Cortney Welacha

Artifact Reflection

Title: Classroom Management Plan
Date: April 28
th
, 2013

Artifact Description:
The artifact that I have chosen is my classroom management plan. My classroom management
plan consists of the following pieces: Statement of Purpose, Classroom Rules, Classroom
Procedures, Positive Consequences, Negative Consequences, and my Crisis Plan. These are all
tools that I will be able to use in my future classroom to reference in regards to classroom
management.

ALIGNMENT Wisconsin Teacher Standard Alignment
I feel that this artifact best aligns with standard five of the Wisconsin Standards for Teacher
Development and Licensure which states, Teachers know how to manage a classroom. This
artifact aligns with this standard because following the completion of my classroom management
plan, I feel confident that I will be able to effectively manage my future classroom. The first
aspect of my management plan is my Statement of Purpose which states, Our classroom is a
safe place to learn. We will follow the directions of our teachers. We will show respect to
others and care about others feelings. We will be responsible for what we say and do. We are
here to learn! This statement of purpose is to inform the students what their purpose is in the
classroom and what is expected of them to maintain productivity. Teachers also need to inform
their students on what is expected of them in regards to rules so there is no misunderstanding
when it comes to behavior in the classroom. My classroom rules for my management plan are,
1. Keep yourself and others safe. 2. Follow the directions of your teachers. 3. Raise your hand if
you have a question or something to share. 4. Use a number 1 voice while in the hall. I feel that
rules are a huge part of managing a classroom. Without rules, there would be no control or
expectations for the students. Students need consistent rules that are always enforced in every
situation. Having expectations for my students will help everyone work productively and
cooperatively with each other in complex social settings. The next portion of my classroom
management plan is three classroom procedures. My procedures in my management plan are for,
1. Getting Lunch 2. Using the Restroom and 3. Arriving At School. A big part of being able to
productively manage a classroom is to have consistency. That is what these procedures are all
about. If the students know exactly what they should be doing and in what order, the chance for
disruption or misbehavior decreases. I also put together both positive and negative consequences
in my management plan. To maintain control of the classroom, a teacher needs to know
beforehand what sort of consequences, whether they be good or bad, will be granted for all types
of behavior. If a teacher has a plan on how to handle situations before they arise, the disruption
for the rest of the class will be minimal which will allow for learning to continue. The final
piece of my artifact is my crisis plan. My crisis plan is a plan for both my students and me when
behavioral crisis arises. The purpose of having a crisis plan before any crisis happens is to
minimalize the disruption for the rest of the class and contain control of the situation. Producing
my management plan shows that I understand principles of effective classroom management and
that I can use a range of strategies to promote positive relationships, cooperation, and purposeful
learning in the classroom.

UW Platteville School of Education Knowledge, Skill, Disposition Statement Alignment
I know that this artifact aligns with KSD2.c. of the UW Platteville School of Education
Knowledge, Skill, and Disposition Statements which states, The candidate values and has the
ability to manage self-motivated students and instructional groups who are productively and
independently working at all times with classroom transitions and routines occurring smoothly.
This artifact best aligns with this standard because the purpose of the procedures I put together is
to make transition times throughout the day work smoothly with minimal disruption. My
classroom procedures are in place so that students know exactly what is expected of them so that
they can be self-motivated to accomplish a task productively without disrupting the classroom
environment. I choose to put together procedures for Getting Lunch, Using the Restroom, and
Arriving at School. I chose these specific transition times because they happen every single day
and have the potential, if not handled correctly, to cause disruptions. I created my classroom
management plan based on the fact that I take responsibility for establishing a positive climate in
the classroom.
Secondary Alignment:
KSD2.d. Manages Student Behavior
KSD2.a. Creates an Environment of Respect and Rapport
KSD2.e. Organizes Physical Space

Reflection:
What I learned about teaching/learning:
Through completing my classroom management plan I learned that as a new teacher, I need to
find a balance among all aspects of classroom management to meet the different needs of my
students. I also need to realize that every behavioral incident is situational and what may have
worked before, may not work again. As a teacher, I need to be flexible with my behavior
management plan but also consistent. I should never let certain things slide one day but then
reprimand a student for doing the same thing on a different day. I also learned that as a teacher, I
need to create a smooth functioning learning community in which my students assume
responsibility for themselves and one another, participate in decision making, work
collaboratively and independently, and engage in purposeful learning activities.

What I learned about myself as a prospective educator:
While completing my classroom management plan, I came to realize that as a new teacher, I
need to recognize that every student is different. While one management technique may work for
one child, it may not work for the rest of the students. Some children will respond well to a
technique such as rules or rewards, other students may respond better to a confronting-
contracting technique where the teacher takes on the role of being a clarifier, a boundary maker,
and an enforcer.