Instructions Assignment 1 Students will be required to research

Instructions Assignment 1
Students will be required to research their state's education law.
This project will be divided into two modules in this course.
Each part of this research project will include categories that
must be researched and summarized in one page per category.
Investigating Education Law in Your State- My state is
Michigan
As mentioned in chapter 1, education is primarily a matter left
to the states. To gain a thorough knowledge of special education
law and education law, therefore, students should investigate
their state’s laws, regulations, rules, and guidelines that
implement the Individuals with Disabilities Education Act, No
Child Left Behind/Every Student Succeed Act and other
education-related matters. This information can be found on
websites of state departments of education and state law and
regulation sections in law libraries. Investigating laws in your
state is an important way for students to gain a complete
understanding of education law.
Research Categories: (Each category must be summarized in one
page per category using APA format.)
• The state’s special education law.  
• The state’s definition of Free Appropriate Public
Education.
Explain using APA format (include a title page, in-text citation
from the IRIS module, and a reference page). You can find more
guidance on using APA format in the APA Format folder. All
assignments that are not in APA format will be subjected to
point deductions.

Management Plan: Section 1 – Due Assignment 2 Please look at
example for directions
As stated in the Management Plan assignment, each week a
section will be completed. This week, you will be completing
Part I which includes a Classroom Management Philosophy and
a Letter to Parents.
Section 1
* Create a philosophical statement on your beliefs about
classroom management. This should include a description of
what you believe to be your teaching style.
* Create a Welcome Letter to students' families. Be sure to:
Introduce yourself
Let the families know how excited you are to have their child in
your class
Let them know what their children will be learning
Inform the parents about your communication plan for the year
and how you will be sharing information with them.
To submit an assignment, click on Google Drive Assignments
and submit your work. You can also submit an assignment in the
box below the assignment.
You can use the example below as your Management Plan
Title
Title of the Management Plan
Your Name Management Plan
Grade Level
Name of School
1
COMPLETE MANAGEMENT PLAN
Albert J Montanez

EDU 3263
Complete Management Plan
May 7, 2022
2
I. Table of Contents
II. Introduction to
discipline……………………………………………………………
…………………. pg. 3
Welcome letter to parents
…………………………………………………………………………
…. pg. 4
III. Classroom map description
…………………………………………………………………………
… pg. 5
Map and teacher path
…………………………………………………………………………
……….. pg. 6
IV. Classroom lesson plan
…………………………………………………………………………
………. pg. 7-9
V. Weekly/ Monthly newsletter description
…………………………………………………….. pg. 10

Newsletter example templates
………………………………………………………………… pg.
15-16
Make-up work and Grading procedure
………………………………………………………… pg. 11
Safety plans
…………………………………………………………………………
………………………. pg. 12
Safety plan example templates
………………………………………………………………… pg.
13-14
VI. Behavioral management
…………………………………………………………………………
… pg. 17-19
Positive and Negative management
…………………………………………………………. pg. 17-19
VII. Reflection
…………………………………………………………………………
…………………………. pg. 20
Supplemental examples introduction
………………………………………………………….. pg. 20
VIII. Supplemental material
…………………………………………………………………………
…… pg. 21-23
References
…………………………………………………………………………

…………………….. pg. 24-25
3
Welcome to Our Class
Classroom 6 Management Plan
Mr. Montanez
Grade 1
Ralph Dunlap Elementary
Rules: Consequences:
Listen and follow directions
Keep hands feet and objects
to yourself
Be kind to others
Raise your hand for your turn
1st offense – verbal warning
2nd offense – short time away
from group
3rd offense – Time out from
recess

4th offense – Detention
5th offense – Visit to the
principal’s office
Positive reinforcement:
Verbal praise Awards
Stickers/Stars/Happy faces Treasure Box
Class parties Positive Notes Home/Phone Calls/Emails
4
WELCOME TO OUR CLASS
Dear Parents,
It is a pleasure to have your child in our class.
To start off the year right, we are sending you this
Parental Survival Handbook that has been
assembled to help you understand our homework
requirements and other important information that
will enable us to make this a very positive and
rewarding year. We feel as though open lines of

