Classroom Management Planms. Schrader's Teaching Portfolio

Posted By admin On 28/12/21

My Classroom Management Plan

Classroom management is about my ability to create a highly structured and well run classroom. In my estimation, classroom management determines a teacher’s capacity to establish classroom routines that will enable all students to perform to the best of their abilities. A well implemented and organized management plan will not only help facilitate student learning, but it will also enable me to teach to the best of my abilities. Being that teaching is more art than science, I know that adjustments to this plan will be necessary. I also expect to have to grow and adapt as it is implemented, or as I find problems within its rather broad scope of ideas. As a disciple of Sprick, Garrison, and Howard (1998), I will use their book CHAMPs: A Proactive and Positive Approach to Classroom Management to adapt this plan as needed.

Classroom Management Plan My classroom management plan consists of a variety of discipline techniques and proactive '5 minute filler' activities I found for grades Pre-K through five. I would use these techniques and activities to keep order in my classroom and to promote a learning environment. The acronym I created for our classroom rules is easily defined, however I will spend some time having a class discussion about what each letter stands for. R= Respect, for yourself, your classmates, your teachers, your parents, your school, and your community.

As a point of reference, this plan is specifically pointed at the primary grades, but it could easily be adapted for most elementary classrooms. With these thoughts in place, I put before you the comprehensive details of my management plan.

Classroom Practices


My management strategy begins by communicating with students and their parents/guardians. First I will first inform the students in a classroom meeting, so they know the rules, expectations, and consequences of this plan. I will then send a letter home to the parents/guardians communicating an open door classroom policy, student expectations, and the values of this plan. I want families to know and understand that my classroom is a community for learning. As the teacher, it is my responsibility to invite participation just as it is their responsibility to help their son or daughter reach their full potential. Once the lines of communication have been established, I will begin teaching other critical classroom routines.

Establishing Critical Routines

While I was unable to implement my own classroom routines during my student teaching, I utilized all or portions of the routines in this table (ROUTINE TABLE LINK). These routines are critical to any good management plan. First and foremost, I consider learning student interests as being essential to a successful learning community. Building community will always be my primary focus and concern. Once I have launched the process by encouraging the sharing of some teacher and student interests, I will use this as a stepping stone for teaching additional routines. The first formal routine I will teach is lining up. This routine will be preparatory and a standard for teaching other routines. For instance, responding to signal quickly will be taught next, and it will eventually become part of our classroom constitution. Likewise, transitions in and out of the classroom will be day one priorities. However, these routines are not enough by themselves to manage a classroom. Many other routines are essential for establishing a stable learning environment.

Some of the other routines that I have taught, managed, and have a plan for include supplying materials, beginning and ending the day, managing and posting student work, trips to the drinking fountain and restroom, classroom pullouts, turning in homework, group and class merit systems, and student leadership roles. These routines and directions to these routines will not be written per se; they will be internalized by verbal instruction and through practice as they are implemented during the first weeks of school.

Classroom Management Teaching Portfolio

High Expectations

High expectations are starting points for classroom management that should never be compromised. Your students will only reach as high as you ask them to. My Cooperating Teacher stressed high expectations as a key to helping students succeed. This was wonderful advice. Every time I struggled with classroom issues or student production, I reflected on what I was doing wrong. Most of the time, it came down to the fact that I had slacked off and had not held myself or my students to high standards. After refocusing on this objective, I was always able to get better production out of my students.


I believe that teaching student boundaries for good behavior and high expectations in the classroom will not be difficult. By word and example, I teach them that I expect them to do their best work, respect one another, cooperate while working together, and respond to signal quickly. These values will be essential pieces of our classroom constitution. Evertson et al indicates that it is useful for students to generate their own rules and responsibilities for their own behaviors because it gives them ownership and encourages them to act according to the plan (2006).

With guidance during classroom meetings, I will allow my students to generate their own values and rules for a classroom constitution. These ideas and objectives will then be organized and posted on a wall for regular revue and discussion. We will then use them as a cause for celebration when things go well or as a source of spotlighting, cueing, and discussion when issues arise.

