Lily Haag

Classroom Management Plan

Component #1:Supporting student engagement in learning

I’ve learned a lot about what I want my classroom to look like and what I want my

classroom culture to be like through my experiences at Zionsville West. I have been really lucky

to be a part of a classroom with a very positive community and will be taking several things that

I have learned into my own future classroom. Firstly, I have learned the importance of creating a

classroom culture that puts an emphasis on inclusivity and empathy for others. Secondly,

classroom design is typically overlooked as an important part of a learning community, but it can

really improve the environment of a classroom. Finally, I want my students to feel safe enough in

my classroom to explore difficult topics and ask questions that will further their understanding of

complex topics. Overall, I believe that successful classroom management is centered around

differentiated instruction and assessment, an inclusive classroom culture, and creating an

environment in which students feel safe to explore their passions.

Perhaps the most shocking thing for me at Zionsville West has been how open-minded

and empathetic my students are towards each other. Their willingness to create space for each

other has been truly inspirational and is something I hope to integrate into my classroom. When I

was first getting to know the students there were several that I assumed would be marginalized

for their learning disabilities. There are several kids in my class on the Autism spectrum or with

severe ADHD, which can make socialization and integration into the classroom more difficult. I

was afraid that they would be excluded from the social aspects of school. This is not at all what I

have observed during this fieldwork experience. It seems like every kid has someone to talk to

during passing periods and everyone has partners during assignments. When I pointed this out to
my Cooperating Mentor Teacher she told me that they put a special emphasis on being honest

and open about disability and how she has noticed that it has made her students more

open-minded and accepting. To me, this has to be one of the most effective ways to construct a

positive learning community. These kids do not feel isolated and because of this they feel more

confident and focused on learning. So many people think middle school is the hardest because of

the drama and social insecurities, but if the teachers can lessen this by having honest

conversations that prompt empathetic responses, it can be an easier time for students.

I have always thought that the way a classroom is designed cannot really affect the

learning environment that much. However, this is another belief of mine that has been dispelled

through experience. Sixth graders need to move around a lot and having them sit around all day

does not help with their focus and retention. My CMT has created her classroom in a way that

movement is possible. There are places for them to sit on the floor when they work on

worksheets and she frequently lets them shuffle around the classroom. Her desk is also centrally

located and not just at the front of the classroom. This not only allows her to notice when poor

behavior is taking place but does not position her as separate from her students. I think this setup

makes it feel more like a community that she is a part of and less like one that she is the sole

voice of. This can also take place in how I position myself before the class even starts. If I am at

the door greeting them and asking about other parts of their life they are going to be more open

and feel more cared for which should in turn lead to them being more receptive to the lessons I

will teach them. I have a plan to have a collaborative white board where they can write down

extracirrucu.ar events they want me to attend. This way I can attend their sporting events, plays,

and award ceremonies and they will know I care about them as a whole person not just a student.
 School is the place where students are first exposed to debate over sensitive and complex

topics such as race, gender, and sexuality. These can all be awkward to discuss and because of

this, they are easy to shy away from. However, I think that talking about these things can make

students better future citizens and make them feel more confident discussing the big issues of the

world. If an educator treats no question like it is stupid and focuses more on calling students in

than calling them out for mistakes then a classroom culture can be focused entirely on learning.

It is very important to me that students always feel safe to explore new topics and never feel

anxious about what they do not know.

Component #2: Making connections with your beliefs about classroom management

There are several theorists in the classroom management world who align with my

philosophy on what learners need. The theorists whom I most strongly agree with are Richard

Curwin and Allen Mendler. Their theory of Disciplining with Dignity very much aligns with how

I hope to manage my future classroom. Their theory focuses on treating students with respect and

dignity even when they are misbehaving. The teacher should focus on creating interesting tasks

and positively reinforcing students so that they stay engaged and create fewer behavioral issues. I

truly believe that this is a healthy way to deal with behavioral issues. There are always going to

be behavioral issues in a classroom, how the teacher reacts to these issues is the variable. A

student should always be treated with respect no matter what they are doing. Students need to

know that their value is not determined by their worst day. Additionally, poor behavior also

occurs as a result of students not being engaged with the material. If there are recurring

behavioral issues the teacher should introduce lessons that involve more physical activity and

creative outlets so the students are more focused.

