Classroom Management Plan Assignment
Classroom Management Plan
1. Background information
a. Style/Philosophy:
I believe that the purpose of education is not only to provide our students with the knowledge and skills that they will need inorder for them to become productive citizens in our democratic society, but also to help our students develop a strong sense of who they are both as an individual and as a member of our global society who believe they can make a difference in the world we live in. Inorder to achieve these goals, we as educators must not only set high moral and learning standards for our students, but for ourselves as well if we hope to help our students achieve their maximum potential not only in our classrooms, but in life as well.
My plan to help my students’ achieve these goals is to create a learning environment in which I will not be the transmitter of information, but more of a guide, that will help my student discover new knowledge and meaning by utilizing their own experiences and interest in the development of my class activities. I want my students to come to class excited to learn about history and how it impacts our daily lives by encouraging they to explore and discover that they have unlimited potential to succeed living in our democracy. I also want to provide them with a deep understanding and appreciation of cultural diversity and global awareness of the social injustices that exist in our society today, and that they have the power to change them and to make a more fair and just world for everyone. By the time my students leave my classroom, they should not only feel confident in their ability to use the new skills and knowledge they have learned, but they should have a yearning to go out into the world and make their voices be heard.
b. Purpose:
The purpose of an effective plan is to help me establish a set of procedures and guidelines for how I will utilize the space in my classroom, how I expect my student to behave, and the procedures I will use conduct daily activities so that I can create a well organized, engaging and positive learning environment in my classroom. The foundation of a effective plan is based on the set of rules and procedures that outline how I expect my students’ to behave while they are in my classroom so that there are minimal disruptions or wasted time, that allowing everyone to focus on the primary reason why we are there, and that is to learn. With that being said, my plan for controlling the decision making in classroom will for the most part be in my hands so that I can clearly present the rules and produces to my students as well as provide an explanation for why there is a need for them. One way I can involve my students in this process is by having them provide examples of the proper behavior for the rules and procedures I have established. This will help them take ownership of how I expect them to behave while they are in my class. I believe that this is the most effective way of handling the decision making in my classroom, because if I want to create a rich and engaging learning environment for my students then I cannot leave the decision making process up to the students.
c. 10th Grade Global Studies, Hannibal High School, Hannibal Central School District
2. Develop each node with a bulleted list and written description of the following.
➢ Room arrangement
o Floor space: I will utilize the floor space of my classroom to create a learning environment that will enable me to conduct a variety of instructional activities like teacher-led instruction, class discussions, and teacher/student presentations. To accomplish this I will setup my classroom so that I can easily observe all my students during instructional activities as well as make it so the students can easily see me. The student’s desks will be positioned in rows facing the main instructional area with a clear line of sight of the smart board and white board and away from distractions. Areas of high traffic such as around the students and teachers desk, the doorway, pencil sharpener, waste baskets, frequently used supplies, book shelves, computers, and work center will be spread out around the room so that there are easily accessible, but also do not create congestion and allow easy freedom of movement.
o Sample Diagram: See attached diagram.
o Rules:
1. Listen carefully and remain seated when someone is talking.
2. Respect other people’s private space.
3. Respect other people’s private property.
4. Raise your hand when answering questions or when you have a question or need assistance.
5. Bring all needed materials to class every day.
6. Be in your seat with your notebooks out ready to work when the bell rings.
7. Reframe from unnecessary movement around the room during class.
8. Obey all school rules.
o Out of room policies
1. Students may use the bathroom and the drinking fountain during class only with permission from the teacher.
2. No locker passes will be given. Students are expected to come to class prepared with all necessary materials.
3. Students may go to the Library, guidance office, or the nurse’s office only for legitimate reasons and only with a pass from the teacher.
o Materials and Equipment
▪ Students will bring to class everyday their social studies notebook, folder/binder, textbook, writing paper, writing utensils, and any material specifically requested by the teacher inorder to complete an assignment not provided by the school.
