Cory Neil

Management Plan
EDUC 450
Part 1:
Classroom Ambiance
In order for learning to be a natural process, it is paramount that the environment in which that
learning is to take place be a space that is comfortable, inviting, and ultimately supportive of student
learning. That is to say, it should be a space so designed as to both allow for the learning process to occur
naturally and be, in a sense, an active contributor to the education of the students. The classroom should
be a space that is clearly identifiable, once crossing the threshold, as a place of decided purpose where
learning is the goal and the focus is on the particular subject of study. This is not to say that it should be
such as to entirely disassociate the students from their lives on the other side of the door, only that it
should aid in facilitating the idea that it is a space designated for the central purpose of study and learning.
Additionally, the classroom should be arranged and appointed in such a way as to reinforce the
procedures and expectations of the course it should, by virtue of its basic atmosphere, influence the
students behavior to such a degree as to assist the teacher in the execution of his or her duties and
encourage the students in being active and positive contributors to their education as well as the education
of their classmates.
It is my policy that the classroom is neither solely the teachers nor is it solely the students, but
rather that it should be considered to be our classroom for I believe that by allowing everyone equal
ownership of the classroom this will in turn result in students taking a deeper sense of ownership over
their education and they will recognize that they are the ultimate keepers of their own success in the class.
Too, this will hopefully instill in the students a sense of pride in maintaining the classroom and respect for
its materials such as furniture, books, computers, and the like. In order to achieve this I allow students
equal input into how the physical setup of the room is to look this includes such things as arrangement
of the desks and decorations for the walls. Of course, due to the fact that I am ultimately accountable to
the administration and certain rules pertaining to things such as fire codes, mobility throughout the room
(especially considering that there may likely be students that need certain physical accomidations a
wheelchair, for example) and what is and is not deemed appropiate for the classroom, I retain the final
word on classroom arrangment and appearance, but I believe it is paramount that students have their fair
say in what will make the classroom conducive of learning for them. The classroom must be a place they
enjoy coming to and that they feel personally connected to in some way, for it is not reasonable to expect
someones finest effort if the environment itself makes them feel unwelcome or inconsequential.

To begin the year, I will simply appoint the room with elements that are, as I so deem and as
dictated by the schools particular regulations, absolutely necessary. Essentially, this will be my own
desk and other personal effects needed to fulfill my professional duties office essentials and personal
items that will allow me to work comfortably and efficiently and signify to the students who I am and
what I value both as an educator and as an individual. As well, I make sure that there is designated space
for things such as student and teacher expectations, classroom procedures, and other such vital
information to be appropriately displayed for immediate student reference at all times (all of which we
create together as a class). I will also take the liberty of establishing the library and reading area so as to
make the most efficient use of space and to make it visible to students from day 1 that these are nonnegotiable and important elements of the classroom however, these may be rearranged if such action is
called for based on student input/needs. This area, if so permitted, includes comfortable, non-traditional
seating options (perhaps a small sofa and beanbag chairs or a couple of easy chairs), lamps, and
bookshelves offering a wide selection of reading options as well as periodicals and newspapers. Ideally,
the area is sectioned off by the arrangement of the furniture to make it understood that the area has its
own purpose and expectations for use. I utilize the first week or so of class to take the time to get to know
my students as individuals and as part of this I lead them in activities that allow them to provide me input
into how they want the room to look and feel and use the artifacts they create from these activities to help
decorate the room. The only rule I impose on the students regarding room arrangement and decoration is
that it must not detract from and must facilitate learning this includes anything that another student may
find offensive, distracting, or otherwise limiting of their ability to focus and succeed.

