Classroom Climate and Management Plan

My classroom climate and management plan will be used for an 7th grade, English
classroom. Upon entering my classroom I hope to demonstrate a friendly atmosphere that
encourages learners to explore and take risks. But I also intend for students to be aware
that when we are in the class, we are focused on learning and it is important to respect the
rules so we can all develop our skills effectively. From what I have observed I believe the
key creating a well-structured, positive learning environment is to be prepared. I also
believe the tone of the instructor dictates the climate of the classroom. I aspire to be a
sensitive, warm and supporting teacher and to establish and sense of security in the
classroom. The following is my plan broken down by section.

Behavior Standards and Expectations

I believe that a classroom is not meant to be quiet. Many activities will involve
students speaking in groups and together as a class because the most effective way to
learn is to share and see information in its proper use. Furthermore, I believe a lively
class that is excited to learn will enjoy the subject and enjoy coming to class each day.
With that in mind, there are several important rules each student should always be aware
of.
First, the most important rule of the class is that we only speak when we are
instructed to do so. In class students are must always be aware of the expectations for
communication, as well as the activity.
Second, and almost as important as the first rule, every student is encouraged to
take risks. It is okay to make mistakes! Students will praise each others learning with
shout outs, and mistakes are considered part of the learning process. Students should ask

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the teacher questions if they do not understand something with the appropriate signal.
Students should also seek help from their peers when it is appropriate. I believe that a
sense of security is essential to developing a healthy relationship with a subject.

Here are the expectations of my class.

Communication
Third, students will only speak when they are directed to do so and if they are not,
they should always be listening. This is especially important for managing class time.
Other expectations for communication are:

Students must raise their hand before speaking.

All students should always be paying attention to the teacher with their eyes and ears,
or whomever it is that is speaking. (tracking)

Students should demonstrate proper body language as well in order to indicate that
they are paying attention. (I.e. sitting in their chair properly, maintaining personal
space and not distracting classmates)

Respect
Students should respect others space and belongings.

Keep your hands to yourself.

Do not do anything to disrupt other students workspace or belongings. Do not

touch or take things that are not yours.

Bathroom and Drinking Water

Students may only get a drink of water or use the bathroom with the teachers
permission. Students are not allowed to do either during the Do Now, Direct Instruction,

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or Group Work, but rather only during the independent practice. They must carry the hall
pass.
Personal Belongings and Food/Drink

The class is ours to share. Your desk belongs to you and should be treated as such.
It should be completely clean at the end of each day. Any trash nearby should be
cleaned as well. During the day students should only have the materials required
out, and nothing more.

Cell phones and any other electronics are to stay out of sight at all times. They
will be confiscated and given to the office for the day if they are seen at all.

All other belongings unrelated to school must remain in your backpack. (i.e.
make-up, electronics, etc.)

Skateboards will be placed at the back of the classroom, if not already locked up /
in the office.

Food and drink (except water) are not allowed in the classroom. Water bottles
must be sealed and placed on the ground when idle. If given the opportunity
though I would love to keep a refrigerator stocked with friends and vegetables to
provide to hungry students. It is important students are healthy and satisfied if
they are going to pay attention and enjoy class!

Arrival, Departure and Tardiness

Students will arrive and lineup outside of class before the bell rings. Students will
be greeted by the teacher and may be considered tardy if they are not in their seats with

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their materials ready. Students late to class or who do not have their homework and
supplies ready at the start of class will be marked tardy and receive a demerit.
Students will leave class when the teacher permits it. The bell does not excuse
you, unless stated otherwise.
Homework
Homework must be completed before class and ready for the teacher to check at
the start of class during the Do Now. Homework will be used at the start of every day to
review what was done previously. If it is incomplete students will not receive points. No
partial credit will be awarded. Students and teachers are expected to follow these rules so
that the class runs like a well-oiled machine. Our time is important together and in order
for us to learn, we all need to be responsible and respectful of the classroom.

Student Work
Student work will be graded based on a scoring rubric. I will provide one for each
assignment. Students will be required to be aware of the due date at all times. Projects
turned in late will lose points each day unless I have permitted an extension. Students
requiring an extension must speak with me before the due date.

Schedule
The classroom each day will be organized as such unless stated otherwise.

1-2 minutes
o Students will be greeted at the door every day. (I.e. How are you? How
was the homework? How is your day?)

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5-10 minutes
o Each day will begin with a Do Now, and homework check. This will be
done in two ways. First, homework and the homework checklist is to be
on the desk at the start of class (before the bell rings). Second, the teacher
will briefly go over any questions while taking attendance and checking
for homework. This time will also be used to review the material from the
day before in order to prepare for the lesson.

30-40 minutes for Direct Instruction, Group Work, Independent Practice.

o Depending on the lesson, students will participate in a variety of activities
that may involve direct-instruction, assessment or others. The goals of the
day will be explicitly introduced before every activity and recapped during
the closing.

5-10 minutes for exit ticket, closing, and homework

o I believe it is important each day at the end of class to briefly review what
it is they learned that day, what their homework will be and what the goals
of the day and week are.

