1. Educational Planning: Instruction, Assessment, & Classroom Management
5500:360
Classroom Management Zach Michel
Introduction
This Classroom Management plan is designed for use in a senior classroom at Jackson
High School in Massillon, Ohio. This class enrolls a total of 144 students, which is split into six
different periods. The split amongst boys and girls is fifty two percent boys and forty-eight
percent female. The ethnicity break down goes as follows; ninety five percent white, three
percent black, and two percent Asian.
Jackson High School is a unique school. In 2012 it was rated as one of the top high
schools in the country, receiving the Blue Ribbon Award. The percentage of student who are
limited or untested is below one percent. A majority of the students fall in the achievement level
44.8%, or Accelerated 32.8%. The schools four-year graduation rate is at 98.3%. The percentage
of students who take AP Level course is 55.1% and of those students 87.6% will receive a 3 or
better on their score.
Jackson is already a successful school in the State of Ohio. To improve the level of
education at Jackson a few group of students need to be looked at. First one must look at the
majority of students. The majority of students are considered to be gifted. AP level course are
offered at the High School for students who want a more challenging level course. The important
question is, what does the district due to help out gifted students before they enter the high
school doors? I think the AP level teachers at the high school need to create an agenda or plan
for middle school students to help those gifted students out. Lastly roughly 21.5% of the students
fall in the basic or proficient level of achievement level. The school district needs to focus in and
give the extra help to this group of students. Pushing these students to the next level will improve
the school to the next level
Theorists
• Fritz Redl and William Wattenberg: Discipline through influencing group behavior
Redl and Wattenberg argue that students behave differently in groups than
individually. Groups assign roles and produce dynamics that affect the class’s behavior
positively and negatively [group dynamics]. To be effective in discipline, teachers must
assess those roles and group dynamics then learn to deal appropriately with the behavior
they create. Redl and Wattenberg believe that punishment should be at a bare minimum,
and, when used, used in a tolerant and pleasant manner.
Redl and Wattenberg’s most useful ideas in a standards based classroom in 2014 are
that group behavior does influence individual and students share responsibility for the
success, or lack thereof, of the whole. On the other hand, their theory based approach to
classroom discipline may be too time consuming in a standards based classroom in 2014.
A teacher under pressure to stay on pace academically, may need to stifle misbehavior
more directly than Redl and Wattenberg advocate. Further, the kind of training a teacher
would need to use group dynamics to deal with classroom behavior may not be
accessible.

2. • B. F. Skinner: Discipline through shaping desired behavior
B.F. Skinner was a firm believer that behavior that is reinforced is learned
behavior. When a teacher offers conditioning the student can learn best from the behavior
being lead by example. There are four parts of reinforcement; positive reinforcement,
negative reinforcement, positive punishment and negative punishment. All four play a
pivotal role in the discipline and shaping of desired behavior through Skinner’s eyes.
B. F. Skinner’s most useful aspect is through conditioning you need to know your
students. With knowing your students you need to know what makes them tick and what
motivates the students. This pushes the teacher to get to know the students at a personal
level, which in the long run can help, build a classroom. As a classroom teacher the least
useful aspect is that problems can arise for autistic students. It is hard to shape behavior
for a student who has a disability. You really have to work hard to make sure you do not
cross any boundaries.
• Lawrence Kohlberg: Stages of Moral Development
Lawrence Kohlberg created what is called the stages of moral development.
Kohlberg argued that we have a pyramid of needs. The bottom of the pyramid starts with
the basic need of food to survive. As the level went up the pyramid the needs grew in
difference. Kohlberg believed we grow through experience. Through experience we
develop our habits through stages in life.
As a classroom teacher we learn to teach in each stage to work with the students.
Each student will be at a different point so its crucial to work with each student and know
how to teach in each stage. The one down fall to Lawrence Kohlberg’s stages of moral
development is time is very limited. As a teacher working in the stages of moral
development you might not have enough to teach in each stages.
• Jacob Kounin: Improving discipline through lesson management
Jacob Kounin believes in improving discipline through great lesson planning.
Through the organization and planning good teaching can control classroom
management. Through this you are able to keep order and stay on task. Jacob Kounin did
not believe in punishment. He thought there was no need for it because it should not
happen.
The most useful aspect to Jacob Kounin’s theory of improving discipline through
lesson management is it forces you as a teacher to create great lesson plans. Good lesson
plans benefit the students. A good lesson plan is also what the students deserve. The
downfall to Kounin’s theory is it does not count in who are the lowest in Kohlberg’s
stages of development. There is still that possibility that someone acts up. In Kounin’s
theory he has no plan to discipline students, so when it happens you are unable to control
the misbehavior.
• Haim Ginott: Discipline through congruent communication
Haim Ginott believed discipline was guided through congruent communication.
Setting clear boundaries, rules and standards lead to a behaved classroom. Ginott was
very optimistic and believed that there was no bad child. Through this Haim Ginott
believed that punishment should be avoided. As a teacher we should ignore the little

