Philosophy of Classroom Management - Manchester University



Classroom Management Plan

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Kelly Harp

EDUC 360: Classroom Management for Elementary Teachers

December 3, 2008

Philosophy of Classroom Management

As a teacher, I have the ability and responsibility to organize a well-managed classroom where students can learn in a safe and pleasant environment. Superior classroom management prevents interruptions and eliminates problem behavior. Thus, student-learning time is maximized, which then improves academic achievement. I feel it is also vital to create a well-managed classroom in order to create a sense of security for the students. My classroom management will foster student involvement in all classroom activities and establish a productive working environment. I will work with my students to develop a well-managed classroom through highly engaging activities, clear expectations, and a pleasant environment. I believe that all students have the right to be engaged in a quality, safe, and enjoyable educational experience. I plan to ensure this happens for my students, through a well-managed classroom. With a conscientious attitude, I have designed a classroom management plan focused on ethical and legal rules, consequences, and procedures.

I have a passion for educating the valuable and precious minds of our nation’s future generation. My compassion and consideration for others helps me work well with people and develop strong rapports quickly. This will be extremely beneficial in developing a community of students that share a mutual respect. I believe that when students recognize that you care about them, they will return the caring attitude with the teacher, others, and in their schoolwork. I have observed this concept while working in numerous classrooms. I have also found through the time I have spent working with children in my church and in diverse classrooms, once I show that I care about them, they return the respect. Children are then motivated to please the respected individual by doing their best. This idea goes along with the theory that people innately like to please others they respect. Thus far in my life, I have spent countless hours working with others to accomplish tasks. I work really well with others, as I recognize each individual’s needs, I use empathic responding, and I am flexible. Knowing how to communicate to others in order to reach a common goal is a talent that I obtain. Moving around many times as a child and young adult required me to learn how to quickly adapt to new situations and groups of people. I realized that one of the most crucial threads of society is communication. Another aspect of my life is my belief in being the best person I can be. This motivates me to continually reflect on how I can improve myself. I live my life for a higher power and therefore I am conscience of appropriate behavior and ethical responsibilities. I am sincere about my calling to become the best teacher I can be, and with a superb classroom management plan I will begin this journey. Through practical life experiences, I have reflected on my behaviors and others to shape my classroom management plan. My classroom management plan is designed to facilitate a positive, productive teaching-learning environment.

Top Ten Beliefs and Practices

1. I believe it is vital to develop respectful relationships in the classroom. Kohn’s theory emphasizes creating a community in the classroom. I believe that through a positive classroom environment, where individuals rely on each other, a mutual respect is gained. Respect is a life skill needed in every circumstance. Through creating a community of learners that share respect with one another, students will be able to thrive in their learning. Students will feel more comfortable to share their thoughts and emotions. Tremendous growth can occur when these areas of your life are supported. Students also learn to see things from other people’s perspectives. This will help them understand their peers better and respect their peers more.

2. I believe it is important to use clear communication to help solve problems with students. Nelson, Lott, and Glenn’s theory about “communication first” describes the importance of clarifying the situation before jumping to conclusions. Clarifying the situation is imperative to ensure that everyone is on the same page. Then all opinions should be recognized. Next, talk with the individual about the misbehavior and discuss with the student what he/she will do differently. These steps encourage the child to reflect on the behavior and try to work on solving to core issue that created this behavior. This is a positive way to identify a problem and prevent it from arising again.

3. I believe in embracing the ripple effect in the classroom. The ripple effect was a term coined by Jacob Kounin. He explains that when a student is praised for a positive behavior, the rest of the class will follow. I have found this to be very true, while working in my student teaching placement. This is an affirmative way to remind students how they should be behaving.