Self-Discipline and Self-Managing

As another foundational element for my management plan, self-discipline begins with each student learning how to manage their own behavior. If this is understood and accomplished, then classroom management is simplified.

After experiencing the rewards of self-managing, I strongly advocate its use. Prior to my student teaching, I had not previously thought of teaching students how to self-manage. I had primarily concentrated my thoughts and energies on a whole class picture of management. However, I have learned that the whole class is only as strong as its individual members. I will expend a good deal of class meeting time modeling, discussing, and reinforcing self-managing strategies with my students. I have learned that with practice, persistence, and attention to responsibility every student is capable of becoming a self-manager. When students learn to be self-managers, the classroom becomes an ordered system for learning.

Responsibility and Building Self-Esteem

Good teachers look for opportunities to give all students the chance to be a role model. If everyone gets to shine and stand tall, this becomes an avenue for building community and self-esteem. This is always my objective. If facilitated properly being a student leader, teacher’s helper, class leader, or demonstrating a problem on the whiteboard often becomes an opportunity for growth. Almost every student craves some kind of responsibility. For a teacher, it does not get any better than seeing a student’s proud smile when they are told they have done well or are setting a good example for the rest of the class. As a consequence, I look for ways for even my most distracting students to model good behavior.

During my student teaching, we had a teacher’s helper everyday, and I will also use this approach in my classroom. This leadership position was eagerly anticipated. When students knew that the next day was going to be their turn, they made sure their name was written on the whiteboard so that everyone knew tomorrow was going to be their day.

Positive Reinforcement

Every teacher’s dilemma is that students learn and mature at different rates and times. For this reason, I employ positive reinforcement and rewards. I also offer frequent feedback and provide repeated modeling and cueing of student behavior to give my students confidence in their abilities. With clear expectations, consistent routines, and positive reinforcement, students are better able to self-manage their behaviors.

As an example, the youngest and most immature student in my student teaching class was rarely on task. I made it a point to offer him rewards and frequent feedback. One day, I received a wonderful gift from this student when I least expected it. He had been offered a small trinket (a contract of sorts) if he completed his assignment on time and to the best of his ability. After it was finished, he happily gave it to me as a gift. He got his reward, and I got mine.

Normally a scribbler, I was shocked at how well he had colored this picture. It was far better than any product he had created all year (PICTURE LINK). When I showed the picture to my Cooperating Teacher, she was also amazed at how well he had completed this project. The potential this student demonstrated that day was beyond any of my expectations. He demonstrated a willingness to stay on task, attention to detail, and sense of color selection. He also made great use of the time allotted for this assignment.

Time Management

Time is the most valuable commodity in the classroom. As a teacher, it is one of my goals to waste little of it. Even seconds are too precious to waste, so I try to maximize the little time I do have with my students. Careful preparation, detailed planning, and being highly organized are traits that I have developed to help me make the most of each day of instruction. Indeed, time management is critical for successful classroom management.

I follow the advice of Sprick et al. and try not tot engage in any particular task for too long because students become restless when instruction, independent work, or group activities become tediously time consuming (1998). I will admit that I had to learn this the hard way, but learn it I did. One of my first few second grade lessons was almost 50 minutes long. And consequently, many of the class members became restless and inattentive. This was my fault, not theirs. I learned! The length of a lesson should be determined by the maturity of your students. Looking back on my student teaching experience with second graders, my most successful lessons were the ones that I kept close to a 25-30 minute time objective. Anything longer, and their behavior would let me know they had tired of the task.

Behavioral ExpectationsCueing Good and Bad Behavior

Good and bad behaviors are a part of every classroom—stuff happens. Students speak out, cause distractions, and among many other issues they may have difficulty staying on task. My response, then, is to support all behaviors with positive reinforcement and cueing. I find it is always best, if possible, to make the students feel good about the situation that is being addressed. With cueing, it can be done at an almost subconscious level. However, this may mean ignoring some minor behavior concerns and supporting them or cueing them later when the opportunity arises.