Daily Activities
The classroom will consist of several daily activities that will provide structure
and consistency to the learning environment.

First of all, as stated in the schedule for the day the class will begin with a Do
Now, and brief review of the homework, which will reflect what was done the day
before. The idea is to make the process of learning as fluid as possible so that each
day students are reminded of what they learned the day before so that new

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material is effectively integrated with prior knowledge. Students will have the
opportunity to ask questions here to clarify misunderstandings.
o It is important to note though that students are encouraged to visit the class
during office hours if they have questions, because the student will have
the opportunity for a personal learning environment.

Second, upon completing the homework review I will outline the goals and
objectives for the day/week/unit. If we are studying a new concept I will directlyinstruct what is necessary and connect it back to the material we are learning.
Then I will explain what we, as a class will do for the rest of the period up until
the closing.

Third, I will close each day with a review of what was learned, connect it back to
yesterdays material and then explain the homework for that night. The goals of
the homework will be explained so that students know what it is they are hoping
to accomplish.

Procedures
There are several procedures that I hope to incorporate in my classroom and teach
at the beginning of each year to ensure class time each day is maximized and focused on
learning.

Students will be taught how to keep an organized binder at the beginning of the
course. There will be a section for notes, one for homework and one for any
assignments / projects. Organization will be key for students so that they can
review or call upon particular homework assignments or notes in order to prepare
for assessments or other projects. Proper organization of a binder will also

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facilitate effective learning because they will be prepared for class each day.
Students will date their notes and homework so they can easily call upon the
necessary materials.

Students will understand that we share the classroom and everything must be well
kept. They will know where supplies are kept and where they need to be returned.
Books must be returned to the shelves after use. One student from each table will
be asked to distribute the necessary materials when required (based on seating
arranagements). The same student can then collect and return them when they are
done.

Students are to be well versed and understanding of the homework process.

Homework will not necessarily be long and difficult, but will be an intricate part
of the learning process. It will be described during the closing of each day. Each
lesson will relate to the homework from the night before, therefore it will be
imperative that homework is done so the new lesson is more effectively
processed. Students will be required to enter class each day on time and get their
homework and any supplies listed on the board out quickly. The homework
process will serve as a review of yesterdays lesson and as a means to activate
prior knowledge to prepare for the days lesson. The time spent reviewing
homework will also be for students to ask questions regarding yesterdays lesson
and/or the homework.

Students will be aware of the behavioral expectations and procedure. As stated in

the communication rules of the class, students will pay attention to whoever is
speaking, whether it is the teacher or a student. In order to gain the students

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attention during a busy activity I will either count down from 5 stating, I need
the class silent in or use the call and receive clap signal. Students will be
aware of the behavioral expectations so that class runs smoothly, as well as the
consequences for not following directions.

The greeting process will be fairly simple, but I hope to welcome each student
into the class individually. This way I can ask each student how they are doing
with the hope of personally connecting with them a little bit each day. This will
also be an opportunity to sense the mood of the student.

Students will need to become accustomed to the expectations of the main

activity / lesson. I expect several processes to be understood in order to ensure
time is well-spent:
o Students will be well versed in the process of paying attention and taking
notes. It is important students practice SLANT (sit up, lean forward,
ask/answer questions, note important information, track), TRACKING,
and ACTIVE LISTENING when I am directing them or students are
speaking. When I am describing the activity for the day students will be
expected to ask any questions if they need clarification.
o Students will learn to take proper Cornell notes. Every time I teach new
vocabulary I will explicitly tell students to take notes and use the Freyer
Model (Thinking Maps). The notes for vocabulary will consist of the
word, a definition, a sentence with the word and a drawing. Notes will be
a part of the organization process because it will provide organization of
thought. Students will be able to call upon their notes to help with any and

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all class work. I do not expect students to take notes throughout the
activity, but only when I instruct them to do so.

Each class will end with a closing period. Here students will become accustomed
to briefly reviewing what it was we learned that day and completing an exit ticket.
I will then assign the homework and answer any questions to clarify
misconceptions. Closing will be the time for students to make sure their binders
are organized and they understand what the goals of the day were. Supplies will
be packed up after the homework assignment is written down and/or stored in the
binder. As the class is dismissed I will say goodbye and wish them a good day. I
will also encourage them to speak with privately if they need additional help
before school or briefly after class.

Assessments
The class will utilize three types of assessments: formative, interim and
summative. Every week I will implement a formative assessment to gauge how students
are handling the material. Ideally, these assessments will be used to gauge a students
ability regarding a specific topic. The idea will be to correct any misconceptions and
scaffold the students learning to support a more complete understanding of the material.
It may be through an in-depth class discussion, a group exercise, an exit ticket or a quiz.
If I feel the class is struggling I will probably not give a quiz, but use a more process
based procedure such as a class discussion. Typically, at the end of each unit I will
administer an interim assessment that will be used to more formally measure how well
students are grasping the unit they are studying. Collectively, interim assessments will