communication between the parent, student, and
teachers are the key to promoting an educational
climate that is conductive to learning. Please feel
free to contact me if you have any questions or
need answers on any situations this school year. I
5
look forward to building a relationship with all and
look forward to an amazing year.
= Teachers path during class
This is a map of a classroom that I observed while my oldest
daughter was in
kindergarten. From my memory the teacher spent most of her
time in front of the classroom
desks, near the entrance door. I do believe some students were
naturally ignored because of the
big class sizes. At the time the classroom cap was 32. I’m not
sure if it has gone up since then, or
not. The teacher allowed freedom to the students in the reading
area and spent the 2nd most

time behind her desk observing.
The classroom arrangement did influence the teacher’s
movement because it was the
only pathways in the classroom. I believe the classroom should
have had more room to walk
and congregate. I would try to condense some of the room,
especially the bookshelf items. I
would also implement some technology, which might have
happened in the present.
6
Bo
ok
sh
elf
Boo
ksh
elf
Ba
Reading Area

Door – Ent.
Door - Exit
Teacher Desk
Nap Area with Cushions,
blankets, and Pillows
7
Our lessons will be structured around an effective learning
environment. The lessons will
begin with group instruction with me being very involved. Also,
there will be a daily schedule
that we will follow, detailing tasks and times. Towards the
middle of class I will allow reading
times with groups and I will have the kids ask me any questions
they may have (Jones &
Jones, 2016). Lastly, the students will have free time to read
independently. This will be the
differentiated style of learning. I would focus on a lot of
comprehension through books and
activities (Jones & Jones, 2016).

My lessons will begin very soft and specific, to allow the
students to ease into the lesson.
The beginning of the day will be the easiest time to gather the
student’s attention. Students do
often attempt to buy time and socialize before the beginning of
a lesson. I would use the room
to allow for comfort (Jones & Jones, 2016). Also, having a cue
for gathering the student’s
attention will be equally as important. Patiently wait until all
the class in at full attention to
begin my lessons, removing all distractions. I would guide the
students through the lesson plan
and all activities, along with expectations of the day. Starting
the day with a motivational activity
would create a positive environment (Jones & Jones, 2016). To
summarize the day, I would
use journal entry to gather what the students have learned. In
groups, I would have them share
with each other what they have learned. As a whole classroom I
would also go over a summary
of the entire day to remind the students of the lessons (Jones &
Jones, 2016).
In a group setting I would like to do a student-centered
assignment that only needs me

to perform question answering. I would monitor the students
understanding of the topic and
occasionally ask for the groups input on the topic (Jones &
Jones, 2016). I feel that the key Is
to allow the children to work independently without the
assistance of the teacher unless it is
8
needed. Having questions and activities involving answers from
the students is a great way to
monitor their understanding (Jones & Jones, 2016).
I believe organizing fun activities for group gatherings is a
good way to make for a fun
activity (Jones & Jones, 2016). Teachers can line up by their
birthday months and day. The
students with the closest days can become partners. This works
even if you need bigger groups
as well. Also, you could allow the students to wonder and ask
each other if they will be partners
(Jones & Jones, 2016).
Developing a proper set of rules and procedures in the
classroom is essential to making

it easier to get the students attention when it is otherwise
distracted (Jones & Jones, 2016).
Having a word that is meant to get the attention of the students
and is meant to quiet them.
Something my children’s teachers used to use to gather their
attention was, “Criss cross, apple
sauce”. Once the teacher used this phrase, all the students
would quiet down and sit on the
floor in an organized manner (Jones & Jones, 2016).
Some methods to pacing the lesson would involve things like
developing awareness of
your own teaching tempo (Pacing Lessons for Optimal
Learning, n.d.). Watching for
non-verbal cues such as boredom, confusion, and/or restlessness
(Classroom Rules | Teaching
Resources, 2022). Also, dividing activities into short segments
in order to keep the attention of
the students (Jones & Jones, 2016). Allowing for short breaks
can keep a child’s mind fresh
for the next lesson. Lastly, do not overkill with paperwork
(Pacing Lessons for Optimal
Learning, n.d.).
Multiple intelligences are important to keep in mind when
teaching a classroom full of

