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Reading from Lee Canter and Marlene Canter's of assertive discipline written in 2002 and later including the adaption of Rudolph Driekurs & Cassel 1972's logical approach, my classroom management plans both to present behaviors and to reflect after the behaviors may happens are based in these theories:

1) The right as a professional educator - I am allowed to have expectations of appropriate behavior in my students

2) To set these expectations of appropriate behavior be firm, friendly, and allow students to have a voice in the creation of these rules.

3) There will be firm yet logical expectations for consequences when students act out in class, or violate those decided upon rules.

4) While I will not encourage outward behaviors, I will recognize students' desire to fit in, socialize, and influence others, but not reinforce it with attention.

5) While students will choose how they act in my classroom- I can control my own communication, clear and concise expectations, and the delivery of my instructions.

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How I hope to set my year of instruction off to a strong start!

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How I hope to set my year of instruction off to a strong start!

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Taking notes from Kellough and Kellough and their prominent theories, I will use the beginning of school and allow for a few days of understanding to establish my classroom norms and expectations and also this to be a whole classroom discussion.

I will create a list of norms/expectations for each class period and then collect these ideas on a format that can be displayed inside the classroom. When students know the rules and expectations of a classroom- they can also expect that there will be consequences should those rules/expectations be violated. I believe that if I set a strong classroom culture, it will lead to less behavioral problems in the future and provide clear and concise goals for students to expect.

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Being a Socially Responsible Educator who upholds the teaching of social justice within classrooms. 

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Being a Socially Responsible Educator who upholds the teaching of social justice within classrooms. 

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Teachers are catalysts of social change while continuously uplifting their students and taking responsibility for their social and emotional needs. Antiracist teaching recognizes the full humanity of all students by dismantling oppressive structures in schools while affirming, celebrating, and advocating for all students. Here, the authors provide three examples of antiracist teaching that can be reflected through reading and writing practices in K-8 English language arts classrooms. I have taken the time to adapt a new culturally competent and self-aware lens on society and education, while embracing my own individuality, understand my own positionality within the world and seek to create opportunities that would allow me to uplift the educational experiences of others. My classroom and instruction will included materials from a. variety of background and voices-taking steps to bridge the gap between socio-economically disadvantaged students and accessible education, while celebrating the joy of their lived and known cultures.

Lee, Crystal Chen, Michelle M Falter, and Chandra L Alston. “Antiracist Teaching in English Language Arts: Toward a Full Humanity for All Students.” Language arts 99.1 (2021): 56–59. Web.

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All lessons that I will create will be done so intentionally. I will used a breakdown of the standards required to write lessons and all assessments.

I will make sure that my lesson plans match each of my targets for the standards, and also have a plan to assess student mastery for every lesson.

I will match rigor to each standard and leave room for students to understand the expectations and prepare students for assessment to the right level or rigor.

All my lessons will contain the concepts that I am teaching this year and I will make sure that they are in-depth and up to the the grade level I am teaching.

I will take note of the nouns/verbs/ concepts/ and understanding what my students need to be learning with each target from each standard and what prerequisites I will need to cover for each target.

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Making Inclusions for Secondary Learners and Special Circumstances Learners

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Making Inclusions for Secondary Learners and Special Circumstances Learners

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I will take a note from my current resident teacher who uses several modes of understanding in each of their lesson. My lesson will include visual stimulation, materials that can be accessed both in person and online, there will be closed captions on the screen for each lesson. The daily agenda will be made available everyday where all students can see it clearly. Direct, Simulated, and Vicarious experiences will be used in my classroom to allow all students a whole learning experiences. Paraeducators will be greeted and have their ideas and experiences welcomed in my classroom. I will respect and uphold students IEP, and provide extensions for all learning.
(Kellough and Kellough state on p.259).

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Classroom Norms will be created in the first week of school, before all instruction starts. Secondary students will have a voice in the creation of these norms. 

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Classroom Norms will be created in the first week of school, before all instruction starts. Secondary students will have a voice in the creation of these norms. 