Student Satisfaction which is focused on meeting with the class to discuss behavioral

expectations, curriculum, planning meaningful activities for students, and holding them to high

standards. Laying out clear expectations is extremely important for students of every age. If they

are unclear with how they are expected the educator will constantly feel frustrated with the

behaviors in the classroom. If they have a clear set of rules it is fair for the educator to hold them

responsible for their actions. This may also work to deter behavior if a teacher is consistent with

the consequences. I also really like the idea of letting students have a say in their curriculum. Of

course, there are things that the educator has to teach but if there are areas of interest it can be

really impactful to include them. Also, letting students have a say in how they show what they

know can be a powerful tool. Differentiated assessment allows students to show off their unique

gifts and talents, and often leads to being more passionate about their projects. I will always let

students have a choice in how they would like to be assessed. It is also important to have

meaningful activities. Busy work and endless repetition can destroy a student's interest in topics.

At Zionsville, I have observed how the use of concept attainment can create meaningful learning

for students. My mentor always relates the historical lessons to words like empathy, compassion,

and trust. By doing so, students can relate far away from history to their own lives and create

meaningful connections to topics that may not interest them.

Another theorist of classroom management that I can connect to my vision of a future

classroom is that of Haim Ginott. Ginott put forth the importance of communication in classroom

management. This means that educators speak to students the way that they themselves would

like to be addressed, the teacher models the behavior they wish to be demonstrated by the

students and emphasizes what should be done and not what was done incorrectly. This is one of
the most important things for me in my future classroom. Too often, we only focus on the areas

in which students need to develop and not the areas in which they are gifted. I know, personally, I

always felt that more attention was paid to the areas I struggled in than the things that I was good

at. If we give students attention for their gifts they will focus on honing them and not feel like

they are unsuccessful because they do not excel in every area. Also, a teacher should be the

model for how to behave in the classroom. If they are quick to react with yelling or

admonishments, students will do the same. A teacher sets the tone for what classroom behavior

will be and cannot expect different from their students if they themselves cannot model their

expectations.

Component #3: Providing a challenging learning environment

Meeting students' diverse academic needs is one of the most challenging parts of being an

educator. I think the best way to challenge students is to include differentiated assessment and

assessment choice in my classroom. Students have different gifts and different passions that can

be honed to make them more excited and connected to their learning. I will give my students

options like writing a paper, giving a speech, writing a song, and any other way they can prove

what they know. Every student is at a different academic level and needs different instruction to

be challenged. I have personally experienced being bored in the classroom because of not being

challenged and it can cause an extreme disinterest in school. On the other hand, if students are

expected to do work that is too challenging for their level then they can feel frustrated and not

want to further engage with the work. There is a balance that a teacher has to find without

overwhelming themselves with creating different assignments for every student. I have mixed

feelings about ability grouping. On one hand, it allows students to work with students who are at

their level and engage with more complex materials. However, on the other side of the argument,
this can affect students' self-esteem if they are placed in a lower-level ability group. I do think

there is a place for ability grouping in the classroom and it cannot be helpful for students who do

not feel challenged.

I feel as though this class and my time at Zionsville West have given me so much insight

into student-focused instruction and how much it can increase engagement. Personally, I think

the thing I have learned the most is how student-focused technology can be. During my first

lesson, I used Nearpod and my students loved it. They found the virtual reality simulation

incredibly engaging and could not get enough of it. I also think the diverse components that

Nearpod keeps the students on their toes. Some of them are artistic and were able to draw while

others are linguistically gifted and could write their responses. I have also found Padlet to be an

incredibly useful tool. I used it as a forum for students to post three observations, two questions,

and one surprising fact. They really seemed to like this and I was able to focus their questions for

the rest of the lecture.