students (Marenus, 2020). This includes adults, they all have
varying speeds and depths of
9
learning (Jones & Jones, 2016). The diversity of learning will
require a teacher to have
multiple ways of learning a lesson. This especially is necessary
when there are ELLs in the
classroom. For example, some English language learners would
be on a lower level of reading
comprehension and that would require me to have different
levels of books in my classroom
(Marenus, 2020). As I monitor the progress and skill level of
the students, I would plan to go
over the results and get input from students as well. I would
share test scores at the beginning
of class in order to give the students time to access the results
and ask me any question they
may have (Classroom Rules | Teaching Resources, 2022). I
would use the class portal to post
results for the benefit of the parents as well. Open
communication with the parents is essential

to gathering trust and processing any questions they may have
about their child’s progress.
10
A. Examples of Weekly News Bulletin (page 15)
This weekly newsletter will be targeted towards the
kindergarten age. The weekly
newsletter will be very simple and clear. The goal is to allow
the parents and family to
understand what we will be doing for that week. It will begin
with a brief examination of the
past week. There will be the upcoming expectations of the
classroom and what the parents can
expect for the week. Dates to remember, sight words, reminders,
and a look into the next week.
An example is attached to page 3.
B. Examples of monthly newsletter (page 16)
This will be similar with the information provided in the weekly
newsletter. It will have
more of a calendar look to it with brief descriptions of each day
in the month. I would break
down the newsletter in 6 sections of Monday through Friday

with occasional weekend
information on it for the parents and families to work with their
children. It will explain
worksheets and activities that have been done each day and
what should be due each day.
Adding incentives at the end of the monthly newsletter, I would
hope to achieve motivation
outside of the classroom as well as inside.
11
C. Makeup Work Policy
Makeup work and late work will be a simple policy for the
kindergarten grade group. I would
always accept late work, especially with a solid reason why. Of
course, the policy would have to
coincide with whatever the school’s policy. Fortunately, grading
is not as important in
kindergarten as progress towards the 1st grade is. This makes
makeup work and late work an
easy acceptance as a teacher. I would have this on the syllabus
for the parents and families to
have in their records.

D. Grading Procedures
This will also be in the syllabus. I. Homework percentage will
be more of an informal good
job sticker to build up motivation. II. Classwork will be in the
weekly newsletters and monthly
newsletters. I would show details of what activities are expected
to be completed and how. III.
Class participation would also be discussed in the weekly and
monthly newsletters, for a more
specific information handout for the families. The syllabus
would also have what is expected for
class participation. Class participation would be abundant and
plentiful for kindergarteners. IV.
And V. Aside from the state standard testing I would have no
testing or quizzes for this age
group. VI. Projects will be mostly done in class, with crayons,
markers, teacher safe scissors, and
other materials.
12
E. Safety Plan (pages 13, 14)

This will have the plans for a fire drill, a lock down, and any
other safety hazards or
requirements to safety that the children could possibly
encounter because of outside
circumstances.
13
14
15
16
17
18

Encouraging positive student behavior is important for
classroom moral and motivation.
In my classroom I plan to encourage the students as much as
possible. Of course, I will only do
so with positive behavior. Giving positive feedback to my
students goes a long way (Jones &
Jones, 2016). This is one of the most effective ways to
encourage the students regardless of
their grade level. Another way I would promote encouragement
is to set realistic expectations
for the students and then celebrate them when necessary (Jones
& Jones, 2016). With the
younger classroom I would use stickers and positive notes on
worksheets and even send notes
to parents to help them celebrate their child’s success with
them. Lastly, showing my excitement
for the work that my student has done in and out of the
classroom is important (Jones & Jones,
2016). This can be contagious, and the students really notice a
teacher’s energy and happiness,
which rubs off.
When students are behaving negatively it is important to
identify the issues early and

often. Once you identify the behavior problems differentiate the
discipline from the behavior
management plans (Jones & Jones, 2016). Discipline is, and
should be, different form a behavior
management plan. Using preventive, initial, and follow -up
interventions can help immensely.
These can alleviate a lot of simple misbehaviors in the
classroom. Sometimes a simple seat
change that brings the student, going through the behavior
issues, closer to the teacher (Jones
& Jones, 2016). Also, common classroom disruptions can cause
some problems, such as,
difficulty getting the attention of the classroom (Jones & Jones,
2016). In this instance you can
use signals to get their attention, something preferably soothing
and unusual (Jones & Jones,
2016). You should also create a space in the class to gather the
student’s attention.
19
The behavior management plan will be proactive, productive
driven, behavior