4. I believe involving students in the creation of classroom behavior expectations, encourages them to behave appropriately. When students are involved in planning how positive and negative behavior will be managed, they are more likely to behave responsibly. Students like to be heard. This is one way to reaffirm that there opinion matters. The theorist, Albert, also believes that students need their opinions and thoughts recognized. Students need to learn that they are apart of a democratic society where there voice matters. Having my students govern big decisions that will affect the atmosphere of the classroom is a great way to demonstrate our democratic society. I want my students to know that I care.

5. I believe that classroom jobs help students develop responsibility. Jobs in the classroom create ownership and responsibility for students. This is a great way for students to help others, meanwhile learning life skills. They realize that everyone has to work together to keep things going in life. Albert’s theory is based on cooperating and belonging. Albert believes that students need to feel a sense of being needed in order to thrive. This is true throughout life. As humans we are designed with a purpose to achieve and be productive. Having jobs in my classroom will teach my students life skills and will make them feel important.

6. I believe students should be treated with respect. Haim G. Ginott emphasizes the importance of respect with students as a means to promote positive behavior. I want to create a classroom that radiates respect. In order to have a classroom full of students that practice this behavior, I must model it for them. Not only is respect ethical, but also it adds a positive dynamic to the classroom. A class where students know their classmates and teacher respect them, will be place where the students can be learn and grow. I believe that when students know that the teacher cares about them, they begin to reciprocate respect by doing their best in class. Academic, social, behavioral, and ethical aspects of the class will be improved through treating my students with respect.

7. I believe the language used with children will greatly affect them. Ginott said, “Children are like wet cement. Whatever falls on them makes an impression (Ginott 168).” I agree that children are very impressionable. The manner I talk to my students will affect them forever. I can remember teachers that left lasting negative impression on me because of the way they talked to me and other classmates. I can also remember teachers who motivated me to do good solely because they were considerate. Having open and positive communication will help to prevent misbehavior in the classroom. I want to facilitate mutual respect with my students. One way to do this is through the kind of language I use with my students. I will use, what Ginott describes as, “congruent communication.” Communication is fundamental to any successfully managed classroom and the method in which I communicate is that much more essential.

8. I believe varying my teaching style will help keep students engaged. Curwin and Mendler advocate this philosophy. In order for students to learn, they need to be engaged. Not all students are the same. Teaching in multiple ways will engage more students. Having a variety of teaching styles will also help to keep students excited about what might be coming next. It is important to keep learning fresh, fun, and engaging and this can be done through varying my teaching style.

9. I believe starting each day new. Curwin and Mendler identify the importance of starting “fresh every day.” I too believe this is important for maintaining a positive relationship with the students. One student may have a hard day in class, but that doesn’t mean that every day needs to be this way. I will always expect the best from my students. I want my students to know that because I discipline them one day, does not mean I do not care for them. Treating them in a negative manner by saying, “Well, you were really disrespectful yesterday and I’m just not over it. So, today I am going to have you serve more consequences,” would not be helpful. I want my students to strive to be better everyday, and I can encourage this through beginning each day with a clean slate.

10. I believe it is important to make sure instructional levels match student ability. Curwin and Mendler reiterate this significance in their discipline approach. After spending time in many classrooms and hearing my professors state this over and over, I recognize each student has different needs. I will use differentiation to meet the needs of my students and help pull them ahead. This is important to use in order to maintain a well-managed class. Students need to know they can succeed to avoid giving up. They also need to have their needs meet in order to learn. Using the suitable instructional level will help students to stay engaged in learning, as well.

Strategies for Classroom Management

Preventative

I plan to prevent misbehavior from occurring through having clear expectations. With the input of the students, I will develop rules, procedures, and consequences for the students. Students will be given time to practice these procedures and dictate what they mean. I will make sure every student has a clear understanding of the rules and consequences. Each student will sign in agreement to the social contact at the beginning of the school year. The social contract and rules will be visually displayed in the classroom. Explicit directions will be announced before each activity. When students know what is required of them, they will be much more likely to succeed. Keeping students engaged in activities that are neither too hard nor too easy, will help students stay focused and occupied. Proximity control and withitness are other tools that I will regularly use in my classroom to prevent possible issues. I will also treat the students with respect and praise positive behavior.

