CLASSROOM MANAGEMENT PLAN
All classroom materials will be clearly labeled in English and in each of the languages my students speak at home. There will be material stations set up around the room (Douglas et al., 2018) such as a 3D station or a painting station that students will have access to once the materials have been introduced. These stations will have an illustrated clean-up checklist for students to follow.
I want the layout of the classroom to be one where students can collaborate with each other and share ideas. I want to encourage this behavior by having gallery walks where students can analyze each other’s work and offer feedback as well as holding critiques and artist talks. The classroom will also have a private studio where students can work independently and without interruptions.
At the beginning of the year, I will work with students to create our classroom rules and expectations. I think this is an important step to give students ownership and to give them more incentive to follow classroom rules. This is also a chance for students to learn what their peers need to thrive in the classroom, teaching them consideration and respect. I will also continue this community building outside of the classroom by having open communication with family and collaborating with homeroom teachers and guidance counselors.
I believe it is important for students to have and maintain a routine in the classroom which will be established on the first day. Students will come in and have a seat, wait for instruction, will gather materials after instructions, and then when prompted will clean up their desks and put away materials. I will play music in the classroom as a guide for students that if they can’t hear the music they are speaking too loudly. I will also use a percussion block to signal to students that it’s time to be quiet. This is also when the hierarchy of consequences will be clearly laid out for students in accordance with district guidelines.
Students will be encouraged to take risks and to experiment with materials through an “oops” board. There, we will hang up work that may not have turned out as planned but was done in an effort to explore all possibilities. Students can reference this as they work for inspiration throughout the year.
By selecting projects that engage students and offering students choices they will be more intrinsically motivated in the classroom (Perkins & Carter, 2011). I want to listen to students' concerns and have open communication for feedback and concerns. I believe this is one of the ways to ensure a positive and respectful learning environment.
References
Douglas, K. M., Jaquith, D. B., & Thompson Christine Marmé. (2018). Engaging Learners Through Artmaking: Choice-Based Art Education in the Classroom (Tab). Teachers College Press.
Perkins, E., & Carter, M. (2011). In Search of the Wild Things: The Choice, Voice, and Challenge (CVC) Model for Creative Instruction. Art Education, 64(1), 20-24. Retrieved April 26, 2021, from http://www.jstor.org/stable/23033948