Mary Lee outlines a classroom management plan for a 9th-12th grade literacy classroom. She will implement a student-centered approach where students help create rules and procedures. Students will work collaboratively in groups of four at circular tables to encourage discussion. As teacher, her role is to facilitate learning, address different learning styles, and motivate students through technology integration and blended learning. She will consistently implement routines to create a safe, engaging learning environment where students are responsible for their own academic success.

1. Running Head: CLASSROOM MANAGEMENT PLAN 1
Classroom Management Plan
Mary Lee
Education 650: Learning and Leading in the 21st Century
Instructor: Dr. Kimberly Smith
May 17, 2015

2. Running Head: CLASSROOM MANAGEMENT PLAN 2
Classroom Management
Teachers need to have an effective classroom management because it is the important
element in any educational setting, if students are in safe environments learning can take place,
(Newman, 2013). I believe if students are engage with interesting curriculums and learning
activities that include all student learning styles and several multi-intelligence classrooms will
have less behavioral problems. Having the right environment is a major goal of implementing
good classroom management, without it students will not be able to learn effectively. The two
types of managements for classrooms are, Teacher centered, and student centered. The teacher
centered control the entire plan without the student input, and use assertive/positive discipline.
The student centered put the emphasis on the student and use the love/logic and conflict
resolution for discipline. In my paper I will create a class management plan that addresses, the
goal, grade level, rules, the roles of the student and the teacher, how I will implement the plan,
with a visual representation of the physical arrangement of the classroom.
Mission Statement and Goal
In my class at Woodlawn Alternative School my goal as a teacher is to meet the need of all
students without biases. My purpose is to prepare a diversity of students with different cultures,
ethnic, religions, genders, and disabilities in this 21st century to be prepared in academic
excellence, and digital literacy. I teach 9- 12 grade levels in literacy so that the students in my
class will have the opportunity to obtain a High School Diploma or a GED, as well as a career
trade, so that the transition from high School to college or the workplace can be smooth. I plan to
create learning opportunities and experiences that will challenge them socially, mentally,
emotionally, and physically with instructions rooted in the 21st century skills where the students

3. Running Head: CLASSROOM MANAGEMENT PLAN 3
will work collaboratively in learning communities. As a teacher another goal is to shift the focus
from the teacher to the student, by guiding them with learning activities that will make them
active participants and the responsible for their own learning, to be critical thinkers, decision
makers and problem solvers. I am committed to making my classroom a safe and challenging
environment and engaging my students, and interacting with them one-on-one. This will give the
students an opportunity for me to model my calm, patience, positive behavior, and allow them to
see me as a caring person that do not judge before I know both sides of any dispute. I want the
students to be a part of learning without me spoon feeding them information, but to guide them
in discovery learning.
Rules/Procedures
Upon entering my classroom, a post of rules, discipline, and procedures are posted on the
boards for whoever enter the room to view. The same act as a binding contract between me, and
the students with the signature of each as a record in their folders. Each student has a list of
materials needed for the class at the first day of school. My seat arrangement is in a half circle
with four students per table and my desk in the middle where all can view, and collaborate and
work in groups of four’s for rich discussion. No one is sitting behind the circle or on the sides of
the room the class enjoys the eye contact and facial expressions of everyone as they share ideas. I
believe the circle of tables encourages discussion and in turn, students learn from each other.
In my plan I will use the student centered management plan so that I can use input from the
students to help create the classroom policy/rules, and procedures. The rules will be simple, and
clear to understand, (Newman, 2013). ”Classrooms that progress from a community to a
community of learners embrace collaborative cultural practices, shared values, and an explicit

4. Running Head: CLASSROOM MANAGEMENT PLAN 4
focus on learning together” (Rogoff, 2003). The main principle of learning as a community is
learning in a collaborative way to share ownership and be involved (Watkins, 2004). Each
student will know the procedures of the class which include 15 minutes of time for introduction
of lesson and discussion, 25 minutes for individual practice of lesson, share, or group work, with
five minutes to turn assignment in and prepare for leaving class. The rules established by the
students and the teacher includes some disrict and school policy along with class policy with to
list what is expected of the students. My procedure is for all students to have mateirals in class
upon arrival, sit down and begin to work, sharpen pencils, use the bathroom before class.

