CAMERON SLUITER

CLASSROOM MANAGEMENT
PLAN

TEL 311 SIGNATURE ASSIGNMENT

Table of Contents
Self-Introduction.2
Classroom Layout...3
Legend and Rationale.....4
Classroom Procedures....6
Rules and Consequences8

Self-Introduction
My name is Cameron Sluiter and I am currently a student at ASU majoring in Secondary
Education with an emphasis in physics. I graduated from Postville High School in 2013 with 3.9
GPA and third in my class. As a freshman in university I volunteered as an after school teacher at
Washington Elementary School, helping fourth and fifth graders learn math.

I chose teaching because I wanted a job that had could improve the world. As a teacher I
will have the ability to make young people smarter so they can be better problem solvers.
Although most of the world is a better place than it ever has been before, there are still big
problems without good solutions. As a teacher, I have the responsibility to turn students into
people who can think critically about problems so they arent afraid of facing them. I can
contribute to improving the world by creating more intelligent problem solvers.

According to the research of Dr. Richard Lavoie, Dr. Harry Wong and Dr. Fred Jones, every
student should have the privilege to go to school and learn something. In a diverse classroom
with many diverse needs, I have the responsibility to help every student learn in a stress-free
environment. I must show patience towards those who need more help and must never ignore
students who struggle in school. Teaching in a diverse classroom requires attention to every
students learning and accommodate their teaching so that no one student is left out of the
learning process.

Classroom Layout

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Legend:

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1. Teachers Desk
2. Materials Cabinets
3. Bookshelves
4. Homework Table
5. Locked Teacher Cabinet
6. Filing Cabinet
7. Whiteboard
8. Students Desks
9. Projector
10.Trash Cans
11.Bulletin Board
12.Door
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13.Large Table
14.Computer Stations

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Rationale:
Rational for room layout and desk positions inspired by Fred Jones.

Seat Positions
o The seats are all angled towards the board so the easiest place to look at is the teacher
teaching and what is on the board. The desks will be big enough for two people. Because
of this, students will easily be able to work in pairs.

Teacher Desk
o The teacher desk is placed in the front right of the room so that it will not create a barrier
between the students and the teacher. I chose the front of the room over the back because
when students have questions while doing Independent Practice, I will be able to see their
raised hands.

Whiteboard
o I plan on doing most of my teaching using a whiteboard in front of the classroom.

Garbage Cans
o One garbage can is placed at the back left of the room because I dont want the students
getting up to throw things away to be a distraction by walking across the front of the
room, interrupting everyone elses view of the whiteboard.
o The other is next to the teachers desk so I can use it easily and kids on the right side of
the room can get to it easily.

Bookshelf
o The bookshelves are behind most of the students on the right side because they would
only be a distraction most of the time.

Bulletin Board
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The board is in a spot where students can see announcements easily and yet not get in the
way of teaching.

Homework Table
o This is positioned right next to the door so students can drop off their homework as soon
as they walk in.

Projector
o The projector will project onto the screen that will come down from just above the white
board.

Large Table
o The Large Table is placed directly in the front of the classroom so that anyone with
special needs who sits there can ask any questions or voice concerns to the teacher
without having to let any of the other students hear.

Computer Stations
o These are at the back of the room with the screens facing the teacher so the teacher can
keep an eye on what theyre doing on their screens. This also means that every other
student isnt distracted by what the students at the stations are doing.

Document Camera
o This is next to the teachers desk because the wires connecting the teachers computer to
the projector will also be used to hook up the documents camera.

Materials Cabinets
o Placed at the back of the room so they are out of the way. These will only be used
occasionally and not by everyone at once, so the back corner is a good unobtrusive
position.

Locked Cabinet
o The locked teachers cabinet is situated right next to the teachers desk. This placement
keeps the cabinet close to the teacher most of the day but also near a corner so it is
doesnt draw the attention of the students.

Classroom Procedures
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According to the research of Harry Wong, classroom procedures are essential to a good classroom
because they provide order for the students and the teacher. Classroom procedures are to be taught on the
first days of school and retaught should students forget how to follow them. As a teacher, I will be certain
that the rules are easy to follow so all diverse learners can understand them and complete the tasks that
are expected of them.

Beginning Class
At the start of the day, I plan on being at the classroom door to greet students as they come inside
the classroom. As they walk in, I plan on saying something nice to them, as well reminding those to finish
any work that still needs to be done. I can also use this time to make sure students who have hats on or
earbuds in their ears to remove them before walking in the classroom. As they sit down in their desks, I
expect them to work on the question about yesterdays lesson that I will have written down on the board.

