Classroom Management Plan

I believe in creating a student-centered classroom to facilitate learning and engagement.

Lecturing will occur but I prefer a setting where there will be respectful discussion where I serve
as a facilitator. Students do not seem to be given much initial credit as to how smart they are, so
I would like to provide an environment that will provide that oh yeah-kind of thought as they
teach themselves and help those around them. This involves much trust on my end and I respect
the fact that many adjustments will have to be allowed along the way. My desire is to watch
them grow and mature as they are challenged in education and their daily living. Not only will I
teach them basic skills of writing and reading I will offer guidance as they achieve and learn on
their own, scaffolding. A student can be a teacher and a teacher can be a learner.
As they advance to other classes, grades and colleges they will be able to look back and
see they were taught life lessons beyond the mechanics of English and literature readings. I want
my teaching to be a positive influence in their future that students can look back without
contempt. Not only will they learn ELA they will learn how to properly conduct themselves and
respect others especially those that have different needs and backgrounds. The classroom setting
and rules will help them understand the importance of proper behavior and completing work on
time and in an acceptable manner.
As a teacher I have studied different fields. My wish is to share everything I know and
have learned. I will also make clear to the students that my learning also happened outside of the
many classrooms I have attended. The broad range of topics will help the students understand
the well-rounded features English and language arts can provide. My studies in music, library
science and journalism will help in this endeavor as well.
Though education is a valuable tool my biggest hope is for children to grow to be
respectable individuals that feel good about themselves. Self-esteem is very important in the
venture of teaching and learning. Without this children cannot reach their full potential to be
tomorrows leaders. It is my hope to cultivate the qualities of confidence and the many facets of
the self.
Classroom Layout
In one of my substitute assignments I had a classroom designed like the one I created
below. The reason I chose this setup was the openness in the middle of the classroom allowing
the teacher mobility between desk and the chalkboard indicated with the blue color. I dont
believe the teacher and their desk should be the center of the classroom. It should be the
entrance to the classroom is indicated in black on the lower left-hand side. Windows are yellow
and to the right of the room. There was no easel or projector present but they were placed in this
design to establish an example and focus toward the board. The table on the lower right-hand
side was an addition of mine ideal for conferences with students, parents and administrators.
This also could be used for some independent study.
I am fully aware I may have to adapt according to what I am given which can create any
number of variances. This setup is considered good for a high-school setting. If this were to be
adapted to a middle-school setting I would change the desks to tables in the same areas with
chairs on the long sides while maintaining equal view of the board and the teachers desk. The

openness allows for those with limited mobility and wheelchairs in place of desks. Any turnedin assignments will be handed directly to me whether on-time or late. Students works,
motivational messages, and ELA-related materials can be posted in the red areas.

Classroom Rules
I developed a set of rules for my classroom based on the rules, regulations and behaviors
I have observed up to now. I think they are more than fair to the students and should be easy for
them to follow. A late-work coupon will not be created for high-school students but may have to
accept late work in accordance to a schools set of policies. An attempt was made to focus on
one page of rules for the class as I tried to cover every aspect of the class.
Schools I have attended for both college and high school had attendance as a factor for
quarter and final grades. I am not sure how I will adjust grades in accordance to tardies and
absences but I will probably have to consider this in the future. The students should have enough
warning of due dates along the way.
Grades will be recorded on the school systems and hopefully be kept in hard-copy format
like the ones were in my day. Behavior in down time should be understood based on rules
established with remaining in seat and being quiet. Given the level of classes I teach I will write
objectives and goals on the board for the lower grades I teach more than the upper ones.

