Description

TEP Component IV, Classroom Management, shows proficiency in designing and implementing a basic classroom management system designed to benefit K-12 students in their academic and social development and help instructors manage their classroom spaces more effectively. The overall plan is based on establishing a sense of community, common ground, and purpose to maintain an inclusive classroom culture with rules and expectations designed to benefit all. For me, the optimal systems comprise routines, protocols, shared values, and culturally responsive strategies that aid instructors in fostering equitable and safe classroom environments daily. The selected artifacts from Parts II, III, and IV from the Classroom Come to Life (CCTL) project in the PGMT EDIS 5030 course, Designing Effective Learning Environments.

Artifact 1 comes from Part II of the CCTL plan.

Artifact 2 comprises Part III of the CCTL plan, Classroom Expectations, which focuses on establishing a climate and culture conducive to learning in K-12 classrooms. The plan includes:

• Students in the development and implementation processes.;
• Leading to the adoption of the policies that will dictate expectations;
• Acceptable student behavior;
• Discipline.

Table 1 shows how the plan establishes and operationalizes core values and connects them to specific behaviors, actions, and expectations. 

Artifact 3 presents Parts IV of the CCTL plan. These sections show evidence of competencies in designing and implementing classroom systems and routines and cultivating positive classroom communities, cultures, and climates. 

Analytical

I selected this evidence because the various CCTL parts work interconnectedly to produce a classroom management system that supports students with different cultural and linguistic backgrounds, establishes shared core values and expectations, and uses restorative strategies when students get off track.

The evidence reflects a system that will benefit students’ academic and social development by teaching them the behavior and discipline they will need to reflect and replicate to succeed in an increasingly competitive world. One of the culturally responsive approaches to classroom management is the constant reminder that all students matter, and all students are deserving of equal respect and opportunity. The instructor must be unwavering in reflecting these principles. 

Reflective

I will know my classroom management system is working by the level of attention and enthusiasm the students express in their adoption and practice of the shared values. I will need to adjust the plan when trends show multiple students getting off track with the routines and protocols or if they begin to lose sight of the values with blatant or frequent violations of our classroom community codes and protocols. Based on the evidence selected, my strengths in developing a classroom management system demonstrate that I am patient, nurturing, and understand how to implement a plan for discipline while making learning fun and safe for students. Areas for future growth related to developing a classroom management system will be revealed with more experience in K-12 classrooms.