desks on the inside circle, 15 desks on the outside ring). There are past projects on the

walls of the room, labeled boxes for Do Now and Turn In. There is a white board

on the door to enter the room, and I write this class required materialsthe novel we

have been reading, their journal, and notesand any due assignmentsthat I will be

checking their annotations/notes on the novel. This is done so that students are always

aware of what they should be bringing to class. I project the prompt for their journal

Do Now.
7:45 am: Students arrive and acquire their materials from their lockers. The hallways

resemble organized chaos; students chat by their lockers with friends.

7:55 Students line up outside of our classroom door, I offer high-fives as they enter

the room.

Example Class (50 Minutes):

10 Minute: I give the students 10 minutes to independently journal. Although I plan to

often offer prompts, they are not always require. Journaling is a tool for students to

get into the habit of writing, daily, to encourage it as a life skill. Moreover, journaling

encourages their need for self-definition and allows them to explore themselves in a

structured way.
o During their journal activities, they can sit anywhere in the room, as long as

they are visible to me. Allowing them to sit throughout the room offers them
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the ability to work in a way that best fits their writing needs, and shows that I

trust them.
o I also can take away that freedom for a given day, if the students do not work

diligently on their assignments.

o It is my expectation that everyone is sitting or standing in a singular spot and

writing in their journal. This is not a time to work on outside homework, but

rather a time to reflect on your own experiences.

o An example topic might be, write a letter to a person who is important to

you. It could be a best friend, celebrity, parent/guardian, etc. I set a timer on

the board, so that students know how long they will be working for, which

supports their need for structure.

As students work on their journals, I pass out their role for the fishbowl. Their roles

are described on a piece of paper, as well as a rubric if it is necessary for their role.
I also look at their copies of the book-- The Absolutely True Diary of a Part Time

Indianand/or their notes. This grade will be on a check-minus, check, and check-

plus grading scale, as it is primarily done as a formative assessment. Thus, I can

check how detail-oriented the students are reading, what topics from the book interest

them, and what parts may be confusing.

20 Minutes: Fishbowl discussion on The Absolutely True Diary of a Part Time Indian.
o It is my expectation that if you are a fish, you ask questions, use examples

from the book to support your claims, and respect your fellow fish by using

inside voices and not speaking over someone else. If you are the bowl, it is my

expectation that you are taking notes on the conversation, checking off your

rubricwith examplesif that applies to your role, and listening to your

peers. When we are done, we will all come together and discuss.
o 10 students will be the fish.
Their role will be to ask and answer each others questions, and use

quotes from the text to support their claims.

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o 15 students will be the bowl.

3 people will be reporterscreate notes on the discussion from the

outside ring and summarize in 3 sentences the main points.

This encourages multiple perspectives. They all may have very

different main points!

10 people will follow the comments of specific students in the

fishbowlthey will have a rubric to follow and can leave specific

encouragements and notes on the back.

2 Student will be silent fish, and respond to comments or questions

made between the fish, as if they had been part of the discussion.
o If students are either talking over one-another inside of the bowl, or not

paying attention on the outside of the bowl, I will follow the 3 check policy. I

will write their name on the board, and follow up with checks if the behavior

continues. If any students protest, I will reply with a simple because you

were not respecting your peers, or whatever other rule might apply.
2 Minute: Brain Break Shake Down
o Students stand and shake their hands and feet by counting down from 8 to 1.

This supports the adolescent need for movement, and also encourages the

students to just be silly! (MD J.W., 2016)

13 Minutes: Whole class discussion
o 2 Minutes: The bowl students who were paired with a fish give their fish their

feedback and their personal notes.

o The 3 reporters are given the opportunity to share their 3 main points. I give

all of the students the opportunity to respond or give an example of a main

point they may have included.

o The 2 silent fish pick give their 3 comments.
o I ask, What may have gone differently, had the silent fish been part of the

conversation?
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o Students from both the bowl and the fish are able to talk to one another about

the discussion.
5 Minutes: Free Reading
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Sources Consulted:

Baron, J. (2015, October 26). Teen Engagement in Learning Starts with Respect. Retrieved from

https://www.edutopia.org/blog/teen-engagement-starts-with-respect-julie-baron

Beane, J. (1995). Curriculum Integration and the Disciplines of Knowledge. The Phi Delta

Kappan, 76(8), 616-622. Retrieved from http://www.jstor.org/stable/20405413

Erwin, J. (2004). Chapter 1. Laying the Foundation for a Classroom of Choice (A., Ed.).

Retrieved April 27, 2017, from http://www.ascd.org/publications/books/

104020/chapters/Laying-the-Foundation-for-a-Classroom-of-Choice.aspx

Ferlazzo, L. (2015, March 25). Strategies for Helping Students Motivate Themselves. Retrieved

April 10, 2017, from https://www.edutopia.org/blog/strategies-helping-students-motivate-

themselves-larry-ferlazzo

Glasser, William MD. (2010, November 16). Choice Theory: Chapters 1-2. Retrieved April 30,

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Vatterott, C. (2015). Becoming a Middle Level Teacher: Student-Focused Teaching of Early

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