I also have really enjoyed observing the benefits of cooperative learning in the classroom.

My teacher has made use of partner reading and the kids love it when they are able to do this.

They listen and read much more actively when they can do so with their friends. I have also

witnessed them ask each other questions about complex vocabulary and they have worked it out

together. My mentoring teacher has also used cooperative learning to help students who struggle

with learning disabilities. I have a student with a vision impairment that makes it difficult for

him to read worksheets. She has paired him with one of his friends who reads the worksheets to

him and they work through it together. The boy who helps him absolutely loves the job and has

told my mentor that it has made him want to be a teacher. This partnership has benefited both of

them and made learning easier for both of them.

issues that are going on. They have so many questions about issues such as the conflict in

Ukraine and modern American politics. It is so important to make space to talk about the issues

that they have questions about. It can also be incredibly effective to relate modern issues to

historical concepts. My mentor was talking about journalists in World War II and how they put

their lives at risk to show the world what was happening. A student raised their hand and brought

up how this is similar to the American journalist who recently died in Ukraine. Students hear

what their parents and peers talk about and bring it into the classroom, it is important to nurture

this curiosity and not push it to the side. By increasing their knowledge about the modern

problems of the world around them they can be better global citizens and work to enact change

for the problems that are important to them. This can also give them more of an idea about how

the past is connected to current issues, making history more relevant to them.

Component #4: Establishing rapport and respect for students

One of the most important ways to establish rapport with students is through culturally

responsive teaching which is honoring the gifts and backgrounds of every student. This can be

very helpful in giving the spotlight to marginalized students who may not feel like they have

been given a platform to shine in the classroom. It can create a more bias-free classroom in

which students of all cultures feel respected and valued by their teacher.

I think that it is important to start getting to know your students from the first day that

they walk into the classroom. Students can sense an educator whose heart is not in it from a mile

away and will not feel safe to be themselves if they think this about their teacher. From the first

interaction, students should sense that their teacher has a genuine interest in their lives and their
educational goals. It is also important that students know a little about the educator and see them

as a real person and not just an authority figure. As for building mutual respect, students need to

know their limits and how the teacher expects them to behave. On the teacher’s side, the

educator needs to treat students how they expect to be treated. This includes treating their ideas

with the potential for success, giving them constructive feedback, and including their ideas in the

classroom. Students are going to have questions that may seem obvious but a teacher owes them

the respect of a clear and productive answer. Educators also need to provide students with

feedback on their work. This can be done respectfully, with feedback that addresses what needs

to change but also acknowledges the strengths.

It is important to acknowledge the classroom guidelines from the first day so they are not

recurring issues throughout the year. For example, I would set the guidelines that all opinions

must be respected, group work should be collaborative and inclusive, and the importance of

constructive feedback and not tearing each other down. If this is the standard from the very first

day it will become commonplace sooner

Motivating students can be an extremely difficult task especially when students are not

particularly interested in the topic at hand. One motivational method that I have noticed my

mentoring teacher use is empathy. She acknowledges when they come back from a break or have

a day with an irregular schedule that it can be more difficult to focus. When she does this,

students feel seen and are more willing to cooperate with her lessons. She also makes use of

brain breaks. When she senses that her students are burnt out she makes her lessons a little more

relaxing for them. For example, if they are having a hard time focusing on a more lecture-heavy

lesson she will stop and read a book out loud to them. Almost always they seem less fidgety and

more cooperative after this small break. Another thing that can be motivating for students,
especially middle schoolers, is time for movement. I have seen first-hand how activities like

stations can increase productivity. This small amount of movement can make them more

motivated to focus on lectures or other assignments that are more stationary.