Ending Class
I will use a quick exit ticket for ending class. Students will need a scrap of paper and a pencil to
do the exit ticket. It will either be a quick physics problem to answer, or maybe a definition of something
we learned about that day in class. When they finish writing their exit tickets, they will bring them to my
desk where I will collect them and say goodbye.

Transitioning Between Activities

In the process of transitioning between activities, I will first give the instructions about the next
activity. If students are working in groups, there will be a way to know who goes first when answering
questions or talking. If students need to get materials, I will show them what materials to get and from
which drawer in the supplies cabinet they will find them in. Following instructions, I will check for
understanding by picking students and asking questions about the instructions they are to follow. I will
give them a set amount of time for each activity and I will time them with a stopwatch to make sure there
is no wasteful use of time. To gain the attention of the students once again, I will use the auditory signal
of 1, 2, 3, eyes on me.

Collecting Homework
There will be a homework bin right next to the door. As students walk in to the room, they will be
able to pull out their homework right away and turn it in before class starts. If a student doesnt have their
homework done, they wont be allowed to finish it in class. But they can finish it later in the day and turn
it in after school for full credit.

Handing Back Work

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I will organize the homework by seating arrangement so when I turn back work, I will hand out
work and tests upside down by seating arrangement so no one can see how their peers did.

Handing out Materials

When I need to hand out materials, I will ask one row at a time to either come forward for
materials or go to the back of the room to the materials cabinet for their materials. When the first row has
returned to their seats, the following row goes next, and so on. This ensures that there isnt a large crowd
of students waiting for their materials.

Student Absences
If a student warns me of their absence ahead of time, I will make sure they get any homework or
worksheets they will be missing while they are gone. If a student has an absence without notifying me, I
will try to have a word with them about making up work, but the student also has the responsibility to
approach me and ask for work they missed. I will keep folders in my filing cabinet with extra copies of
worksheets and homework for when an absent student needs a copy. If a student misses x days, they will
have 2x days to make up their work before it becomes late work, starting from the day they were first
absent.

Late Work
When a student doesnt have their homework done, they will be deducted 5% if they havent
turned the work in by the time I leave school. After one day late, the deduction will be 10% the following
days. Students will have five days to turn in late work before I will no longer accept it.

Grading and Recording Student Work

I will be vigilant in getting regular homework assignments into the gradebook and back to the
students within two days of their being turned in. For bigger, more important assignments such as exams
and projects, I hope to get them graded and returned within three days. For projects, I will allow groups or
individuals to make the changes I suggested on their graded projects and turn them in again for full credit.

Communicating with Parents

I will call the parents of each student at least once during a semester to relay to the parent how
their child has been doing in my class. If there is a student doing poorly in the class, I will call the parents
to make sure they are aware of their childs situation and encourage them to monitor their school work to
make sure they are getting their school work done. When a certain student has done particularly well on
an exam or project, I will make sure to let the parents know through an email or a phone call.

Consideration of Diverse Learners

As a class we will practice the classroom procedures to make sure everyone understands what is
expected of them in my classroom. Following the teaching of Richard Lavoie, if children with special
needs require extra assistance in learning the producers of the classroom, I would show them the
procedures again with patience. If any of the procedures would not work for a certain student, we would
work out a special arrangement for them. Also, special education students will always have a position at
the front of the classroom so their behavior and work can be observed more carefully.

Rules and Consequences

These five rules and their consequences are based on the research of Richard Lavoie and Harry
Wong. These rules and consequence will give a clear understanding to the diverse learner, as well as to
everyone else in the class, of how they are expected to act towards the teacher and to their classmates. My
goal is that both the rules and the consequences can be easily followed and easily used if need be.
My five rules are:
1. To have good discussions in class, we will listen to the one person who is talking.
Show respect by listening and forming a response to use after he/she has finished
talking.
2. Be aware of the personal space of others Keep hands and feet to yourself.
3. When I am teaching the whole class, I expect everyone to be listening quietly, but
dont be afraid to ask questions.
4. All questions about the subject are good questions. Keep any mean comments about
your peers question to yourself.
5. Keep all food and drink (water is okay) outside of the classroom.

Consequences
These consequences will follow due process. They are meant to be simple, easy to follow
and easily enforceable. Any adjustments needed for a special learner will be decided by the teacher.
1. A quick conversation after class to make the student aware of the problem they
caused in class and let them know about future consequences if it continues.
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2. A visit to the principals office during the class period. At the end of class, another
quick word to encourage them to behave more appropriately.
3. A call home to let the parents know of the situation and future consequences if the
behavior continues.
4. A visit to the principals office for an official notice of bad behavior.
*The teacher has the right to skip steps if the severity of the violation warrants more
direct action.