The Ideal Physical Space

My ideal classroom is one as far removed from the traditional institutional look and feel common
to most schools as possible an element of the school environment that I feel has been a persistent
problem plaguing education for as long as I can remember. In my perfect, albeit improbable world, this
would be a room with ample windows and saturated with natural light. Traditional fluorescent lighting,
while practical, is one of the chief complaints I hear people make about the classroom setting. The
windows would be covered with cloth, rather than traditional blinds, to further soften the feeling of the
room and add a sense of quality and warmth. I assume the room will be rectangular with the shorter walls
designating the front and rear of the room. In light of this, the class would be arranged so that the door
was at the rear of the room. The purpose of this is so that students entering or exiting the room do not
cause a distraction while class is in progress and so that I may observe all movement in and out of the
room while maintaining my attention on the students. The class library and reading area would also be
located in the rear of the room so as students entered the first thing they would be aware of is the fact that

the classroom is a place devoted to study and learning similarly, it would be the last thing they notice as
they leave the room for the day and serve as a reminder of the value I place on literature and reading.
Student desks would be arranged so as to best facilitate in-class discussion and so that the various white
boards and the Smart board are easily viewable. I find individual desks to be preferable to tables or other
paired or group seating options as they are more easily movable for quick rearranging and they can
always be grouped if desired or separated when students need to work independently. Additionally, they
will allow me to easily move throughout the room to observe student work and provide individualized
attention. My preference is to group them into evenly spaced groups of four (two x two) which will be
arranged around the room, but students will have the chance to voice their opinions on how the room is
ultimately arranged. My own desk will be in the front of the room, set off in the corner on the windowed
wall. In this area I plan to keep a small refrigerator and single cup coffee maker to allow me to work
comfortably during planning periods and before and after school and limit time away from my desk.
Behind my desk, I will keep shelves and file cabinets where I will maintain my own copies of the texts we
study and vital paperwork. While I do not want my own desk to the the focus of the classroom, I feel it is
important that it is in the periphery at all times to maintain discipline. At the head of the room (the wall
adjacent to my desk and opposite the door) will be the Smart board where most of our instruction will
take place. Additionally, the room will be equipped with a large white board on the wall opposite my
desk and the windows to be used as an additional instructional tool and where important long-term
information will be written. At the head of the class, alongside the Smart board will be a large poster of
the classroom rules and expectations so that the students may reference it at all times. Ideally, the
remainder of the open wall space will be modestly appointed with various posters encouraging reading
and academic excellence as well as examples of student work, and any school-appropriate items they wish
to contribute to the dcor of the room.

Classroom Diagram:

Resource Management
Out of personal preference, as well as in my acknowledgement of not every student having equal
or consistent access to a computer and the internet, I am particular to having hard copies of all student
writing. Due to this, I realize that I will have to handle a daunting amount of paperwork in an organized
and efficient manner. My primary method for doing this is to only assign and collect what is absolutely
necessary the first step to maintaining organization and efficiency is to eliminate all non-essential
material. As an English Language Arts teacher, student writing is a major component of my class and
will be almost a daily requirement. Exercises, such as quick writes at the beginning of the class and exit
tickets at the end of class, will be deposited by the students in their class drop box as they leave for the
day. Prior to the beginning of the following class, I will collect the student work and place it in the
appropriate class daily file to be reviewed later that day. Students will also be expected to keep a reading
response journal in which they will make entries several times a week. These will be handled in a similar
fashion with their own drop box for each class and corresponding class file (an accordion file) into which
they will be transferred.
For larger assignments that will require staged work drafts of papers, project proposals, etc.
these will be turned in by students in their writing portfolios that they will be required to maintain. They
will be kept in chronological order and students will be held accountable for keeping track of them. As
with other assignments, these will be deposited by students in the class drop box as they leave for the day,
after which I will collect them and transfer them to the appropriate class file folder to take home for
review. Any project which students choose to complete in a format other than a paper will be able to be
emailed to me (in the case of a digital video, PowerPoint, Prezi, etc.) for which each class will have its
own priority inbox; in the case of a physical work (a poster, art work, etc.), dependent on the size and
type, arrangements will be made ahead of the due date for submitting the project it is likely that these
will remain in the classroom and grading will be done at the school following the end of the day or during
any free periods. Large projects must be collected by the students and taken home within three days of
being graded. My preference for students turning in physical work as opposed to submitting it digitally
online is due to the fact that I am able to stay far better organized when I have something tangible to keep
track of. Also, as I hope to be able to work with a standards based grading system where students will
accumulate points over the course of the year and not simply receive an average of grades on multiple
assignments, maintaining a physical portfolio of their work is crucial to me being able to accurately track
their progress over the year and award them the appropriate grade.
In order to effectively manage time in the classroom, I intend to spend the appropriate time
establishing classroom expectations and procedures. Students will be expected to come in and
immediately check the board for the days schedule, which will be written prior to their arrival. They will