As for motivating individual students, this requires getting to know them and their skills,

values, and beliefs. An educator needs to know their students well enough to find unique ways to

reignite their passion and focus. My cooperating teacher has demonstrated this with several of

her students. She has one student with ADHD who has a very hard time focusing on individual

worksheets. To help with this she lets her listen to music while she works on them. This act of

graciousness makes the student much more likely to cooperate with the work and she reacts

better to guidance. I also think letting students follow their creative insights can be incredibly

motivating for them. One of the assignments for my students has been creating a propaganda

poster, most have been drawing by hand but one of the shyest students in the class asked if she

could make hers digitally. She was completely enthused when the teacher said yes and she

produced an amazing poster. (I attached it at the bottom)

When it comes to positive resolution after classroom conflict I find Thomas Gordon’s

theory of Discipline as Control to be most in line with what I believe. His theory suggests that

students should have a say in classroom rules and should work to resolve issues that are affecting

them. For me, I think this would take shape in building enough rapport with students that they

feel comfortable enough coming up to me with the issues that they are having. I would then

address the class and without singling anyone out and have us debate how we should solve the

issue. Not only does this address the issue and hopefully enact positive changes, but it gives

students conflict resolution skills. They are going to encounter issues with peers and coworkers
their entire lives and they need to develop interpersonal skills to deal with these conflicts. It is

equally important that students learn life skills as it is academic content.

As for the inclusion of families, this is something the educator must value if they want to

know that they respect their background. I will do as much as I can to let family members know

that I value their input and acknowledge they know their child best. I hope to always have an

open line of communication with them to show them how much I value their child.

Component #5: promoting mutual respect among students

Every single school has a diversity of students who have different backgrounds, learning

styles, and cultural identities. Making space for all of these identities can be incredibly

challenging but can also be incredibly rewarding for students and their learning experiences. It

can also promote empathy between students and lead to a much more cohesive classroom

community. I think that the best way to do this is through intentional education about a variety of

cultures, learning styles, and backgrounds. Most of the time classroom issues are due to

misunderstandings about the experiences and viewpoints of another person. Additionally, it can

be easy to misinterpret a student's academic ability if one is not educated on different learning

styles and abilities. I may be the educator but it is also impossible for me to be aware of every

cultural background of my students. This is why it is important for me to provide space for them

to teach each other about their backgrounds and learning abilities.

Students have an inherent interest in learning about different cultures. At Zionsville, I

have seen my students ask each other questions about their different languages, holidays, and

traditions. I think it is really important to nurture this curiosity and let students take the lead on

this learning. It would be easy and productive for me as an educator to give the students a space

to share their cultural identities or even let students with first-hand experience of a tradition teach
the class about it. I can relate this strategy back to the idea of Zone of Proximal Development, in

which students learn best from someone who is just slightly above their ability level. Students

learn better from each other and will know how to teach each other in an engaging way. I believe

that this method of sharing cultural identities can promote more empathy and understanding.

This education will likely lead to fewer misunderstandings about cultural backgrounds. As for

my role, the more I know about students' cultural backgrounds the better I can accommodate

their needs. For example, I need to be aware of holidays or customs that may prevent them from

being in school so that I can give them their work in advance and account for what they will

miss.

As for the variety of learning styles that I will encounter in my classroom, I think this is

another instance where differentiated instruction and assessment can be extremely beneficial for

students. Students have different types of instruction that work best for them, and there are

simple ways to make assignments more in line with their personal learning styles. If a student is

a visual learner then the teacher can do small things like post powerpoints online that the

students can go back and review. For auditory learners, posting lectures online can be a very

effective way of helping them learn the material. This, again, shows the importance of

technology and how it can make learning more student-centered and helpful for more learning

types. It is also important for the educator to spend time letting students explore what learning

type works best for them. If a student has a better understanding of how they learn they can

apply it to their projects and other assignments and feel more successful.

As for the diverse circumstances of the students that will enter my class, it is important

that I do my best to make them feel comfortable enough to share circumstances that may affect

their learning with me. There are circumstances beyond their control that will affect their ability
to focus on learning and turning in their work. I have seen how gracious my mentoring teacher

and my professors at Butler have been during the pandemic and I will hope to further the

empathy that I was extended.

One of my students created this poster, after being given special permission to draw it online on

a drawing software: