LEARNING ENVIRONMENTS

The teacher works with others to create environments that support individual and collaborative learning, and that
encourage positive social interaction, active engagement in learning, and self-motivation.

I believe that the cornerstone of classroom management philosophy is for teachers to

understand the strategies they could use for students to accept responsibility in a learning
environment. It is my responsibility to strive, create and establish focused expectations for
students that help in managing the classroom activities more effectively through effective
support and positive relationships. From the beginning of the school year, I need to continually
work to improve the learning environment, and ensure that every student understand all
expectations for the class. In doing this, I will limit or reduce common misbehaviors by outlining
expected behaviors and corresponding consequences when rules are broken.
I need to establish a learning environment where students feel safe physically and emotionally.
All negative language in the learning environment should be discouraged to enable students
feel safe to express their thoughts without fear of being made fun of.

Evidence
My first piece of evidence is an individual discipline plan I developed during my course in EN
466 Classroom Management. We discussed different strategies we could use to improve the
learning environment, and ensure that every student understand all expectations for the class. I
believe that outlining expected behaviors and corresponding consequences when rules are
broken, and discussing them with your students will help to reduce common misbehaviors in
the learning environment.
Sr. Kate Okolocha
EN 466/566 FA15
Individual Discipline/Behavior Management Plan
September 30, 2015
The goal of classroom management is to eliminate distractions, disruptions, and poor behavior,
so you are free to inspire your students. The results are happy and high achieving students. Rules
themselves do not motivate students to follow, but they are important part of the classroom
management plan, and creating them thoughtfully is the first step to having complete classroom
control.
List of rules each child will have to follow in the classroom:
Listen and follow directions quickly

Raise your hand for permission to speak

Raise your hand for permission to leave your seat
Keep hands, feet, and objects to yourself
Treat others with respect and kindness

Classroom Guidelines/ Expectations

Show respect for the teacher, yourself and others at all times.
Avoid touching or writing on anything that does not belong to you (including desks,
textbooks, teachers belongings, walls, chalkboard, etc.).
Use appropriate language and wear appropriate clothing.
Be a kind person and listen to others.
You must not use racial or ethnic slurs, abusive language, profanity, or sexual harassment
(verbal or gestures).
Put waste products in appropriate areas.
Come to class on time and be prepared with your writing materials to learn.
During group work, discussions will be related to the current topic.
When directions are given, do your best to follow them the first time.
Pay attention, participate in what is going on in the classroom and ask questions.
Consequences that could be applies when established rules are broken
First Warning: Verbal warning
Second Warning: Talk with the student to know why such disruptive behaviors were displayed,
and a written plan for improvement.
Third Warning: The students parent or guardian will be notified
Fourth Warning: Detention (counselling and other help might be offered)
Fifth Warning: Referral to an associate principal
If any of the rules are violated in an extreme manner, the result will be an immediate
referral to an associate principal and possible removal from the class.

The purpose or outcome of my discipline plan

Our classroom will provide a safe, positive learning environment, which promotes cooperation,
creativity and academic success. All students will be active participants in the educational
process in order to achieve their fuller potentials.

How to implement this plan with my students

At the beginning of the school year, I will talk with my students and explain the importance of
having classroom rules and expectations. The students will participate in suggesting rules and
explaining why they chose the rules. I will summarize the rules, creatively design it, and place it
where every child must see and read. I will make sure each child understand what the rules are
saying and the consequences for violating them. We will write a song or a poem with our rules
and rehearse them every morning to make sure students internalize them. We will have fun
activities on how to keep the rules we made and I may ask kids to demonstrate what it means to
keep those rules. I will give them quiz to test their knowledge of the rules, and to remind them
the importance of knowing the rules, but I will not record their scores. I will comment and affirm
their effort if they are really working hard to keep the rules, but there will be no physical
reinforcement for good behavior. I will take note of those that are keeping the rules and those
that violate the rules. I will make out time to talk with perpetual rule brokers, to see if we can
figure out strategies that might help them keep the rules.
The purpose and actions of the discipline plan seem to rhyme with the belief I hold because both
emphasizes on the conducive learning environment that will promote cooperation, creativity and
academic success for all students.
I will know if my plan is working and benefiting students when I notice that students make effort
to obey the rules. There are fewer or no disruptive behaviors during teaching and learning
activity hours. Students are always in school and they are actively working with other classmates
to achieve their learning goals. Students performance improved greatly and they are happy with
their accomplishment. Parents are impressed with their childrens academic improvement and
good behavior they display at home.

Evidence #2
During my student teaching at St. Thomas the Apostle School, my cooperating teacher
discovered that some of her students learn best while sitting, and others learn more while
standing. In order to meet the learning needs of the students and limit common misbehaviors
and disruptions, there are two sets of desks creatively arranged in two U shapes in this

classroom; the high desks are behind the low desks. I noticed that students loved the desk
setting because they were allowed to choose a comfortable learning position that helps them
remain focused in the learning environment. There is enough open space in the classroom for
easy movement and interactive activities when necessary.

Sitting arrangement that helps fourth grade students to focus and learn

Learning environment that encourages collaborative learning activities, positive social interaction, active
engagement in learning for 4th grade students.

Students pay attention, participate in what is going on in the classroom and ask questions.