▪ Students may use the pencil sharpener prior to the beginning of the class and then during the class activity as long as they do not disturb other students working. If this occurs they will have to raise their hands and ask permission to use the sharpener.
▪ Students are not allowed to touch any of the teacher’s filing/storage cabinets, personal belongings, or equipment on or near their desk without permission.
▪ Contact with Teacher’s desk is only allowed when the students are turning in class assignments or picking up missed assignments from the absent homework bin, or when they need assistants or are called there by the teacher.
▪ Classroom materials may be used when they are needed to complete a class/homework assignment or project.
▪ Students may use classroom equipment only with permission from the teacher.
o Communicating Assignments and Work Requirements:
▪ Heading on all assignments will be:
Upper left corner: Upper right corner:
Student’s Name Date Due
Teacher’s Name Assignment
▪ Daily lessons objectives, goals, and class/homework assignments will be posted on the white board.
▪ In class assignments or homework can either be done in pen or pencil on lined white paper. Mistakes should be completely erased or crossed out.
▪ All essays, reports and research projects must be type using Times New Roman font, 12 point, standard word margins, and double space between sentences and paragraphs.
▪ Absent students will pick up any missed assignments with their names on them from the absentee bin at the front of my desk. Student should also check the homework calendar on the bulletin board to make sure they have all the assignments.
▪ Late work without an approved excuse will receive a deduction of 3 points per day it is late.
o Seatwork and Instruction Procedures
▪ Students may not talk while working on individual in-class seatwork.
▪ Students will raise their hand when answering questions or when they need help or assistance, and I will either go to them or have them come to me to provide them with assistance.
▪ When all student have completed their work we will either go over it as a whole class and then have them pass them forward so I can record their grade later, or I will have the students place their work in the assignment bin on my desk so I can grade it and return it to the students in a timely manner with constructive comments and feedback. If some students finish ahead of time can do extra credit assignments, work on homework, or use the time to do some free reading.
o Miscellaneous
▪ When I turn the lights off and on momentarily students will know to quiet down and look to the teacher for instructions. I will make sure that the students understand the activities instructions by asking one of the students to repeat the instructions for the entire class. When I turn the projector and smart board on and move to the lectern will signal the student that we are shifting to the next phase in the lesson.
▪ When announcements are being made students will remain quiet and in their seat listening to what is being said. If I am interrupted during class, students are to remain in their seat with no talking if they have no assignment, read their textbook, or continuing to work on their assignment if they are currently working on one. If the interruption is going to take a while I will have a student hand out an activity for the class to work on while I attend to the interruption.
▪ Students are not to touch or play with any of the special equipment in the classroom without permission from the teacher. When special equipment like computers, learning center, or special equipment are to be used, I will provide a demonstration and instruction on how they are to be used.
▪ During the first week of school I will go over the fire/disaster procedures with the students in very class as well as put up a map that shows the route they should follow to exit the building and where we will gather together so I can make a head count during an emergency. The proper procedures will be rehearsed during the drills.
▪ Students may leave their work out on their desk while they are at lunch so that work can promptly resume when they return from lunch. Students should take their personal items with them to lunch. I will inform the students of the route they should take to get to the cafeteria, and remind them of the proper behavior they should follow while they are moving through the hallways so they do not disturb other classes, and the areas of the school that are off limits. Most importantly, I will tell the student what time they should be back to class, and the consequences for returning late will result in the student receiving either a lunch or after school detention.
