Classroom Management Plan - Manchester University
Classroom Management Plan
Adam Welcher
Education 360
November 23rd, 2009
The following helps explain my idea of an effective classroom management plan. I have garnered information from personal experiences, studies, and course work in an effort to come up with a more condensed idea of a quality classroom management plan. Included in this plan is my philosophy of classroom management, procedures and routines I will include in my classroom, how I will implement classroom management practices, classroom arrangements, and a parent letter. The initial philosophy section discusses my beliefs on effective classroom management strategies, as well as the reasoning for each of them. These ideas correspond with many different theorists ideas, whom will also be discussed within the context of the paper. The procedures and routines section will include a description of each procedure and routine to be done in the classroom, expectations of children within these procedures and routines, and steps the teacher will need to take to effectively implement the activities. The implementation section will be a detailed outline of expectations and guidelines I will have to help guide student behavior, and detour misbehaviors. The classroom arrangement section will be a picture laying out the arrangement of my classroom. The set-up will be one which will enhance student learning, making the class as co-operative as possible, while still minimizing student misbehavior. The last piece will be a letter to be sent home to parents explaining the management plan, rules, procedures, setup, routines, and ways for parents to help out in our classroom if they feel so inclined.
Philosophy of Classroom Management
Throughout my time here at Manchester College, I have had the opportunity to study many different theorists and their ideas on learning. Having this opportunity has allowed me to combine many different pieces of each of their ideas, as well as some of my own, to form my own idea of effective classroom management. Ideas in the following section come from Barbara Coloroso’s Inner Discipline, Linda Albert, Fred Jones, Michelle Borba, and Lee and Marlene Canter.
Beliefs and Practices
Theorist Fred Jones in his Positive Classroom Discipline plan discusses many different methods I feel would be useful in setting up an effective classroom management plan. One idea Jones talks about is a “Classroom Structure that Discourages Misbehavior.” Within the explanation he includes things such as effective room arrangements, classroom rules, chores (or jobs), and opening routines. Jones stresses a classroom setup with minimal physical distance between the teacher and the students. This small gap in physical space helps discourage misbehavior on the students’ part, as they in this scenario never feel they are “out of the teacher’s reach.” There are a few general classroom rules or guideline in Jones’s plan. However, there are then specific rules or routines that are emphasized heavily. These specific items are explicitly taught and practiced repeatedly. The use of classroom jobs or “chores” helps give students a sense of responsibility. Often times, a major problem teachers have is getting children on task when they initially come to school in the early morning. Jones suggests using bell work, or as I have always known it, “perc work,” to minimize wasted time in the mornings and help students begin to focus on the upcoming daily activities. I feel whole heartedly using these procedures will help create a classroom environment that is very conducive to learning.
A second item from Jones’s theory of which I feel will contribute nicely to my classroom management plan is one of “Limit Setting through Body Language.” A person’s body language can say a lot about what they are thinking or how they are feeling. The ability to use this tool effectively will help me immensely in my efforts to set up a classroom environment that has minimal student misbehavior. Jones discusses how often times teachers are more effective when using non verbal, body language rather than verbal expression. When one uses verbal expression as a way to confront a situation, students see the fact a behavior has frustrated you, and they know how to “get under your skin.” However, nonverbal actions keep the situation calm and under control. The same message is often relayed, and the end result still has the same effect. There are five methods of effective body communication, according to Jones. Those methods are: proper breathing, eye contact, physical proximity, body carriage (how one carries themselves), and facial expressions. Proper use of all of these elements allows for students to correct own problems without being verbally reprimanded for their actions. This strategy forces students to be aware of their surroundings and the classroom environment as a whole. Implementation of this strategy will hopefully make my classroom setting more peaceful and conducive to learning.
A third idea of Jones’s that I will incorporate into my classroom management plan is the idea of “See, Say, and Do Teaching.” This approach of teaching is “doing” oriented, with activities occurring often at very short intervals. The format follows a (Teacher)-Input, (Student)-Output, (Teacher)-Input, and (Student)-Output formation. There is a set of visual picture prompts that accompany this idea that help enhance the idea in students’ minds. The picture prompts represent the process of the activity or thinking process the student will go through. The goal is for the See, Say, and Do method to reduce the amount of time wasted in class.
Jones discusses a fourth idea as a part of his skill clusters-responsibility training through incentive systems, that I will use components of in my classroom. Jones often times discusses the value of incentive systems when getting students motivated to behave. Jones’ “Grandma Rule” requires the student to first do what they are supposed to before they receive the incentive. This idea makes perfect sense to me as if the student is rewarded before they do the action you are asking of them, they may lose motivation to do it, having already gotten what they wanted. Incentives are often times frowned upon by teachers. The logic seems to be that teachers are almost bribing students to behave. However, if genuine incentives are given, they can help the teacher get the students to act in a desired way. However, if incentives are truly going to be genuine, a teacher must remember that each student is different, and an incentive that works for one student may not work for another.