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allow me to help gauge where students have gaps in the material so that I can focus on
these areas and scaffold their learning appropriately. Finally, at the halfway point and at
the end of the year I will use a summative assessment to measure the students ability to
incorporate all they have learned at that point in time, with the focus on skills and not
content. The main purpose here will be to see if students are spending time developing
the skills that they are struggling with. The summative assessment will also help me see if
there are areas that students have trouble with, so that I can differentiate my instruction
accordingly.
In order to communicate student progress, the assessments will be graded in a
timely manner so that they can see what they need help with. I encourage the students to
work with me after class to improve their skills and I will possibly award credit to
struggling students if they are exhibiting the effort (GRIT) to understand the material. I
will ask students with low scores to speak with me after class in order to understand what
is preventing them from succeeding. Whatever the circumstances I want to identify the
cause for any and all problems in order to communicate with both the student and their
parents a plan of action. Parents are also encouraged to make sure students are doing their
homework because the easiest way to do well will be to complete it every day.
Homework serves as review of the days material and supports the development of the
next content area. Parents are encouraged to ask questions to their students about what it
is the student is learning. If the student has particular difficulties that the parent is aware
of I hope to develop a relationship in which the parents, teacher, and student can work as
a team to develop a strategy for supporting the student as much as possible. In order to
keep parents up to date with their students standing in the class, any grade below a C will

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need to be signed by the parent to show that they have seen it. This way I hope parents
can be involved in the learning process especially if the student is struggling.

Differentiated Instruction
In order to effectively help my students develop their understanding of English
Literature I will have several strategies prepared to differentiate my instruction. Each day
I hope to utilize a variety of different activities so that the information is approached in
different ways. There are a plethora of scenarios that will dictate how I might change my
instruction, so the best thing I can do is to be as well prepared as possible. I believe with
a variety of instructional I can engage students in different ways and address individual
needs. In doing so, I hope that students feel cared for in the classroom and supporting in
the learning process. For example, some days when teaching vocabulary I will directly
instruct students with the definitions, conjugations and examples while using the white
board or projector. Then I may follow the instruction up with a variety of activities that
involve repeated use of the words. For example, I may play a game of Uno, where the
cards are replaced by vocabulary. Or I may show a video that uses the vocabulary at a
high frequency. What activity I do depends on the learning style of the students and / or
the mood and tempo of the classroom. If the students are tired I might use a game to
capture their interest. Or if they are struggling with a topic I may use group work to
provide students a different environment which to learn. Depending on the need of the
student I may also incorporate the use of different types of tutoring. With the availability
of technology that makes communication easy I can set up online Skype tutoring sessions

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one on one with students to provide specific help with the material they are struggling
with. Some other strategies are:

Learning centers that students can cycle through to allow a variety of

approaches to material (i.e. game center, reading center, writing center, etc.)

Activities that spur interest like research projects on their favorite celebrity or
a place they would like to visit some day.

Developing a list of students who typically need extra help so that I can
prepare material or mediums that scaffold their learning process more
effectively (i.e. vocabulary lists, instructions in both English and Spanish,
study groups with peer tutors as leaders)

Finally as a way to improve the class and / or the topics covered, I hope to have
students write brief evaluations (every 2 weeks 1 month) in which they reflect upon
their grades, what they are struggling with, and any improvements they might suggest.
These would be completely anonymous and I could use them to see what the students
think of what they are learning and possible ways that I could make it more accessible.
Moreover I want to emphasize how important their role in the classroom is and how
important their opinions are to me. Hopefully I can establish a sense of trust and caring so
that students enter my room positive and open to new possibilities.

English Language Learners (ELL)

For English Language Learners I will provide instruction that ensures their
understanding of projects. Depending on the primary language spoken I will
provide instructions in the native language.

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I will create outlines of the classroom lectures and activities so students can
understand the goals/objectives of each class and the lesson.

I will try to get to know the family in order to understand the cultural
background as well. This way I can scaffold the student in a way that best
suits them according to his or her cultural traditions.

I can differentiate my instruction by providing more visual aids and hands on

activities with lessons.

The student(s) will not be pressured to participate in class and will be

provided sufficient wait time if they are willing to share.

Ideally, seating positions will be near a helpful bilingual student.

It is important to me to not let ELL feel undervalued or different. Individuals from other
cultures equally capable, and I believe they should be proud of their heritage. Students
should be especially excited if they have a native Spanish speaker in the class!

Classroom Technology
Technology in the classroom is very important for differentiating instruction and
engaging students. It also helps me as an educator create an engaging and vibrant
assortment of activities that improve the learning process. In the classroom students will
at times watch videos, movies or even use computers to participate in lessons. When the
class is participating in learning stations students will have access to a computer section
where an assignment is to be completed. For instance, students can watch a short clip and
complete an online activity afterwards that then asks questions regarding the video.
Students will be able to search the web for a research project or even write to Pen pals

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from a foreign country. It is also important that I as a teacher can use a projector/smart
board for my classroom to save time and paper for assignments or lessons. Quiz
questions or vocabulary notes can easily be illustrated with the use of one. Furthermore,
if we as a class want to watch a movie to improve listening skills, it is essential that I
have the necessary equipment. Here students can watch how the language sounds when
used by natives and they can begin to develop a better sense of what Spanish cultures are
like.