3. disruptions inside the classroom and speak with the student in a one on one conversation
after class.
Haim Ginott’s greatest strength through congruent communication is dealing with
personalities. Ignoring the disruptions and having conversations with the student allowed
you to have a true conversation with the student about their behavior. This helps you get
to know the student on a more personal level. The downfall to Ginott’s discipline theory
is it does not take into consideration Kohlberg’s stages of development.
• Rudolf Dreikurs: Discipline through democratic teaching
Rudolf Dreikurs believed in discipline through democratic teaching. Through
democratic teaching their needs to be mutual respect between the instructor and the
learner inside the classroom. The behavior when working together needs to be
cooperative that it is a partnership and not two individuals inside the classroom. Through
the democratic theory Rudolf Dreikurs believed in natural consequences. If you missed
class you missed the learning for the day.
The positive in the democratic teaching style comes natural consequences that a
teacher does not need to worry about discipline. The natural consequence solves the
problem of when a student misses class; he or she does not receive the material for the
day. This makes sure the student attends class. The downfall to discipline through natural
consequence and democratic teaching is sometimes you need to have artificial
consequences. Sometimes a student is going to miss behave and as a teacher you will
need to enforce rules to shape behavior.
• Lee and Marlene Canter: Discipline through assertive tactics
Lee and Marlene Canter believed in discipline through assertive tactics. In this
theory the teacher has the right to suggest what is right for the student. Through this the
teacher is assertive but against aggressively enforcing the rules. Lee and Marlene Canter
believe that punishment is necessary. Students should be forced to accept rule, as the
teacher is the leader in the classroom.
For discipline through assertive tactics to work inside the classroom the whole
school building needs to be on board. If one teacher is not on board the entire system
collapses. The negative end is the school is built like a house of cards. One who does not
due their part tears apart the entire system.
• William Glasser: Discipline Guided by Choice Theory
William Glasser believed that discipline is guided by choice. Behavior is inspired
by what that person wants or needs at any particular time. Students control their behavior
to fulfill their need for satisfaction in one or more of these five areas; survival, to belong
and be loved, to have power and importance, freedom, and have fun. Through Glasser’s
theory punishment is prevented and bad behavior should not happen. The theory creates
an environment where the teacher listens to the needs of students.
Similar to Kounin’s theory of great lesson planning, if lesson plans are created
correctly class will be good. When lessons are engaging and positive for the students,
there is no room for misbehavior to happen. The second positive through choice theory
students are disciplined through a counseling based system. Lastly group work creates a
positive environment for everyone inside the classroom.

4. • Barbara Coloroso: Responsibility and Inner Discipline
Barbara Coloroso believed responsibility came through inner self and inner
discipline. Coloroso thought punishment caused embracement, which was not good for
the student. Barbara Coloroso was a firm believer in the golden rule: treat others as how
you would like to be treated. The theorist believed that behavior is shaped within ones
own self, and that thinking through and reasoning about it should create a sound
punishment.
Barbara Coloroso held a positive mind towards students. Coloroso believes in
students as capable and positive individuals who contribute to society. The downfall to
Coloroso’s theory is she does not know how to address the very negative person. If the
classroom has a rebel, Barbara Coloroso would have an extremely hard time working
with this particular student.
• Thomas Gordon: Discipline Through Inner Self Control
Thomas Gordon believed in discipline through inner self-control. For this to
happen inside a classroom teachers must give up control and influence and give some
power into the hands of their students. Thomas Gordon did not believe in punishment.
Gordon avoided methods don’t work and punishment threaten and could damage
relationships. For this to happen you must have inner self-control that comes from within.
There are two negatives in discipline through inner self-control. First inner self-
control cannot work with the low levels in Kohlberg’s stags of development. The second
negative is Gordon believes in solving problems through mediation. Sometimes
mediation can take a while to process. Although mediation can be a negative it also can
lean to be a positive as it can help the students in there inner self control.
• Alfie Kohn: Beyond Discipline
Alfie Kohn believed that students where beyond discipline. The child behaves on
thoughts, needs and values. The student’s drive is behind behavior. Alfie believed in
feeling free to think your own way. He was a down to earth man who wanted to know
what the student needed to learn. Alfie believed in no punishment. Alfie was an
individual who gave unconditional love to each individual?
One major strength of Alfie Kohn’s theory is the students are the center of
attention. It also brings in the needs of each student, which should be a priority for each
student. The downfall is the classroom needs some discipline. Alfie does not believe in
discipline inside the classroom, which sometimes can be impossible if a student
misbehaves.