Supportive

I will maximize student learning and minimize misbehavior through explicit procedures and rules. I will use individual and group positive reinforcement to encourage good behavior. Students will be awarded points, individually, for good behavior such as, following rules and procedures. At the end of every month, the student may earn a certain number of prizes in correlation to the number of points earned. Prizes vary from lunch with the teacher, to candy, to bonus time in the comfy chair. The class will be able to earn prizes as well. For example, if the class is lined up for lunch quietly and quickly with out any prompting from the teacher, I will award the class a check mark. This mark goes on the board as a visual reminder. An agreed upon number of check marks will be needed to earn a class reward. I will constantly motivate my students through positive reinforcement. I also believe being consistent with children is crucial. Children will try to push the limits if they know they can. I will have consistent behavior expectations. I will hold my students accountable by following through with the consequences. This means for positive and negative behavior. I will make clear what I expect out of my students so they can be successful. I will reach out to a variety of learning styles and personalities in my classroom by recognizing individual needs. Some students may need constant reminders of what appropriate behavior looks like, others may need a compliment on their work, and another student may one on one time with the teacher once in a while to discuss their needs. I realize that each student is different. Through my keen awareness of others needs, I will be supportive of my students needs. This will assist the caring and comforting atmosphere of the class that will constantly deter unsuitable behavior.

Corrective

If a student gets to the point of needing intervention to address mild or moderate misbehavior, the following plan will be implemented. I will first ask the student to stop the negative behavior and guide them to a proper alternative. I will be cognitively aware of the student’s needs and the reason for the behavior. At this point I can effectively guide the student to a solution for the problem. If the poor behavior continues, the student will be asked to write their name on the board. This will serve as a visual and physical reminder for the child. If the child chooses to continue this negative behavior, then they will need to put a check mark by their name on the board. At this point they will owe me five minutes of their recess time. If this offense happens for the fourth time in the day they will need to spend 10 minutes in the vice principals office. If the behavior is reoccurring, and the consequences did not serve as a good enough reminders to the student that the behavior was not appropriate, then there is likely an underlying issue. I would take time to discuss the issue with the student. I would come to a verbal and written agreement with the student on how we can work to solve this behavior. At this point I would also inform the parents of the situation and the agreement their child and I made to help solve the problem. Depending upon the students needs, I would discuss with them the option they have to speak to a school counselor about the situation. Severe or harmful behaviors will be handle with more abruptnesses. Bullying or fighting another student or is using profanity are considered serve misbehavior. The student will be immediately taken out of the situation and given a red card. This card signifies serve misbehavior. The student will have to write an apology, will receive a phone call home, and talk to vice principal about badly chosen the behavior.

Rules and Consequences

How will you develop your rules? When?

At the beginning of the school year, I will work with the students to develop a list of class rules. As a class we will talk about the importance of classroom rules. I will allow the students to brainstorm ideas, and I will write the ideas on the board. After a large list is made, the class will decide what rules best clarify their thoughts. I will direct the class to create a set of rules appropriate for the grade level. However, I will have many policies set in stone for the class to follow. These will be developed based on my personal beliefs, experiences, and what I consider to be best practices.

Who will be involved in the development of those rules?

The rules will be developed with the help of the students and the class teacher. The rules will also follow guidelines set by the school. The development of the rules will be a collaborative effort.

How will you determine appropriate consequences?

First I will ask my students what they think the consequences should be for inappropriate behavior. I will use their opinions to help me determine the appropriate consequences. School polices will also help me determine the consequences. I will be consistent in following these consequences. I will also make the consequences effective in preventing future misbehaviors.

Why did you make each of these decisions?

The decisions to have straightforward and strict guidelines in the classroom are formulated to protect my students. Students are asked to participate when making the rules and consequences so that they feel a sense of ownership and respect for the rules. Students will also have a clear understanding of the expectations because they had to help formulate them. The rules will prevent misbehavior and the consequences will act to deter misbehavior. I want my students to be involved in a successful learning experience and these decisions are reinforcement.