I quickly came to realize that some behaviors could be ignored for a more opportune time for modeling. If a behavior was ignored, it would be cued later by the modeling of another student during the school day or role played at the next class meeting. It is amazing how powerful this strategy is. When behaviors are cued and spotlighted well, cueing has little or no psychological impact on the targeted student(s). Cueing influences students to not resort to unacceptable behavior in the classroom.

Unacceptable Behavior

Behaviors that were not acceptable in my classroom included: swearing, speaking out, running, teasing, or any form of striking another student. While I did not have any serious violations of these boundaries, I had to deal with all of them as minor incidents. Some of these incidents I could simply ignore, but many were serious enough that I had to deal with them immediately. One of the most common occurrences was teasing. After many recesses students would complain that someone had teased them.

The most common type of resolution I employed for teasing was to get all of the individuals involved together for a discussion (often role reversal) and a resolution of the problem (always empathy and an apology). Teasing during recess was such a large issue that I had numerous class meetings to talk about it. During these class meetings, we used role playing to build empathy for teasing victims. While teasing at recess did not completely stop, my students came to understand the impact of teasing on it victims. To go along with this, they knew what the consequences would be if they continued to participate in this type of behavior.

Choices and Consequences

Discipline is multifaceted. It is about my ability to build a classroom based behavior system that is consistent, fair, and reasonable. It is also about giving students the confidence to act within the principles set forth in that plan. Discipline then becomes a student’s ability to exist under a set of directives, and the student’s ability to self-govern behaviors as set forth in that system. Under such an arrangement, teacher and student must be consistent, adapt, or suffer the consequences of their choices.

The purpose of having consequences is to assure that all students clearly understand that they are responsible for their own actions. In other words, they have choices. If a student chooses to break a school or classroom rule, then I make it very clear to them what the consequence are and why they now have to live up to the choices they had made. What are my consequences? (MR. NOBLE’S CONSEQUENCES TABLE LINK)

How have I used these consequences? One day during winter quarter, I had a student decide that he was going to ignore me, act defiantly, and in general do the opposite of what he was asked. Knowing some of the issues this child faces at home, I was not overly concerned. My first thoughts were that he just needed some attention. I let him know with a smile, my body language, and proximity that I was on to him. I also knew that I could not let this act of defiance become a bigger problem. Subsequently after setting the class on task, I approached him to find out what the problem was. We had a brief chat and agreed to talk during recess. During recess, I gave him a listening ear, some positive feedback, a pat on the back, and sent him on his way. He came in after recess and went to work and was not a problem for the remainder of the day. I learned from this and other incidents with this child that he had a high need for attention and friendship. From this day on, I made it one of my daily tasks to check in with him often. I wanted him to know that I cared.

A Time for Laughter, Play, and Work

I have a high tolerance for noise and activity, and so my classroom is lively and busy. What I stress with my students about this tolerance level is that there is a time for laughter, a time being noisy, and a time when they can expect to work and work very quietly.

I have the patience of a father and grandfather. I have, in fact, lived the life of a rambunctious child, and I would not take this away from any student. It is who they are. However, I want my students to know that they can learn to control their energy when it is time for work and save their vigor for times when it is appropriate to play and have fun.

Conversation, Help, Assignment, Movement, Participation: CHAMPs

To help my students achieve within these parameters, I make five directives very clear to them before each assignment or project. I explain to them what level of conversation is acceptable during the activity or assignment, how they can get help if needed, what the expected product of the activity or assignment should be and what it should look like, what level of movement will be tolerated, and I also explain what behaviors will demonstrate that they were participating responsibly (Sprick et al, 1998).

Final Analysis

The above classroom management plan involves appropriate standards for behavior, a positive classroom environment, and effective goals for managing routines, transitions, and time. This plan will be intertwined into my instruction and everything that I say or do. However, it is limited and in no way a complete picture of my plans or intentions. As I have mentioned earlier, I am an advocate of CHAMPs by Sprick et al. This book is a wonderful classroom management resource, and I will continue to reference and rely on it as inspiration for adapting and improving my management strategies.