➢ Managing disruptive behavior: Identify your strategies for
o Minor interventions: My plan for dealing with minor disruptive behavior in my class will be to address the misbehavior immediately so that the misbehavior does not interrupt the flow of the instructional activity. By utilizing a number of different minor intervention strategies like using non-verbal cues like raising my finger to my mouth to indicate quiet, or by standing next to a student misbehaving to refocus their attention, or by redirecting the misbehavior by reminding the class of what they are suppose to be doing at that moment should be sufficient in dealing with minor behavioral problems in my class.
o Moderate interventions: Because moderate interventions have a greater potential for eliciting resistance from students my plan for dealing with these types of misbehavior is to first issue a warning to the student in the hope that they might exercise self-control to nullify the situation. If this strategy does not work then I will have to either isolate or remove the student from other students or out of the room altogether and not allow the student to return to the class or activity until they agree to behave and obey the classroom rules. Another strategy that I can use is address misbehaviors that involve being continually late to class, extended wasting time and goofing off, and interfering with class instruction with result in the student receiving a detention. If a student continues to be disrespectful and insubordinate while I try to quall the disruptive behavior will result in the student being sent to the assistant principle office with a referral form outlining the student’s misbehavior.
o More extensive interventions: When minor and moderate interventions do not work to curb inappropriate behavior by a student there are a number of different strategies that I can use to help reduce the reoccurrence of the misbehavior so that I can reestablish the instructional focus in my classroom. One of the strategies I can use to achieve this outcome is to make an individual contract with the student in which me and the student will sit down and talk about the problem to work out an agreement between me and the student on the changes that the student will make to resolve the misbehavior and what the consequences will be if they break the agreement. If the individual contract strategy is unsuccessful the next step for me will be to call the student’s parents and briefly informing them of the situation and let them know that I would appreciate any assistance they may be able to offer to help resolve the situation. If the misbehavior has become severe then the appropriate action will be to schedule a face-to-face conference with the parent that both the school councilor and principal might need to attend depending on the severity of the misbehavior. The focus of the meeting should be centered on ask the parent for whatever support they can offer to help improve their child’s behavior in school. I should listen carefully to what the parent has to say, and be alert for any information that might help me come up with an appropriate solution to the student’s misbehavior.
➢ Managing Cooperative Groups
o Room arrangement
▪ Student will be arranged into groups of three to four students. They will turn their desks so they are facing each, but still enable to see the main instruction area and the teacher, and allow for easy movement around the room.
▪ Group materials like markers, colored pencils, glue, scissors, and colored paper of varying sizes, and graph paper will be stored in the storage cabinets. Alternative resources materials like magazines, reference books, and encyclopedia will be stored in the book shelves.
o Routines and Expectations
▪ Students will quickly and as quietly as possible move their desks together to get into their groups and being working on their group assignment. During the group work each group should have one student who is the materials manager who is responsible for getting the materials that the group will need to complete the assignment and lessen the number of students moving around the room. The other students should only be out of their seats if they have a question, or need to sharpen their pencils. At the end of the class the students will neatly put away any materials they were using, quickly and as quite as possible put their desks back into neat rows, clean up around their work areas, and remain in their seats until they are dismissed from class.
▪ Students may talk quietly enough in their group so students in nearby groups cannot hear them, and so they do not disturb other groups working.
▪ At the start of the activity I will make sure that the students understand the activities instructions by asking one of the students to repeat the instructions for the entire class. If I need to get the whole class’s attention during the activity I will more than likely use a couple of different verbal commands like, “Can I have your attention, please”, or “look up front, please”. Other types of signals I can use are to turn the light off and on momentarily or turn on the projector and smart board and stand at the lectern to signal that I need the student’s attention or to indicate that we are shifting to the next phase in the lesson.
▪ I will try to assign students with varied skills to different groups so that they can contribute their unique skills or talent to the final group product. I will also use the method of assigning each group member with a specific role like recorder, reporter, materials manager, and checker to help make sure each member contributes to the group activity, and allows me to rotate the position to allow each student to gain experience in the different roles. Another strategy I will use will be to have each student research different aspects of the topic for the group’s report, and then have them share what they learned with the whole class.
o Monitoring, Accountability, and Feedback Procedures
▪ During the group work I will be walking around the room listening to, providing assistance, answering questions, and making comments and suggestions on the students work while monitoring the groups to make sure the students remain on task while working on the assignment.