How will these be posted and communicated to parents, co-teachers, and administrators?

The rules will be posted on the wall in the classroom. They will be large enough to draw attention and will be legible from all areas of the classroom. The rules will be communicated indirectly to the administrators and co teachers through the rules posted on the wall. Parents will receive a letter in the mail during the first week of school stating the classroom rules. The parents will be asked to read the rules and sign a slip of paper affirming that they read and agree to uphold to rules. A copy of rules will be on hand for anyone to see.

Procedures

1. Late Work

Due dates will be reasonable and clear. Thus, exceptions will not be made without good cause. Any student who has late work will still be required to finish the assignment. Points will be lowered daily until no points will be awarded, but completion of the assignment will still count. After a week past the deadline, a letter will be sent home to the parent/guardian as a notice of the child’s late work that needs to be completed. An incentive will be made for students to complete their homework, so this doesn’t happen. For example: all students who complete their homework will have a bonus recess at the end of the week. The other students will stay in a finish their assignments with the assistance of another teacher/aid.

2. Absentees

When a student is absent, they miss instruction and may need guidance for getting tasks accomplished. Establishing routines for handling work will help avoid interruption of instruction. Each group leader will be in charge of collecting and recording assignments for the absent student. The work is then placed in a folder for the child. When the child returns, he/she will take the folder to the teacher at the beginning of the day and review over what was missed. The teacher will be available the first fifteen minutes of the day to catch up students who missed class.

3.Grading

Student’s grades will be taken from a variety of subject areas, activities, and assessments. Points will be awarded for tests, quizzes, homework, class work, and participation.

The student’s grade will be configured as follows:

Percentage Area

15% Tests

10% Quizzes

10% Homework

10% Projects

30% Class Work

25% Participation

A percentage grading scale for class is as follows:

99-95% A 76-73% C

94-90% A- 72-70% C-

89-87% B+ 69-67% D+

86-83% B 66-63% D

82-80% B- 62-60% D-

79-77% C+ < 59% F

4. Turning in student work

Student work can be cumbersome when manage. Therefore, it is important to have an organized system for students and the teacher. Students’ work will be turned into a set of designated labeled trays. The student will also put a check by their name on the homework sheet for each assignment. The homework sheet is a chart with each students name on it. Each assignment will have a corresponding column. The students will be responsible for checking off their names as they turn in the assignment. This will help me to check who has turned in their work at a quick glance. A tray for each subject will be labeled and located at the back of the classroom for convince and organization.

5. Signaling for quiet

For cases of emergency and everyday efficiency in the classroom, I will use a specified signal for silence. I will raise my right hand in the air and say, “give me five.” Give me five, stands for the five things the student will do in order to give me their full attention. They will mimic me by putting their hand in the air to signal that their: eyes are on me, mouths are quiet, ears listening, minds ready, and full attention is given. Having a quick signal to get the attention of the class is vital to good classroom management.

6. Beginning of the school day

The beginning of the school day should be a time where students transition smoothly from their home life to their life at school. Each day it is important to have a specific procedure for students to get excited and ready for the day. I believe it is important for students to get started right away on a task that is going to warm up their brain. Each day the students will put their coats and bags away, sharpen their pencils, and begin working. Every day, students will begin first working on writing in their daily journals. They will write about an event that happened over the weekend or previous night (this should be at least 2 sentences). Then they will also write at least one thing they are looking forward to that day. When students are finished with their quick write they will have a chance to fill the rest of the morning with finishing homework, reading, or drawing. This morning work will take place approximately 15 minutes before morning announcements are read and the pledge of allegiance is stated. Once the students are taught this procedure, they will promptly begin working everyday in a positive manner.