Classroom Rules
1. Class begins at the ring of the tardy bell. You are to be in your seat by that bell rings and
remain quiet while attendance is taken.
2. There are no cells to be used during class time and are not be in sight or within reach.
This includes reading time to avoid any blurred lines between e-readers and texting or
any other unnecessary use of a device.
3. You are to come to class prepared for the days work. This means you are to have the
assignments completed at the beginning of class. It is your responsibility to have
appropriate tools such as pens and paper. You will be notified in advance if there are any
additional items needed. ANY BORROWED MATERIALS ARE TO BE RETURNED
BEFORE THE END OF CLASS. DO NOT MAKE A HABIT OF CONSISTENTLY
BORROWING.
4. You are to remain in your seat and quiet during lectures, instructions, discussions and the
like. Ample time will be given to place things in garbage or sharpen your pencils, so
please do not get up during these times. This rule, of course, is variable when we move
around for discussions or group work. You are to remain in your seat until the dismissal
bell rings.
5. Please raise your hand before you are called on to speak. Please make sure what you
wish to ask or discuss is relevant to the subject matter at hand.
6. Bathroom and leaving room privileges will be available and to my discretion especially
to those who consistently ask for this. I reserve the right to deny such privileges.
7. You are to treat your fellow classmates with respect as you would want this yourself.
Failure to provide this in my classroom will result in disciplinary action to my discretion.
8. Academic dishonesty such as cheating and copying will not be tolerated. Any student
caught doing this will face the disciplinary actions established in the schools handbook.
DO YOUR OWN WORK! If you are caught I will take your work and you are to leave
the classroom immediately upon my order and report to the administration office for
disciplinary action.
9. Late work will be accepted on a case-by-case basis. It will be best for you to provide
warning of this in advance of a due date. I will decide what is considered excusable in
regards to late work. Results of late work may result in a reduced grade.
10. Absences and tardiness will be in accordance to the schools policies. You are expected
to be here every day and on time. Please notify me in advance of any future absences.
11. Extra credit will be negotiated between you and me. You are welcome to discuss this
with me at any time, and I will do the same. There will be plenty of opportunities for any
extra work but it will not substitute any required assignments made throughout the
semester.
12. Please limit drink in class to water and have it be in a closable container. Food and candy
are not allowed in the classroom in accordance with school handbook.
13. Disruptions and Backtalk will never be tolerated and result in removal from class. Rude
gestures will result in immediate dismissal. Continued offenses may result in permanent
removal from class and will be referred to administration.
14. Any established rules may be added or adjusted to my discretion.

Classroom Monitoring/Misbehavior
If there is an attempt at passing a note or talking during class, I tried it and have been
caught many times. The struggles I currently endure include what I experienced as a classroom
student and what I see today across the teachers desk. I am surprised of the things students say
to a teacher these days. In my practicum and substitute opportunities I have effectively used
withitness during my classroom times. I think this helps students remain engaged and realize I
know what is going on while I present information or monitor the progress of an assignment to
be completed.
I dont recall too many rules regarding misbehavior as a student as occurrences were rare
and whenever they happened they certainly rocked the school. What I developed was a set of
rules based on the administrations I have served in practicum and substitute settings. The rules
below appear to be about the same along with stories other teachers have told me.
First Offense = Warning
Second Offense = Additional Warning and removal notice if done again.
Third Offense = Removal from classroom.
Additional Offenses = Referral to Administration
Actions made additional days may result in immediate removal to my discretion if the offending
student repeated auctioned which resulted in prior removals.
Emails will be sent to parents upon removal of student or if repeated offenses are made during
classroom time that do not result in removal. Given the fact that phones arent answered
consistently these days I have not decided how phone calls will be administered. If I do call and
get voicemail I will state their child was removed but not state why until they return my call.
Students will be removed from the class by a call I make to send a hall monitor or schoolimprovement leader.
Confiscation of cell phones will have to be considered in accordance to school policies. When I
was at West Des Moines Valley Southwoods Freshman High School teachers could not take cell
phones.
Violations made are in accordance to my list of classroom rules and policies of the respected
school or district.