▪ An effective way to provide feedback to students about their behavior in groups is by conducting whole-class discussions about the group-work activities. The discussion can be started by asking the students to evaluate what they thought went well and what could be improved upon. Students can also be asked to share how someone in their group performed one of the group skills effectively or discuss what makes a particular skill difficult to perform and come up with way it can be overcome. It is very important that appropriate behaviors be identified and explained while students are acquiring the necessary group skills during the initial stages of group work so that I can address any problems a particular group or individual might be having.
➢ Partnerships with Parents
o I will encourage my student’s parents to attend the schools open house and parent-teacher conferences by creating a class news letter informing the parents of upcoming events at the school that that are welcome to attend so that they can see the wonderful work that their children have produced while they are at school. The week before the parent-teacher conferences are scheduled to take place I will sent home a letter asking the student’s parents to let me know if they plan to attend and to provide me with a time that is good for them to come, and I will send back a reply confirming the appointment.
o During the first week of school, I will provide my student’s with a contact information sheet that they will take home and have their parents fill-out providing me with their parent/guardian’s names, their home/cell and work phone numbers, where they work, email address, and the best way and time to contact if the need should arise, and how to contact me if they have any questions or concerns.
o Probably the most effective way for me to keep parents informed of their child’s progress in my class will be through the use of SnapGrades or some other web based grade book system that will allow parents check their child’s grades and homework assignment on-line anytime. If students do not have a computer or Internet access at home I can mail weekly reports home to the parents so they are aware their child’s grades and of any missing homework assignments.
➢ Beginning and ending lessons
o Beginning-of-period or lesson
▪ While I am taking the attendance students will be expected to be in their seats quietly with their homework out ready to turn in and writing the day’s homework assignment in their daily planners.
▪ Previously absent students will bring their excuses up to me at the lectern so I can sign them and turn them in with the attendance sheet.
▪ Students who arrive late to class late will be given a warning on their first offense, and will receive detention thereafter unless they have a note.
▪ Students are expected to be sitting in their seats quietly with their social studies notebooks out answering the DIN question up on the smart board when the bell rings.
o Ending the period or lesson
▪ Five to ten minutes before the end of class I will review the main topic we covered during the lesson with the students and answering or clarifying anything thing they are unsure of. I will also go over the instructions for the homework assignment for that night and answer any questions about the assignment. I will then have a student repeat the instructions for the rest of the class to make sure they understand what they need to do.
▪ During the last three minutes of class I will have the students put away their materials and straighten up and pick any garbage around their desk.
▪ Students will remain in their seats and will be allowed to talk quietly while waiting to be dismissed by me.
3. Answer this question in 1-2 single spaced paragraphs (about half to ¾ of a page and no more than one page): Effective management has been called a “necessary but not sufficient” component of effective teaching. Explain the “necessary” and “not sufficient” parts of this expression.
While effective classroom management is a necessary component of effective teaching because it provides the foundation for the procedures you will follow to establish a well organized and engaging learning environment not only for your student but for you as well. Without having a clearly laid out plan you would find it very difficult to maintain any sort of control over how you expect your students to behave while they are in your class and would more than likely led to very little being accomplished in your classroom creating an environment that most students will find very boring and a waste of time.
Being an effective teacher is more than just making rules and procedures. It’s about creating a learning environment that encourages students to achieve their maximum potential. To achieve this goal teacher need to be creative in their lesson design to ensure that they create engaging activities that will help build upon their student prior learning and incorporate their life experiences. Ever year you will have a new set of student that will present you with different challenges that will require you to make adjustments in your classroom management plan inorder to meet those challenges.
Even though a well lead out plan will help you utilized your classroom space effectively, provide your students with the rules and procedures they are to flowing while in your class, encourage student accountability, and provide an outline to create a smooth flow for your classroom activities, it cannot provide you will all the solution to every problem that you might encounter in your classroom.
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