5. Personal Philosophy of Discipline
My name is Zach Michel and I am a secondary education major at the University of Akron
focusing on the content area of integrated social studies. As a classroom manager I want to be a
teacher who is a leader in the classroom who provides positive feedback to students and has good
lesson plans that limit classroom misbehavior.
Inside my classroom every student has an equal chance. Similar to how our country was
created and exists, no student should be labeled different than anyone else. Just because a student
has a different gender, race, sexual orientation, or disability should grant different treatment
within the classroom. Every student will be treated in their own educational plan as they need to
be but everyone will be treated equally.
Inside my classroom each person has an individual responsibility to be attentive and
responsible for his or her own learning process. Providing lesson plans that are interactive will
keep students engaged within the classroom, limiting the responsibility on students. The
collective responsibility of the class is to participate in all class discussions and group work. For
a history course to be successful class participation is imperative for the class to be successful. A
group discussion where students participate and voice their own opinion allows for students to
have freedom in the class. Subjects for discussions will follow state standards but will also be
relevant and engaging for the students.
I believe I have a very tolerant personality. For myself to become very agitated and
deliver punishment a student the student will have to cause several disruptions or misbehaviors
in class. This personality will transition over to the classroom is very imperative to my classroom
management success. It is very important to have the respect of the students as a teacher
controlling the classroom. As a teacher, I think it is important to know when to act and when not
to act. If a teacher constantly punishes students for every single thing they do, students will less
likely be respectful of myself as a teacher. One important thing to incorporate as a teacher is as
students are misbehaving it is important to pull them to the side and work with them on an
individual basis to find out what maybe causing the misbehavior.
When it comes to punishment inside the classroom it all depends on the situation of when
it is necessary. A goal of mine is to have very simple but serious goals for the classroom. The
student, parent as well as administration will receive a hard copy of the classroom rules. I am a
person who is not afraid of confrontation. If a student is breaking classroom or school rules a
conversation needs to take place between the student and myself. For very serious maters a
referral will be made to administration to handle the consequences. If the instance is very minor
than there will be a conversation that can take place between the student and myself, and the
mater will be handled. An example of a minor misbehavior would be late to class, or not
participating in class. This could be a due to a problem at home, or a struggle with a friend. As a
teacher I believe it is my role to not only help the students inside and outside the classroom. As
stated earlier, I will do my best to be fair to all students. Whether I have a great relationship with
a student or a poor relation ship, if they break a rule, there will be a consequence.
My biggest goal as an aspiring teacher is to do exactly what my job title says, teach. I
fully intend to make an extraordinary effort to keep my classroom interesting and as enjoyable as
can be for the students. If I am successful in doing this then I think students will be less likely to
misbehave. My hope is that I will be able to teach my students the correct life values and morals
to make them successful human beings. Focusing on these things, along with implementing the
techniques I have mentioned above is how I plan to manage my future classroom.

6. Classroom Rules and Consequences
• Rules
Classroom Rules and Life Lessons
o I will be on time, on task, and prepared to learn
o I will be responsible for your own learning
o I will respect the teacher, the classroom and other students (Golden Rule)
o I will raise my hand
o I will use nice word
o You can either live a story or read about it; participate inside the classroom
• Positive Consequences
o A student who participates and works hard receives a grade high achieving grade.
• Negative Consequences
o 1st
Offense will result in verbal warning. A 2nd
offense will result in a written
warning. A 3rd
/ 4th
Offense will result in a thirty minute before or after school
detention served with myself. A 5th
Offense will result in a referral to the office.
• Rationale
o Students need to be held to a high level of responsibility. Allowing students to
participate and lead classroom discussion gives the student freedom that the
students should receive. Allowing this will lead to success, in case of lack of
participation the students miss the opportunity to learn the material and will have
to be learned through self-teaching.

7. Classroom Rules and Consequences
• Rules
Classroom Rules and Life Lessons
o I will be on time, on task, and prepared to learn
o I will be responsible for your own learning
o I will respect the teacher, the classroom and other students (Golden Rule)
o I will raise my hand
o I will use nice word
o You can either live a story or read about it; participate inside the classroom
• Positive Consequences
o A student who participates and works hard receives a grade high achieving grade.
• Negative Consequences
o 1st
Offense will result in verbal warning. A 2nd
offense will result in a written
warning. A 3rd
/ 4th
Offense will result in a thirty minute before or after school
detention served with myself. A 5th
Offense will result in a referral to the office.
• Rationale
o Students need to be held to a high level of responsibility. Allowing students to
participate and lead classroom discussion gives the student freedom that the
students should receive. Allowing this will lead to success, in case of lack of
participation the students miss the opportunity to learn the material and will have
to be learned through self-teaching.