REDG 605: Adolescent Development, Learning, and Assessment

Student Learning (SL) and Classroom Management (CM) Plan Assignment

Context: The ways in which a teacher approaches his or her classroom (beliefs about student capabilities, the teacher/student
relationship, and behavior) affect the outcomes of the classroom—i.e. academic learning, social and emotional learning, etc.

Central Focus: Interns will reflect upon their own values, beliefs, and understandings gained from the literature to develop a
student learning and classroom management plan.

The table below can serve as a guide for your thinking about how you might approach your classroom regarding SL and CM.
Knowing that your beliefs, values, and understandings about SL and CM can and will change, this document is intended to be a
launching point for your planning and approach.

Philosophy: What do you believe about SL and CM?

What will it look like?: If a community member walked into your classroom, how would they describe it?

Teacher Roles: What will you, as the teacher, do to influence SL and CM?

Student Roles: What will your students do to influence their own learning and management?

Curricular Roles: What role will your content area play in your classroom?

Physical Space Roles: How will your classroom be arranged? Will the arrangement change?

Other Aspects: What might be important to you, but missing from the list?
 Student Learning (SL) Plan
Philosophy:
Academic learning- Students should know “how to think”.
Understanding over recalling of decontextualized data points.
Recall of facts/dates etc has a role, but secondary to
assimilating data into understanding.
Social/emotional learning- Students ideally see example of
consistency from teacher, fairness (not “equal treatment”),
ethical behavior modeling, avoidance of hypocritical
standards between students and between student and
teacher.
What SL will look like in my classroom:
Utilizing many resources and teaching approaches to connect
with students with varying learning styles. Routine formative
assessments to gage student understanding.
Teacher Roles:
Preparation in the form of lesson planning, having a full grasp Position desks and external educational aids in a manner that
of content knowledge, explore different resources for effective facilitates the day’s agenda. Effective lesson planning and time
instruction and to gain new and creative ideas to keep
students interested and engaged.
Student Roles:
Engage in group discussions and use collective wisdom of
peers, take control of your own learning, offer feedback to
Classroom Management (CM) Plan
Philosophy:
Efficiency for the ultimate goal of student learning. A
“totalitarian” environment to try and avoid all student
disruptions is impossible and ultimately counterproductive.
Should have “control” by means of building credibility and
relationships with students. Allowances for students to have a
say in standards and agenda (within reason).
What CM will look like in my classroom:
External classroom arrangements (desk placement etc) that
aid student learning goals/be as efficient/non distracting as
possible. Sufficient prep from teacher efficiently keeps
learning objectives on schedule while still allowing for
student discussions and exploring ideas. Teacher tries to
resolve conflicts in non-humiliating or escalating ways
(involving humor, private discussions, building trust etc)
Teacher Roles:
management. Maintain consistent demeanor; try to maintain
your values at all times.
Student Roles:
Give feedback when asked. Take a proactive role in their
classroom environment. Be respectful of other students and
express educational needs to the teacher.
Curricular Roles:
Social studies involve many sub-disciplines. The instructional
strategies will vary by topic. I can see certain lessons being
more interactive, others being more visually based and others
more dependent on reading comprehension by nature of the
subject matter.
Physical Space Roles:
The physical arrangement of desks and educational materials
will vary depending on the particulars of a given lesson.
However, I think a standard of grouping desks into quadrants
with students facing one another would be effective for
transitioning from teacher based lectures and media viewing
to group discussions and activities. Individual work, group
work, and instruction involving paying attention to the front
of the class (teacher lecturing) can all be seamlessly
transitioned in such an arrangement.
Other Aspects:
Be available to have discussions with curious students both in
class (when time permits) and after. Show your enthusiasm
for the content of instruction. Make it relatable. Make all
instructions a platform and invitation for further inquiry.
teacher.
Curricular Roles:
Social studies involve many sub-disciplines. Different topics
will use different external arrangements. Some subjects, by
their nature, will have different levels of emotional/personal
impact and require greater levels of emotional/cultural
sensitivity to keep classroom running smoothly and avoiding
conflicts.
Physical Space Roles:
The physical arrangement of desks and educational materials
will vary depending on the subject matter and the manner of
instruction given for any given lesson. A “standard” seating
arrangement will be in effect for the majority of instances to
provide consistency and continuity, but other arrangements
will be used when appropriate and to provide stimulation and
introduce novelty.
Other Aspects:
Be a real/down to Earth and approachable person. Build
those student relationships and make it obvious that you care.
I think the long term/slow and steady approach will pay
dividends for managing the class as the year goes on.