accommodation for students with behavior problems, promote
responsibility, produce
predictable behavior, and improves teach-student relationships.
After I differentiate discipline, I
would collect perceptions of behavioral issues. After this
observation and the data is collected, I
would analyze the misbehavior and connect them in some way.
From there I would create a
classroom procedure to curb certain behavior (Jones & Jones,
2016). Lastly, I would write rules,
set-up consequences, separate time for praises and rewards, and
have positive and negative
solutions for behavior (TEDx Talks, 2017).
In order to maximize the effectiveness of my classroom
management I plan to bring in a
lot of positive reinforcement and I will plan to increase student
motivation in various ways . In
order to do so I would start by understanding and valuing the
learning goals before I teach them
to my students (Jones & Jones, 2016). As an instructor it is also
important to understand the
learning process before I can have them understand it.
Developing a functional development of
learning is key (Jones & Jones, 2016). Actively involving

myself in the learning process will help
for a smooth classroom with plenty of hands-on help for the
students. Active participation is
shown with increased motivation and achievement when the
teacher is involved more (Jones &
Jones, 2016). Next, I would attribute their likes and interests to
some learning goals. This, along
with using their strengths in language and learning styles, really
brings success in your results in
the classroom. Having time to learn, being a role model,
offering rewards for good behavior,
allowing for all to succeed and experience it, being supportive,
and having safe, well-organized
20
learning environment will all help me in the process of having a
successful classroom (Jones &
Jones, 2016).
21
In order to complete a classroom manageme nt plan, you need

realistic management
strategies. Having the proper strategies in place are essential for
each student’s ability to learn
and become socialized in elementary school classrooms.
Combining all of these management
strategies establishes a child’s educational, behavioral, social
and group work foundational skills
required at all subsequent levels of schooling. Simple tasks as,
using attention getting signals to
gather the attention of all the student’s when their little minds
might be wondering somewhere
else. It is also important to teach expected classroom behavior.
Usually, children that come from
different cultures, social, economic, and religious backgrounds
can be difficult to teach the
standards. Also, visually displaying student’s positive and
negative behaviors can prove to be
exceptional to show the children how they are behaving and
what they need to do to make it a
positive relationship.
Some worksheets and other materials I would use in class are
provided on pages 21-23.
It is important to have plenty in your classroom management
curriculum.

22
23
24
25
References:
Jones, V. F., & Jones, L. S. (2016). Comprehensive classroom
management : creating
communities of support and solving problems (11th ed.).
Pearson.
Classroom rules | Teaching Resources. (n.d.). Www.tes.com.
https://www.tes.com/teaching-resource/classroom-rules-
6344143
Marenus, M. (2020, June 9). Gardner’s theory of multiple
intelligences. Simply

Psychology. https://www.simplypsychology.org/multiple-
intelligences.html
Designing Effective Classroom Management. (n.d.).
Www.marzanoresources.com.
Retrieved April 18, 2022, from
https://www.marzanoresources.com/resources/tips/decm_tips_ar
chive
Pacing Lessons for Optimal Learning. (n.d.). ASCD.
https://www.ascd.org/el/articles/pacing-lessons-for-optimal-
learning
ACN Latitudes – Association for Comprehensive Neurotherapy.
(n.d.). Retrieved April
29, 2022, from http://latitudes.org
Questions to Make Policies for Dealing with Late Work and
Makeup Work. (n.d.).
ThoughtCo. Retrieved April 29, 2022, from
https://www.thoughtco.com/late-
work-and-make-up-work-7731
https://www.tes.com/teaching-resource/classroom-rules-
6344143
https://www.thoughtco.com/late-work-and-make-up-work-7731
https://www.thoughtco.com/late-work-and-make-up-work-7731
https://www.ascd.org/el/articles/pacing-lessons-for-optimal-
learning

https://www.marzanoresources.com/resources/tips/decm_tips_ar
chive
https://www.simplypsychology.org/multiple-intelligences.html
26
(2022). Duckduckgo.com. https://external-
content.duckduckgo.com/iu/?u=https%3A
%2F%2Fi.pinimg.com%2Foriginals%2F54%2Fdd
%2F12%2F54dd125ab5934f8b9b425b2a6f8798f5.jpg&f=1&nofb
=1

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