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Ashley Roman

Professor Suk

EDUC 230-01 Education Field Experience

Spring 2017

Rationale-Standard Statement #3

Standard #3 Learning Environments:

The teacher works with others to create environments that support individual and

collaborative learning, and that encourage positive social interaction, active engagement

in learning, and self-motivation (Professional Development in New Jersey, 2014, p. 4).

Artifact: Classroom Management Plan and Layout

Date of Completion: April 20, 2017

Course Completed in: EDUC 230-01 Education Field Experience

Rationale Statement:

This artifact represents an ideal classroom layout as well as classroom management plan

including rules, consequences, and expectations. Specifically, this artifact correlates to standard

3.i.4, The teacher manages the learning environment to actively and equitably engage learners

by organizing, allocating, and coordinating the resources of time, space, and learners attention

(Professional Development in New Jersey, 2014, p. 4). The classroom space itself is highly

organized to ensure students have the ability to find necessary materials to ensure optimal

learning. On the other hand, classroom management plans ensure that each student is focused on

the task at hand, learning in the classroom. The class time is valuable and therefore any
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interruption can hinder the entire classs ability to learn. As a result, the management area

features consequences focused on discipline should behavioral interruptions arise.

Upon the creation of the classroom layout itself, I knew I wanted an organized classroom.

In the past, I have been in classrooms in which tools necessary for labs or lessons are

unavailable, lost, or stolen. As a future teacher, my classroom will be properly equipped with

all items labeled and replenished as necessary. Furthermore, in creating the classroom

management I had to do some research and discuss with others how a class must be managed. A

prior mathematics teacher I once had would slam a textbook constantly as students fell asleep. It

was a rather noisy approach, and one that I disliked personally as it would disrupt my attention.

To ensure discipline, all consequences will be conducted through discussion or the removal of an

item so as to create little disruption during the actual class.

For the future, I intend to refer back to this plan for reference. Though it contains just a

few of the essentials necessary for optimal learning, it can come in handy. I expect myself to also

follow through with the classroom layout and see how it holds during instruction. I am curious to

see the effects of the plan enacted upon a class and how the class should react to it. Of course,

any future plans will be adjusted to fit the needs of each class.
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Reference:

Professional Development in New Jersey. (2014, August 4). Retrieved from New Jersey State

Department of Education:

http://www.state.nj.us/education/profdev/profstand/teacherstandardscrosswalk.pdf