then begin work on their daily quick write while I take care of any housekeeping or finalize any
materials or other preparations for the days agenda. I plan my daily lessons in such a way as to always
count on having more planned than there is time to cover as it is my understanding that it is better to not
get to something than to have excess time that is unaccounted for where students will not be engaged in
some form of productive learning. I prioritize my daily agendas so that critical material is always covered
first so that if extra time is required I will not have to sacrifice anything of dire significance. When
students are required to do something such as move the desks, form groups, or get to a pre-established
workstation, they are given a strict time frame in which to do so to avoid wasted time and distraction. As
a final note, the last 10-15 minutes of class is always allocated to silent independent reading, or, if
students need, to conference with me individually regarding any concerns they may have.
Establishing and maintaing classroom routine is perhaps one of the most important aspects of
classroom management. As such, it is my opinion that daily routines should be as simple and straightforward as possible with no room for interpretation by the students. Additionally, they should be rather
limited and focus on a few basic but key values I hold as a teacher. For example, I value time spent
writing and reading in the classroom and so I always allot a measure of time each day to these activities.
It is also important to me that I establish quality relationships with my students and so I make it a point to
have regularly scheduled conferences with my students regarding their progress in class as well as to
inquire into how they are doing in their lives outside of school. Included in this, I make a point to always
be at the door to welcome the students to class to let them know that I value their presence and
contributions. My only other consistent routine is in regards to turning in assignments, which I prefer to
have happen at the end of class where students place them in their class bin on their way out. This frees
me up to prepare the board for the next class or take the time to speak with a student who may be
struggling with a certain idea or topic in class or to simply wish them a good rest of the day. I feel that
too much routine in the classroom can eventually prove to be a hindrance as it will result in students
becoming bored and ultimately uninterested in the material. It is important to maintain a certain level of
routine as it helps to establish specific expectations and prepare students for life beyond the classroom
where routine will eventually become the standard, but it is equally important to avoid simply falling into
a routine and to keep things lively and fresh in the class students should have a rough idea of what to
expect when they come to class, but in order to keep them excited and engaged each day should offer
something new, some twist.

Part 2:
Cover Sheet
Modern Literary Perspectives
English 12
Mr. Cory Neil
neil.cory.s@gmail.com
(xxx)xxx-xxx, extension: xxxx
Welcome to Modern Literary Perspectives! The purpose of this course is to provide students with
an introduction into critical theory and to give them experience in applying various critical perspectives to
a range of fiction, non-fiction, and visual texts. By understanding and applying different critical
perspectives to a written or visual text, students will gain an appreciation for the depth and range of
meanings that are possible in a single text. They will learn to value the benefits that are offered by being
able to look at the world from different perspectives and build their skills in critical analysis so to be
better equipped to make sense of the world around them and connect to their fellow men and women.

Classroom rules and expectations:

Students are expected to come to class prepared to participate in the days lesson. This means
showing up for class on time, having done the required reading, having assignments completed and ready
to hand in, and being able and willing to participate in discussion. Failure to come to class prepared as
described will result in a participation grade of ZERO for the day. Repeated issues will result in a
meeting with the student and his or her parent(s).
Students are expected to be respectful at all times. This includes respecting the ideas and
opinions of your fellow classmates as well as of the teacher. Additionally, you need to be respectful of
the classroom and its materials and resources (books, furniture, decorations, etc.). This course is about
the exploration and critical analysis of new ideas and having an open and respectful attitude is a must.
Any incidents of intentional cruelty, harassment, bigotry, or destruction of school, personal, or classroom
property will not be tolerated and will result in swift disciplinary action in accordance with the rules set
forth in the student handbook.
Students are expected to apply themselves and to consistently strive for excellence. All I ask of
you is to give me your best effort. To do this you must listen carefully, think critically, and speak and
write carefully and purposefully; you must doubt, question, and analyze at all times in a manner that is
beneficial to your own learning and growth as well as that of your classmates.
Drinks are completely acceptable in the classroom so long as they do not prove to be a distraction
to yourself or the other students. Due to possible food allergy issues, I do not allow food in the classroom
(this includes gum and other candy).