As this plan is implemented in my own classroom, it will go a long way toward establishing my objectives of meeting the needs of all of my students. The ideal management plan establishes roles for the teacher and the students. It is based in love, trust, respect, responsibility, and understanding that both student and teacher are learning. As yet, I have not perfected the plan because this will only be approached by practice. Additionally, I know that every classroom is different, and every year I will face the uncertainties of how my students will behave and react under this plan. Hence, my intentions are to treat this plan as something that is flexible and a work in progress. With this in mind, I believe this plan is solidly based and the foundation for making my classroom a successful learning environment.

Reference ListEvertson, C. M., Emmer, E. T., & Worsham, M. E. (2006). Classroom Management for Elementary Teachers. Boston: Pearson, Allyn, and Bacon. Sprick, R., Garrison, M., & Howard, L.M. (1998). CHAMPs: A Proactive and Positive Approach to Classroom Management. Pacific Northwest Publishing: Eugene, OR


Is your management plan rooted in any particular educational theory, methodology or philosophy?

I am a believer in Constructivism. The more relevant you can make material for students, the easier it will be for them to make connections to the material and to be able to recall it later on. Because of this, I try to make all information as relevant to students as possible. I try to help students make connections with new material and to create their own reasons for why they believe what we are learning is important and how it can relate to their own lives. My management plan is rooted in the idea of student-centered learning, with an emphasis on project-based instruction. Both of these ideas are incorporated in the Constructivist model.

What are your beliefs on the role of the student and teacher in the learning environment?

In my opinion, students should be just as responsible for and play as large of a role in their education as the teacher does. I value the idea of student-centered learning where the focus is more on the students themselves and less on the teacher as the sole source of information – the idea of “guide on the side” vs “sage on the stage.” I also stand behind the idea of project based instruction and assessment. Although I do not believe every assignment and assessment should be project based, I think that most of them should be project based. It makes the learning more authentic and the students are responsible for learning skills and ideas, rather than simply memorizing information the instructor disseminates. The students tend to find PBI learning more engaging and more fun. During my student teaching experience, I had students fill out a survey asking them to choose how they best liked to be assessed. The options were a test, a project, an essay, or other. Out of 98 students who took the survey, 83 of them stated that they preferred a project of some sort. Some of those 83 also selected another form of assessment alongside a project because they liked being assessed in more than one way, however, the overwhelming majority of students preferred a project to anything else. This affirms my support of PBI since it is truly what the students want.

How is respect & rapport established and maintained in your classroom?

From the get-go I will tell students that I have two main principles in my classroom – respect and acceptance. Students must always respect one another and they must accept everyone in the classroom. Students do not have to “like” everyone, but they must accept them and they must respect the other person and their viewpoints. I will emphasize that in the “real world” there will be people that you do not get along with and people that you do not see eye-to-eye with, but it does not make them a bad person and it does not mean that you should treat them differently or cruelly. I will encourage respectful talk amongst students and I will teach them how to argue and disagree respectfully in my classroom. In both of my content areas – history and French – I imagine lots of talking and discussions happening in my classroom. In French, the discussions will be in the target language and will consist of students practicing their language skills. I will let students know that I will not tolerate disrespect in the classroom. In a language classroom there must be a non-judgmental, and safe atmosphere, otherwise students will be too afraid to speak and practice their language skills. Students will not be allowed to make fun of each other or to laugh at someone else while they are attempting to speak. If students do not feel safe, they will not try, which will hinder their progress in the language. As for history, I plan to have many class discussions and seminars. I will encourage students to speak their mind and to share their opinions. They may disagree with what someone else said and that is perfectly fine; in fact, I encourage that because it makes for a more lively and engaging conversation. However, students must disagree respectfully and not make the other person feel attacked.