7. Communication with parents

Parent and teacher communication is instrumental in creating a good school year for all. Because I see it as so important, I have a variety of ways I will keep in contact with the parents. I will send home a weekly letter to parents. This letter will have the upcoming events and tasks for the next week. This way, there will be no surprises on tests or homework assignments for the students or parents. Parents will be informed about certain lessons that will be taught. They will be encouraged to come visit our class at exciting times like this. At the beginning of the school year I will send a letter home to the parents to introduce myself. I will call homes to tell parents about positive things their child is doing. Also, everyday parents will be asked to sign their child’s homework/class agenda. These are all ways I will keep the communication lines open and positive with the parents.

Dear Parent(s) or Guardian(s),

I am thrilled to be working with your student this year to achieve excellence in academics and life skills. This year will be full of engaging activities to excite your child about learning. I will utilize a variety of teaching styles to meet your child’s individual needs. As your child’s teacher, I have the obligation and opportunity to facilitate a positive and productive learning environment. I am optimistic that your child will have a wonderful experience this year, as I will dedicate myself daily to ensure this happens.

Here are my expectations for the class. The classroom is designed to be welcoming and safe atmosphere where each student knows that they are cared for. Your child will be a part of creating the class rules. I feel children need to know their opinion matters. Giving your child the opportunity to provide input on the class rules and consequences allows them to learn self-control and responsibility. I will guide the class to develop rules that emulate RESPECT. I also believe that positive reinforcement is another way to prevent misbehavior. Students will be able to earn points for positive behavior. These points will earn them their choice of a reward at the end of the each month. As a class, your child will also help to contribute to a class reward. On the back of this page I have attached my grading scale and contact information. Because I care and I know you do too, I will keep you informed of your child’s behavior. I will also send home “Harp’s week.” This letter will be sent home every week to inform you of upcoming class events and assignments. My hope is that this will help with time management of your child’s homework and will also keep you aware of the exciting things your child will be learning.

Please do not hesitate to contact me if you have any questions, comments, or concerns. If you or your child has any specific needs, please let me know how I can accommodate you. My priority is the success of your child. My hope is that we can work with each other on this significant mission. I look forward to working with you and your child to achieve greatness this year!

Sincerely,

Kelly Harp

Please sign below and return to me to signify your agreement to my classroom management plan, which your child will be expected to follow.

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Parent/guardian signiture______________________________________date:________

Student signiture____________________________________________date:________

Kelly Harp’s contact information:

E-mail address: ______________________________

Mobile phone:_______________________________

Below you can see how I will grade your child and my grading scale, which follows the school handbook.

Percentage Area

15% Tests

10% Quizzes

10% Homework

10% Projects

30% Class Work

25% Participation

A percentage grading scale for class is as follows:

99-95% A 76-73% C

94-90% A- 72-70% C-

89-87% B+ 69-67% D+

86-83% B 66-63% D

82-80% B- 62-60% D-

79-77% C+ < 59% F

Works Cited

Burkholder, Linda, Heaton, Lisa, and Abby White. “Classroom Management Featuring Kounin.” EDUC 360: Classsroom Behavior Management. Manchester College, North Manchester, IN. 3 Nov. 2008.

Ginott, G. Haim (1972). Teacher and Child. New York, NY: the Macmillan Company.

Morton, Ursula. “Notes from the classroom.” 22 Nov. 2008

Haney, Heather, Moore, Katie, and Jenny Stiffler. “Alfie Kohn.” EDUC 360: Classsroom Behavior Management. Manchester College, North Manchester, IN. 3 Nov. 2008.

Klee, Joe, Davidson, Kristen, Sarah Bose. “Nelson, Lott, & Glen.” EDUC 360: Classsroom Behavior Management. Manchester College, North Manchester, IN. 22 Oct. 2008.

Myers, Liz and Katy Hobson. “Discipline with Dignity Richard Curwin and Allen Mendler.” EDUC 360: Classsroom Behavior Management. Manchester College, North Manchester, IN. 19 Nov. 2008.

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