5. Running Head: CLASSROOM MANAGEMENT PLAN 5
Student Role
I expect for students to come to class ready to engage in learning activities of participation in
team sharing, discussions, lessons, and collaborative projects. I expect them to follow rules and
have positive behavior. I expect my students to be responsible for their own learning. I expect
students to comply with all academic expectations that are verbal outlined and posted in the
classroom, so that the entire class can benefit in a collaborative community learning environment
and equally contribute to each activity. I expected student to show respect to teacher and each
person within the classroom. I expect students not to be late and to follow all rules and
procedures. I expect students to bring all materials needed for class work to present upon arriving
to class. I will assign positions to students as Class Ambassadors to greet visitors, take up papers,
and collect trash, so that they can have a part and rotate students every two weeks to each student
have had a turn.
Teacher Role
As a teacher my role in the classroom is to be a facilitator of students learning. I am to guide
students to explore and discover learning. I am to motivate students intrinsic, and extrinsic, and
know the needs of the learner. I am expected to address all learning styles, visual, tactile, and
audio, along with student multi-intelligence, (Gardner, 1996). My lessons will be strategies and
instructions with technology support to assist students to prepare for this 21st century skills. I will
use web 2.0 tools that engage students to communicate, blog, use wikis, podcast, and other
powerful web tools so that students can be motivated to learn. In this age students are born as
digital natives and according to research they are active participants in the use of technology. To
incorporate technology into the classroom as a blended class with traditional and online activities

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will captivate students to be highly motivated, and find school as fun with games and simulation
learning activities added to lesson plans. My role is to help students to achieve academic success,
as well help them become productive citizens. I plan to use brain teaser as a starter for that days
lesson, then a discussion from a power point presentation, to set the stage for discussion, my
lessons might have an article that students must read and write a summary blog or share team
assignment for student assessment, so that I can modify, adjust lessons if need to.
Classroom implementation Plan
I plan to implement this plan from the first day of school, except for some rules, and
procedures that I will add in the next few days as it is discussed with the students for input. Once
the plan is wrote I will begin by posting all the rules in visual locations so students can be
reminded. I will post assigned responsibilities of students that will change every two weeks with
new students. I also will post in visual sight the classroom procedures, and materials. I will have
a copy of my seat arrangement after I allow my students to sit in a desk of their choice, then I
will write them as assigned seats to the copy for my classroom arrangement. Students will know
the procedure because we will do it consistently each day until it becomes routine. I will post
what are expected behavior and its consequences it not followed along with positive
reinforcement for expected behavior, and the reward. I will have the rules signed by myself and
the student as a bonded contract. Students will know what is expected of them and what is
expected from the teacher.
Visual Arrangement of the Class

7. Running Head: CLASSROOM MANAGEMENT PLAN 7
The classroom is design to invite all in with feeling of welcome. All rules, procedures,
assigned student task, daily lesson plans are posted on boards for visual view. The arrangement
is designed with handicapped space in mind that can be adjusted as needed for assistive devices,
like wheel chairs, etc. I chose the broken circle for seats arrangement because this gives
advantage to allow use of visual aids. The facilitator position allow student to know participation
is expected. The students can work in groups and in teams of two to invite collaboration, and
good discussion. A visual design is located at the bottom to demonstrate my intended classroom
arrangement.

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References
Gardner, H., & Hatch, T.; Hatch (1989). intelligences" (PDF). Educational Researcher 18
"Multiple intelligences go to school: Educational implications of the theory of multiple (8):
4. doi:10.3102/0013189X018008004.
Newman, R. (2013). Teaching and learning in the 21st century: Connecting the dots. San Diego,
CA: Bridgepoint Education, Inc.
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University
Press.
Watkins, C. (2004) Classrooms as Learning Communities: what's in it for schools?
, London,RoutledgeFalmer