Your personal classroom management plan is the cornerstone for the structure of your classroom environment. The tone of your classroom environment is reflected in your professional communication with students, families, and colleagues. It is also reflected in your management, engagement, and instructional strategies. It is imperative for you to have an understanding of how you wish to structure the students’ learning environment and how you plan to communicate these decisions with stakeholders.
For this benchmark assignment, you will revise your comprehensive classroom management plan
based on the feedback you received in your previous assignments. Consider all you have learned throughout this course, including the interaction you have had with classmates and current educators in the field. Sections 7 and 8 will be added to your classroom management plan.
Your classroom management plan should consist of the following sections:
Include a title page, table of contents page, and all resources you used to create your classroom management plan.
Download your peers’ feedback comments from the CLC Forum to a Word document and submit with your Classroom Management Plan.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles“>LopesWrite Technical Support articles for assistance.
College of Education (COE) program competencies and national standards assessed in the benchmark assignment:
Create a classroom management plan to establish a learning environment that maintains students’ attention by actively engaging students in managing resources of time and space, and fostering respectful ways of communication and safe interactions through the inclusion of expectations, values, and routines. [ACEI 1.0; CEC 2.2, ISCI.2.K2, ISCI.2.S11, IGC.2.K2, IGC.5.K8, InTASC 3(k),3(d), 3(e), 3(f), 3(i), 3(l), 3(q); GCU Mission Critical 1, 2]
Continually evaluate the effects of professional decisions and actions on students, families and other professionals in the learning community and actively seek out opportunities to grow professionally and align practices with laws related to educational equity. [ACEI 5.2; CEC 6.4, ISCI.6.S11, InTASC 9(a), 9(b), 9(c),9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; GCU Mission Critical 2, 3, 5]
Establish and maintain positive collaborative relationships with families, school colleagues, other professionals, and agencies in the larger community to promote the intellectual, social, emotional, physical growth and well-being of children. [ACEI 5.3; CEC 4.3, 7.1, 7.3, ICSI.5.S2, ISCI.7.K2, ISCI.7.K4, ISCI.7.S2,ISCI.7.S3, ISCI.7.S4, ISCI.7.S5, ISCI.7.S6, InTASC 1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c,5b, 5d; GCU Mission Critical 1, 5]
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