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In accordance with the Kellough and Kellough theories, with classroom management and the overall learning environment these norms are created separate from expectations as they are individual to each classroom experience. With this being said, I agree with their theory that, "Classroom control is having control of the events in your classroom rather than letting them control you".

* Arrive on time to class, but if for some reason you arrive late- please come in and sit down quietly. Have the confidence that I (the teacher) am glad to see you - and I (the teacher) will mark you down quietly and never make a goal to embarrass you.

* If you need to use the restroom or drink water, please get up and do so quietly and quickly. I (the teacher) am putting trust in you, and your classmates will help keep you accountable.

* We as a classroom will uphold the school district's phone policy, but with the knowledge of the reason for these rules. Through open communication with me (the teacher) you may have your phone for emergencies, and have the confidence it will be returned to you after the period is over.

* Respect your classmates, your teacher, and all guests in the classroom. Treat others as you would want to be treated. Listen when it is time to refocus, and do not be a cause of distraction for others.

* Celebrate together. When one of us succeeds- take this time to acknowledge they joy that is brought and celebrate together!

* Conversations are encouraged in class! Class should be a time of engagement and socializing - so long as the conversations are turned productive when the time comes.

* Conflict may happen- and when it does, always have confidence that you can come to me (the teacher) for help if needed.

When secondary students possess ownership in planning what they do, they will do more than just carry out the task, they will feel that they have accomplished the task (Kellough and Kellough state on p.103).

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The measure of our compassion lies within our ability to accept our past pain and not fear the lessons it teaches us.  

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The measure of our compassion lies within our ability to accept our past pain and not fear the lessons it teaches us.  

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Outside of being an educator, it may take any individual a great amount of bravery to look inward and understand their own positionality. (Sensoy, O., & DiAngelo, R. Pg. 15, 2017). Yet, without understanding our own limitation and even our won reactions when it comes to coursework - we may do a disservice to our students and their education. I value critical engagement with our identities and how they can relate to the coursework taught inside my classroom.

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Learning does not end when the bell rings, it continues on every second, every day of our life.

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Learning does not end when the bell rings, it continues on every second, every day of our life.

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In accordance with the Schwartz's UDL, 2022, all students can reach the high expectations we set. While I will allow my classroom to be an authentic learning environment, I will set high expeditions for my students with the understanding that the barriers students face are products of the system not within the students themselves. I will encourage with praise and positivity where I can help my students understand the connection between what they’re learning and life beyond the four walls of the classroom. I am always interested in roles with student voice where life skills can be taught through classroom instruction.

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The Classroom Expectations will be created through an open and welcoming conversation so that every student has a voice in their learning. Inspired by classroom techniques from previous and current educational professionals. 

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The Classroom Expectations will be created through an open and welcoming conversation so that every student has a voice in their learning. Inspired by classroom techniques from previous and current educational professionals. 

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Lev Vygotsky (1896-1934) studied the way students socialized in different learning situations and drawing from his theory that learners are most successful when they work together in a structured environment with a. supportive teacher. For this reason I have created expectations of my classroom that is also in accordance with the district.

1) Walk into the classroom with the knowledge that you are appreciated and your presence is wanted

2) Come prepared to learn. Bring the materials you may need, or be ready to communicate what you need to either your peers or teachers

3) Respect others: In their boundaries, their opinions and ideas, their space, and their feelings.

4) Understand that mistakes will happen, but forgive yourself and move on with a new lesson.

5) You have the right to confidentially and the confidence that your teacher wants the best for you.

6) Learn the humility to recognize that you do not know everything and that everyone will start from different bases of knowledge and can stand to improve.

Barkley, E. F. (2020). Student engagement techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.

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I value being an educator and hold it to my heart the great opportunity to prepare the next generation of participants in this incredible world. Seeing the young minds of students create, have passion, inspire others, add to their environment and change their own lives- is a great honor and privilege that few professions may actually come close to.