I will continually remind students of my expectations of respect and acceptance and I will have them posted in the room. I will also model these ideas myself by always treating my students and my colleagues with respect and acceptance. One of my favorite things about working with students is the relationships you can develop with them. I will attempt to get to know my students right away by aiming to learn something about every student within the first two weeks. If they feel comfortable around me and are willing to talk with me, then they should hopefully begin to feel more comfortable in the classroom and around each other, and will want to talk more with the other students.

What will you do to create a culture of high expectations and learning?

I want students to continually be striving to do better than they have done before and to be the best that they can be. Not every student will be able to perform at the same level, but they can all perform at a high level. I will continually encourage my students in their efforts. I will recognize efforts of students and if a student is doing poorly in my class, I will praise them for the efforts that they are making, and encourage them to do better. I will say things like “you got 12 out of 20 right on that last test. Way to get more than half of them correct! Let’s shoot for a 13 next time.” SMART goals are really important and students need to have manageable goals. If I ask a student to try to get 15 correct the next time, it may be too overwhelming for them because it is an increase of 3 points rather than just one. When I have students complete projects, I will hang them up or show them to others. When there is an added pressure of exhibition to peers, students tend to want to do better and create something that they can be proud to show off. I will rotate whose projects I highlight so that I am not continually showing the same students’ work each time. I want every student to be engaged and to be making things that they are proud of showing. If I display the work of the same students every time, other students will pick up on it and they will not be as invested in making something great.


What are the essential features to your classroom? How do you plan to arrange these features? Why?

My ideal classroom would have tables rather than chairs to foster and support group work and collaboration amongst peers. Since I want to include a fair amount of PBI learning, working at tables lends itself more easily to doing this. Students have more surface area to work on projects and they will not have to move desks around every time I want them to work with others. Additionally, I am a fan of preferential seating. My French CT used this in her classroom and I think it is a wonderful idea. She had many options for seating in her classroom; there were regular chairs at tables, there were exercise balls to sit on, bean bags and pillows, bigger chairs and cushioned chairs, and there were raised tables which were conducive to standing for students who did not want to sit. Having a variety of options allows students to be comfortable in the classroom, and it gives them more autonomy and choice in their learning. The students loved being able to switch up how and where they sat day-to-day.

Some sort of projector and computer hook up is also something that I would love to have in my classroom. Most classrooms do have these, but depending on where I teach, this may not be the case (for example, if I teach abroad). Being able to show students videos and images, and having interactive games (such as Jeopardy or Kahoot!) make learning more tangible and more entertaining for students.

Ideally, I would have the projector and whiteboard at the front of the classroom with tables and alternative seating throughout the classroom. If possible, I would love to have a reading nook and/or a couch in the back of my classroom. I want my classroom to have a safe and comfortable atmosphere to it. Simple things like this make me feel more like I am at home and less like I am in a stressful, academic environment. Students would also be able to use these features before and after school, and during lunch if they so desire. I want my room to be a safe space for students, and somewhere that they feel they can go if they have nowhere else.

What steps will you take to ensure safety at all times in your learning environment?

I will have my classroom rules posted in a central and visible place for all students to see. I will continually remind them about these rules. If I have students work with any sort of special materials, especially with anything fragile, I will make sure to go over rules of use with students before they are allowed to use these materials. I will have students repeat back rules to me before they can use these materials, to ensure that all students know exactly what they should and shouldn’t be doing.

If I have exercise balls in my classroom, I will ensure that my students know they cannot play with or bounce the balls. The balls must remain on the ground at all times, and if students abuse the privilege of having them in the room, they will be removed and unavailable for students to use.


What are 3-5 routines you will instill in your future classroom?

