Classroom Management Plan
My Classroom Management Plan is based on the Self-Discipline Pyramid developed by Villa, Thousand, and Nevin (2010). The Self-Discipline Pyramid includes five levels: Creating a Caring Community, Recovery, Life Skills, Somewhere Else Plan, and Wraparound Support. Though my ideas and methods are always changing, this management plan is a strong reflection of the general principles that I expect my students to follow in the classroom.
Most of my strategies are based on my teaching philosophy, which could be described as mainly a blending of Progressivism and Existentialism. My primary concern is always the student, including the interests and growth of each and every student. I want the tasks that the students complete to be tied in to their actual lives and to have a meaning that each student should derive from their engagement with the work. I also believe strongly in student choice and in a student’s own personal accountability.
My philosophy is evident in my teaching practices, which often begin with the student’s own background information. Typically, the students start with their own experiences and goals, which they then use throughout a unit or semester to build to an extensive and comprehensive assessment project.
One other aspect that is extremely important to my teaching philosophy is the use of relevant technology. I believe there are many applicable (and affordable) technology resources out there beyond the simple gimmicks but that many teachers don’t have the time to connect these tools to actual pedagogy. This is what I plan to change. Though some schools may not have access to the same level of technology as others, many of the strategies outlined in my plan require nothing more than internet access, something I consider essential to the learning of every student in every district.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Most of my strategies are based on my teaching philosophy, which could be described as mainly a blending of Progressivism and Existentialism. My primary concern is always the student, including the interests and growth of each and every student. I want the tasks that the students complete to be tied in to their actual lives and to have a meaning that each student should derive from their engagement with the work. I also believe strongly in student choice and in a student’s own personal accountability.
My philosophy is evident in my teaching practices, which often begin with the student’s own background information. Typically, the students start with their own experiences and goals, which they then use throughout a unit or semester to build to an extensive and comprehensive assessment project.
One other aspect that is extremely important to my teaching philosophy is the use of relevant technology. I believe there are many applicable (and affordable) technology resources out there beyond the simple gimmicks but that many teachers don’t have the time to connect these tools to actual pedagogy. This is what I plan to change. Though some schools may not have access to the same level of technology as others, many of the strategies outlined in my plan require nothing more than internet access, something I consider essential to the learning of every student in every district.
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.