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TPE2: Teachers create fruitful learning environments when they set a positive classroom atmosphere, budget lesson time effectively, and establish key expectations for good behavior. For an engaged, productive classroom, students need to feel secure in the teacher's authority and that they know what to expect. I consistently speak positively and passionately about the content I teach, and put preventative procedures in place to mitigate potential misbehaviors. The management plan I have in place helps me know what to do when a student pushes boundaries or defies expectations, enabling me to respond with an appropriate and restorative intervention for the student, rather than an unhelpful or inconsistent reaction.
TPE2: Teachers create fruitful learning environments when they set a positive classroom atmosphere, budget lesson time effectively, and establish key expectations for good behavior. For an engaged, productive classroom, students need to feel secure in the teacher's authority and that they know what to expect. I consistently speak positively and passionately about the content I teach, and put preventative procedures in place to mitigate potential misbehaviors. The management plan I have in place helps me know what to do when a student pushes boundaries or defies expectations, enabling me to respond with an appropriate and restorative intervention for the student, rather than an unhelpful or inconsistent reaction.
TPE 2.1
TPE 2.1
Use positive interventions, restorative justice, & conflict resolution practices to foster a caring community.
My incremental intervention plan centers on the idea that discipline should be corrective, not punitive. Techniques like the "Behavior Reflection & Contract" are aimed at getting misbehaving students back on track as quickly as possible, not merely as punishments to make them feel bad. As you can see above, I ask students to set specific, actionable goals for their behavior. While I want students to reflect on their actions, it’s important to me that my students can easily reintegrate as active and respectful members of class when they choose, and not feel further alienated from learning by guilt or negative feelings.
TPE 2.2
TPE 2.2
Promote productive student learning and encourage positive interaction
Here's a glance at the daily agenda for my English 10 students. I use the front and center of the whiteboard to communicate an outline of the day and any expectations for homework. As a small accommodation, I use bright colors to emphasize key information. I also use a magnetic timer that displays a countdown, so students can pace themselves for each activity. This has been enormously helpful in framing the flow of each period and giving students a clear picture of what is expected of them for the day.
TPE 2.3
TPE 2.3
Establish, Maintain, and Monitor Inclusive Learning Environments
This classroom management plan is is the means by which I ensure each of my students know how to respect others and what’s expected of them. I use consistent rules and procedures so students can devote themselves to learning, not guessing at what they should and should not be doing. This is especially important in the first days of school, where I model a respectful and convivial tone, set clear boundaries, and design an organized environment to welcome students into my classroom. When unpredictable behaviors arise, my "least invasive approach" to intervention helps me keep positive relationships at the center of my instruction. This plan is aimed at helping students toward correct behavior rather than guilting them.
Incremental Intervention Example
Incremental Intervention Example
Below, I outline a sample continuum of interventions I use to give students every opportunity to correct their behavior with the least discipline necessary:
Ignore the behavior
Give the student prolonged eye contact
Cue the student (group off task or talking loudly) → EX: eyes on me, “Thank you X for…” I’m still waiting on…”
Private discussion → EX: “Do you know why I pulled you out here?” "Help me understand what’s happening here."
Let them do the talking
Ask students questions and truly listen to their side of the story.
Clarify with concise, simple terms exactly what was unacceptable about their behavior and explain any repercussions
Removal of privileges/detention
Letter/phone call home
Parent/Guardian conference
Outside assistance from the principal’s office + systematic intervention plan. Immediate removal of a student from the classroom may be necessary in serious cases.
Sample Emails Home:
Sample Emails Home:
For repeat behaviors, I involve parents to present a united front. When this student received a lunch reflection, it was time to send a letter home.
This is an example of a warning email I sent home to the parent of a student in danger of failing my class.
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