Technology is permitted so long as it is being used to enhance your learning. Feel free to use
phones, laptops, tablets, etc. as you wish or require to supplement your learning. Texting, Facebook,
Twitter, and other social media do not fall into this category. Failure to use technology appropriately in
the classroom will result in the confiscation of your device for the remainder of the class. Repeated
offenses will result in confiscation for the remainder of the day and an office referral. Habitual violation
will result in a NO-TECH policy.
I encourage you to take full advantage of our class library and request that all books and other
reading materials that you wish to borrow be checked out on the sign out sheet and returned promptly
when you are finished and in the same condition you found them in. Lost, stolen, or damaged books will
be expected to be replaced at the students own expense.
Plagiarism, in any form and to any degree will not be tolerated, and will result in an automatic
ZERO for the assignment. Do not test me on this, you will be caught.
If for any reason you feel you are or will be unable to fulfill any of these expectations, please
come speak to me and we will discuss our options which may include your transfer into a different
course.
Some final thoughts:

Do not disrupt class to ask to throw out trash, get paper or a pencil, or to use the restroom. You
are all capable of doing these things without my permission.

Conduct yourself as an adult and you will be treated as one.

If you think it is something you should not be doing, you are probably correct.

Grading:
Grades for this class will be issued according to the following scale:
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = 0-59
Breakdown of grading:
Participation = 30%
Major assignments (essays, projects) = 30%
Minor assignments = 20%
Reading Journal = 20%

Note: If I suspect that reading is not being done, regular reading quizzes will take the place of
your participation grade.

Assignments / Homework:
All assignments and homework are expected to be completed and turned in by the assigned date.
Any work that is late due to an excused absence is due upon your return to class and will be awarded full
credit. I realize that life throws us all a curveball from time to time, so if you are unable to complete an
assignment for a reason beyond your control, come see me and we will work something out. If you
anticipate an assignment not being completed on time due to foreseeable complications, make an
appointment to speak with me and we will discuss the matter. Assignments that are late due to simply not
doing it will be marked down 5 points for each day they are late and must be accompanied by a 1 page
written explanation as to why you failed to complete it on time. Failure to provide the explanation will
result in the loss of an additional 5 points.

Tests and Quizzes:

I do not, typically, issue tests or quizzes. However, if I feel that students are not completing the
assigned reading, I will implement regular reading quizzes. In the event that this situation arises, any
missed quizzes due to excused absences will be able to be made up for full credit upon the students
return to class. Quizzes missed due to unexcused absences will not be able to be made up and the student
will receive a zero. Retakes are not available for poor performance on quizzes.

Absences:
It is the responsibility of the student to get any notes or assignments missed due to an absence
(excused or not). All work that is late due to an excused absence is due upon the students return to class
and will be awarded full credit. Work that is late due to an unexcused absence will be docked 5 points for
every day it is late. Additionally, unexcused absences will result in disciplinary actions as dictated by the
student handbook.

Tardies:
Students are expected to arrive to class on time. Arriving late is a distraction and is disrespectful
to your classmates and to myself. Students who arrive late to class repeatedly will be referred to the
office for disciplinary actions, and will not be eligible for full participation points for the day.

Participation:
Participation in classroom activities and discussions is a major component of your grade. In order
to receive full participation for the day you must arrive to class on time and prepared (reading and written
assignments completed). Participation in class includes the following: participating in class discussions,
contributing to group activities, completing daily in class writing assignments, and being a positive
contributor to the learning of the class as a whole. If a student has an issue with or is not comfortable
doing any of these things, please come speak with me and I will be happy to make any and all reasonable
accommodations.