  1. For French, my class days will always start with some sort of speaking activity at the beginning of class that relates to the subject we are currently focusing on. For example, if we are in a music unit and students have been working on formulating questions, I may have them do a pose-pose-change (ask-ask-switch) where students ask a peer a question they have written on their card (about music in this scenario), respond to the question their partner has created, then they switch question cards and find a new person to repeat the activity with. This allows students to interact with a variety of classmates while working on speaking and question skills. Since, in this instance, students will be discussing music, it will also give them an opportunity to practice their music vocabulary.
  2. In both history and French, I will make sure to include brain breaks throughout my lessons. One thing that I learned during my student teaching is that you cannot simply plow through every lesson if students are tired, distracted, or uninterested. You must gauge your students and get them up and moving every now and then to wake them up and get them engaged again. I’ve found that if there is an element of competition, or if the brain break is silly, students are usually more apt to participate.
  3. In history, I will incorporate a lot of partner work with students. One example of this is that after students are asked to read something in class, I will have them talk with peers to discuss what they perceived as main ideas and important information to know. I could conduct this as a think-pair-share activity, ask students to highlight 3 main points then discuss as a class, or ask students to decide with a partner what the “buzz words” are in the piece and have them write these words on the white board. We will almost always discuss readings together as a class to make sure that students get out of the piece(s) what I want them to. However, in order to have a discussion, students need to feel comfortable and like they understood what was happening in what they just read. Being able to first discuss and talk through ideas with a partner should help with this.

How will you ensure quick and efficient transitions between activities?

I will have an overview or outline of what we are going to do each day. I will quickly review it with students at the beginning of class. They will know what the objectives and the essential question(s) are, and in which direction the class will go every day. Having this outline will let students know what will be coming up next and what to prepare for. I will also give students time remaining reminders. If they are working on a project, are reading, etc., I will give them reminders when there are 5 minutes remaining, 2 minutes remaining, etc. This will let them be better prepared to finish what they are doing and get ready to move to the next activity. Having a timer to keep track of time is helpful as well. Students will know that when the timer goes off, it means it’s time to move to the next thing.

What is your approach towards grouping of students?

I believe that students should work with a variety of people, always. I will allow them to choose their own groups (so long as this does not result in reoccurring problems) and I will also assign them groups from time to time. I know that students tend to always choose the same students to work with over and over, but I want them to have the chance to interact with a wide range of personalities and peers since, in the real world, students will have to work with many different people. For some projects I may have groups pre-assigned, and other times I may number students off or give them cards and ask them to find their partners in order to create more randomized groups.

How will you supervise/manage staff and volunteers in the classroom?

Classroom Management Planms. Schrader's Teaching Portfolio Allocation

Before I have any sort of guest or staff member in my room, I will speak with them briefly (if I know ahead of time that they will be there) about what they are hoping to gain from and to accomplish in my class. I will also go over my classroom rules quickly with them so they are aware what I expect from students. If I have a reoccurring staff member in my room, such as a para, who becomes an issue (for example, talking too loudly and distracting other students during the lesson), I will address it with them personally in a kind manner. I will state my concern and hopefully be able to come to some sort of civil agreement with them. If I have a guest speaker who could potentially be controversial, I will politely ask them to try to remain as politically correct and non-offensive as possible when responding to student questions. I do not want them to water-down answers or to lie to students, but I also do not want students to feel personally attacked or upset after the guest speaker if this speaker is controversial. If I have someone in class observing me, I will acknowledge the guest presence in our class, let the students know who they are and why they are there, and then ask students to not worry about the other person in the classroom and to try and concentrate on the lesson. If I resolve the mystery of another person in the classroom, it will hopefully mitigate the distracted conversations and glances from students trying to figure out who the random person is and why they are there.


What is your general list of rules for the classroom? What is your rationale behind each rule as it pertains to the learning environment?

As I mentioned previously, I will really only have two main rules in my classroom – respect and acceptance. I believe that if students embody these two ideas, they will cover a wide range of topics that I could list out as separate rules, but do not see the need to. If a student is respectful and accepting of others, they will not say or do mean things. If a student is respectful of their environment, they will not pull malicious pranks, steal, or damage property. When students feel safe, accepted and respected in the classroom, it is easier to learn. The atmosphere does not feel stressful or judgmental.