Classroom Survey
I never experienced student interest and inventory surveys until the last year of my
undergraduate studies. The purpose of those were to determine up and coming group projects
and potential field trips. Today I can see the importance of such surveys to get to know the
students in my class. As a teacher, librarian and bookseller I have certainly developed an interest
in what other people are interested and involved in doing. This certainly can help me establish
some things in the curriculum to avoid any duplication and perhaps need to review things that
may have not been covered in prior grades.
Overall, I want to get to know my students and the activities in which they participate in
and outside of school. This can help if due dates and projects need to be adjusted or moved to
other times as well. I will not use a survey to determine materials on the sole factors of the
students not liking them unless something blatant occurs. It will also be best to make the survey
as brief as possible such as being less than one page and hopefully can be completed in the last
five minutes of class.
The survey is on the following page.

Student Survey
Please use the back to complete answers, if needed.
1. What other English/Language Arts classes have you completed thus far in middle and
high school? Please include any classes that were speech or drama.
2. What extra-curricular activities are you a part of in school? This may include sports,
cheerleading, drama, clubs and drill teams, etc.?
3. Please share any activities which you participate that are not in relation to school. This
may include music lessons, employment, organizations, etc. You certainly have the right
to keep things private if you do not wish to share these activities.
4. What books have you read in any of your past classes? What did you like or not like
about these books?
5. What books have you read on your own? You may choose to share what you thought
about a book you read as well.
6. This course involves a lot of writing. Do you feel comfortable writing nearly every day
including longer up and coming assignments?
7. What do you feel are your strengths when you write? What have you been told to
improve? Are there things you would like to work on or review?
8. What do you feel are your strengths when you read? What have you been told to
improve? Are there things you would like to work on or review?
9. Is there anything else you would like to share that werent covered in the questions?
10. Do you have any special needs for the classroom that the administration has not yet
addressed?

Parents as Partners

Given my preference of the high-school setting over the middle-school setting I think
emails to parents are more appropriate than newsletters. I plan to keep parents aware of units to
be taught, presentations open to them and will communicate with them directly regarding
deficient and outstanding progress of their childrens work. Delivery of messages will vary
according to announcement of units and events. Delivery of messages will increase due to the
requests of overly-involved parents and those that are not participating in their childrens
educational growth. This will include immediate report of missed assignments.
I dont think phone calls to the parents are necessary unless there has been a severe
behavioral problem or if there are repeated offenses of missed work. Parent-Teacher conferences
will be scheduled and administered in accordance to the policies of the school and the district.
This will include a review of the students work in accordance to the covered standards and
standing in the class. I will always offer any parents make-up times scheduled in advance of the
particular meeting. Upon special circumstances an administrator may be present during
conferences.
See Email below.

Parent-Teacher Conferences

November 6, 7 and 10
4 7 p.m.
Room 200B
Please note these first-quarter conference times are highly recommended for the continued
success of your children. I will be more than happy to accommodate any parents that
cannot make the school-established times listed above. Any meetings can be made for
before or after the listed dates. You may call or send an email.
Greetings from Language Arts and Literature Room 200B!
During our first quarter my classes have completed their journeys in grammar usage, literature
terminology application and review and a unit on Independence. As we progress toward colder
temperatures and snow-covered land the students will continue their literature studies reading
short stories, poetry, essays and supplemental materials such as TED Talks, news articles and
individualized research. Shakespeare studies will occur in the spring.
In this next quarter my classes will be analyzing short stories. First there will be a study of
Edgar Allen Poes works followed by a set of American short stories appropriate for the highschool-leveled students. I like to use Poe Short Stories and Analysis and An Anthology of
American Short Stories and Analysis available at Barnes & Noble each for $9.95. Though I do
have some copies available past (passed!) students using their own copies were able to make
notes within the margins including their own highlights. I have recently notified the nearest BN
store and they have agreed to have several copies available for purchase.
Grammar and mechanics will continue to be visited to my discretion and our current textbook
adequately covers what I feel is needed for my classes. Make sure your children save all
handouts provided for both grammar and literature. More will be provided for each respected
topic.
If you have any concerns, questions or comments you may contact me at
stephan.maras@dmschools.org or my classroom phone 515-280-3331. Thank you for taking
time to view this message. I look forward to hearing from you at any time.
Sincerely,
Mr. Stephan Maras