Artifact Title: Classroom Management Plan

Date Completed: Spring 2013

Artifact Description:
The following artifact is of a classroom management plan I created. It is designed for a middle
school science class consisting of 15-20 students.

ALIGNMENT
Wisconsin Teacher Standard Alignment
This experience best aligns with standard five of the Wisconsin Teacher Development and
Licensure Standards which states: The teacher uses an understanding of individual and group
motivation and behavior to create a learning environment that encourages positive social
interaction, active engagement in learning, and self-motivation.
This experience best aligns with standard five because I was able to address both extrinsic and
intrinsic reward systems and appropriate action for unacceptable and exceptional behavior.
Students dont exclusively respond to extrinsic rewards, such as grades, so it is important to apply
an intrinsic reward system as well. Some students crave a challenge and are able to handle more
control over their learning, others desire a more external incentive for their work, and some thrive
on both. Finding out which students work towards intrinsic and extrinsic rewards, and making
adjustments to instruction or grouping students together with similar learning goals, will help to
increase their motivation and behavior.
Before this classroom management plan could be implemented most effectively, knowledge of
which students work for extrinsic and/or intrinsic rewards in a particular classroom would need to
be established. As an educator, it is necessary to have efficacy and exhibit this need to make a
difference to students. I used a Classroom Rules poster as a visual reminder to the students what
the expectations are in and out of the classroom. Including the students in the creation of this list
helps to reinforce these rules in the future because they would be actively involved in the
production of and agree upon the expectations. It also requires the students to work together as a
whole to create the list. By following these guidelines in class, the students can be more focused on
learning and involved in the learning process rather than being punished or distracted by behavior
in the classroom. I included prompt feedback concerning instructional factors because not only
instructors, but also students need to be aware of the students learning progress. If a student
doesnt know they are behind in class, they cant be expected to make necessary adjustments to
reach the desired learning check-points. I included the instructor in this as well because it is
essential that they know each students learning progress as up-to-date as possible.

UW-Platteville School of Education Knowledge, Skill, and Disposition Statement Alignment
I believe this experience best aligns with KSD2.d. of the UW-Platteville School of Education
Knowledge, Skill, and Disposition Statements which states: The candidate can establish clear
standards of conduct with student input. The monitoring of these standards is subtle and
preventive with respectful student self- and peer monitoring also occurring. The candidate can
respond to misbehavior effectively, being sensitive to individual needs.


This experience aligns with this KSD because the students would be involved in the creation of the
classroom rules and expectations. Posting these rules, as mentioned in the artifact, is a subtle
reminder to the students to engage in acceptable and respectful classroom conduct. This artifact
also addresses and makes the instructor actively think about possible behavior. Each group of
students would have a different plan, so individual needs can be included in the classroom
management plan tailored to that particular class. Every class is different, as are the students that
make up each class, so having a universal classroom plan would not be efficient.

Secondary Alignment:
KSD2.b: Establishes a Culture for Learning, KSD2.c: Manages Classroom Procedures, KS2.e:
Organizes Physical Space

REFLECTION
What I learned about teaching/learning:
I learned that understanding how individuals and groups of students are motivated is incredibly
crucial to any classroom. I believe being a positive role model and displaying a personal teaching
efficacy can form a motivational learning environment. Establishing this learning environment is
most effective if done early in the school year. I learned that students want to be involved and
desire a challenge and success, albeit in different ways, so engaging them in learning and active
participation, socially or independently, will help them in their academic and social lives.

What I learned about myself as a prospective educator:
I learned that it is very important to get to know your students and have a considerate and caring
attitude towards all is a necessity. I was forced to think about situations that might arise in a
classroom and decide how I would handle it. As a prospective educator, I feel I need to think about
the future more than I currently am relating to conditions of my classroom. By writing things down,
such as a classroom management plan, I believe I will be more prepared and comfortable in my
potential classroom. I am an organized individual and being able to look at a piece of paper and say
this works in this class or this doesnt work for this students behavior means I can change
things and look back on past experiences with rewards, consequences, etc.