Classroom Management Planms. Schrader's Teaching Portfolio Assessment

How will you teach your rules to your students?

I will have the rules displayed in the classroom in a central and visible location so students can always see them and keep them in mind. I will blatantly discuss my rules with my students at the very beginning of the year and ask them to come up with reasons why they think these are my only two classroom rules and what the importance of them are. If the students come up with reasons and examples for why respect and acceptance are important, rather than me telling them why I think they are important, they will hopefully take them to heart and believe in them more. I will remind students of these rules periodically throughout the year, especially if students have not been as respectful or accepting as I would like them to be.


What techniques will you use to reinforce positive behavior? (Consider extrinsic & intrinsic)

For the most part, I will reinforce positive behavior through verbal acknowledgement. I try to thank students who do a good job, who do what they are supposed to do, or who go above and beyond in something. I make a point to try to recognize every student for some aspect at least once a month. It may be something academic related, or it could be something nice they did for someone else. It could also be something related to behavior such as thanking a student arriving to class one minute before the bell rings when they are typically tardy to class. I think verbally recognizing and thanking students goes a long way because it not only builds relationships with students, but it also shows students that you respect them and appreciate them. When students feel valued, they are more likely to behave in a positive manner.

Classroom Management Planms. Schrader's Teaching Portfolios

I like the idea of asking students to focus on intrinsic behavior as well. Taking time to establish goals with students and asking them to set a goal at the beginning of each unit then tracking their progress at the end of a unit, is an awesome idea. It not only teaches students the important skill of setting achievable and manageable goals, but it also helps establish and reinforce the importance of being motivated intrinsically in everyday life. I will ask students to set individual goals related to grades, behavior (ex: not skipping a single class all unit, only being tardy once the whole unit, etc.), or something that the students want to be able to do at the end of the unit. This is an important thing to do in any classroom, but especially in a language classroom. By the end of the year, students will be able to look back at their goals throughout the year and really be able to see how much they have grown. They can see where they started, and where they ended up – a very powerful thing for a language learner when it can feel like you have hardly learned anything all year long because there is still so much learning to do.

I am not a big fan of giving physical rewards, however, my French CT will occasionally have a raffle drawing in her classroom, and I like this idea. She gives students tickets when they are on task and doing things that they are supposed to without her having to ask, when they use the French word or phrase of the week (she changes this weekly and has it posted in the classroom), or if a student goes above and beyond. She will pull a ticket from time to time and the winning student(s) will receive some sort of prize, usually a candy bar. I like this idea because it pushes students to be on task, to do good deeds, and to try to push their French skills even further, but it doesn’t make students do these things simply to get a prize. I appreciate that it’s left up to chance, not that it is a mandatory requirement that every student gets something every time they do something good.

What is your specific progression of responses to negative behavior? (Consider early stages and chronic misbehavior)

I hope to have good rapport and relationships with my students. Establishing these relationships early on will hopefully mitigate negative behavior from occurring in the future because the students will know that I respect them and appreciate them, and hopefully they will feel the same towards me. If I have good relationships with students, an intentional look or talk when misbehavior does happen will hopefully help to curb it. During my student teaching, if I noticed a student doing something unfavorable and caught their eye, they would usually stop because they realized that I noticed and they knew they should not have been doing what they were doing. If I asked a student to stop doing something, they would typically respond in a favorable manner because I approached them in a friendly, non-aggressive and non-accusatory manner. Giving students respect and not getting upset when they misbehave goes a long way.

That being said, if a student misbehaves in a grander manner and/or does not stop their behavior after I talk to them, I will address them more sternly, let them know I am not afraid to assign them detention, or even recommend them to the office and include additional staff support if necessary. If a student repeatedly acts in an unfavorable manner and does not react positively to any of my attempts to dissuade this behavior, I will approach a colleague and ask them for suggestions and ideas to help the situation. I will go to my superiors as a last-resort, but I would prefer to not have to engage administrators if it is not absolutely necessary.