Michelle Borba is another theorist who has certain strategies in her theories that I strongly agree with. Borba discusses in her theory the seven essential virtues: empathy, conscience, self control, respect, kindness, tolerance, and fairness. From those seven, empathy, conscience, self control, respect and kindness make up what Borba calls one’s “moral core.” I feel there is good reason to build the values Borba discusses in her seven essential virtues. By building one’s “moral intelligence,” it helps to; build good character, build the ability to think and act appropriately, develop crucial life skills, mold good citizens, and help develop a resistance to temptation. All of these virtues tie into classroom management, but they also extend into real world usage. If the students can learn to properly display these attributes in the classroom, they will develop a trait for behaving and thinking through situations before they act. These traits are something they can also take into the real world with them. For example, the ability to show respect and be tolerant of others are two social skills that will get an individual far. I will emphasize these virtues not only because I hope to have an effective classroom management plan, but also because I want to teach my students things they will remember long after they leave my classroom.
Lee and Marlene Canter’s Positive Recognition is another theory in which I am a firm believer. The Canter’s discuss how one of the best ways to increase positive behavior in students is to frequently provide positive recognition to those individuals who stay on task. They describe effective praise as: personal, genuine, descriptive (in relation to the action), specific and age appropriate. Many times suggestions tell us to not praise students. However, I have always been one who responds well to a positive comment. Positive comments remind students you are paying attention to them as individuals, and often times motivates them to work harder. Positive recognition can be built in through and incorporated in a teacher’s lesson plans. These small positive comments to students help to boost their confidence and create a sense of accomplishment within them. Positive comments frequently being handed out also can help contribute to an all around positive sense of the classroom environment. Some of the best and most enjoyable classrooms I have ever been in are ones in which the teacher compliments the students, and often times suggests the students frequently compliment each other as well. To me, a scenario such as this is ideal.
Linda Albert’s Cooperative Discipline plan has many useful components I agree with as well. One of the two that stood out to me was her theory on the involvement of parents in the discipline process. Albert discusses the need for parents to be involved as partners. In the classroom, as is the case in daily life, communication opens doors to positive relationships. The same holds true when it comes to parent and teacher relationships. For this strategy to work, it is important to keep parents informed of things such as classroom structure, daily routines, and procedures. This allows parents to feel they are up to date on classroom activities. It is also vital to discuss not only misbehavior with parents, but positive behaviors as well. If their student has been doing many things well recently, let parents know about this. They want to hear positive feedback too. Parents or guardians, as we know, have a huge influence on their kid’s life. As Albert discusses, and I agree, keeping positive and healthy relationships with parents can provide the teacher with valuable information. This open communication line can allow for the teacher and parent to work as a team to help student reach full potential.
A second idea of Albert’s that ties in closely to my beliefs is the idea of the Three C’s of Cooperative Discipline. The “Three C’s” are defined as; Capable, Connecting, and Contributing. Albert explains how learners who believe they are capable of completing their work will more likely do it. Teachers can increase a student’s sense of capability by countering their fear of mistakes. Assure the student everyone makes mistakes, and the mistakes are an opportunity for the student to learn. Teachers must bring to the forefront the “Five A’s” of connecting; Acceptance (everyone is unique,) Attention (make yourself available to others,) Appreciate (Offer positive comments about others work,) Affirmation (Recognize positive in all students,) and Affection (things are freely given, with nothing expected in return.) Encourage the students’ input on class matters, as well as students’ contributions to the school. Promote the helping of peers to your students, as well at contributions to their individual communities. Fostering positive ideas of contributing in students minds will go a long way towards the way they look at the idea of contribution.
Another theory I will use in my classroom management plan is discussed in detail by Barbara Coloroso Inner Discipline plan. Coloroso discusses the importance of the learning of problem solving skills in children’s education. Students must understand the difference between reality and the problem they are facing Coloroso says. Students must, “first accept the realities, and then solve the problems that come from them.” (Charles 164) Coloroso has a six step problem solving process. To complete all six steps of the process, one must: identify and define the problem, list possible solutions, evaluate the options, select most promising option, make a plan and carry it out, and finally reevaluate the problem and find the solution. A student’s ability to solve problems applies to many areas of their daily lives, and this better understanding of the process of how to solve a problem correctly and efficiently can help them avoid similar problems in the future.
A great way to foster a positive and cooperative classroom environment is discussed in Nelson, Lott and Glen’s classroom meeting section in; Positive Discipline in the Classroom. This method teaches students positive contributors and active participants in classroom meetings by breaking ideas up into “blocks.” The blocks teach students how to set up a meeting, use communication skills effectively, and to look at a situation from different angles. The idea later discusses ideas on how to encourage students to think in ways to decrease the problem at hand or how to deal with the situation without consequences. These class meetings, on top of getting the students to work together, will foster problem solving skills, and give students the feeling they are contributing to the make up and procedures in the classroom. By coming up with solutions on their own, students will have a say on the procedures and will develop a sense of confidence in their problem solving abilities. Students will quickly learn the importance of working together to reach a common goal. Students will know the procedures and consequences well. This will ultimately help them learn to take responsibility for their thoughts and actions.
There are so many factors that go into an effective classroom management plan. These “Top 10 Beliefs” are some of the main ideas I will use in the construction of my own plan. I hope to teach my students to motivate themselves to become lifelong learners, show respect towards others, and even in the face of great distress, to ultimately do the right thing. I will construct my classroom, lessons, teaching methods, communication with both students and parents using these theories in the hope of creating a positive learning environment that all students look forward to coming into. All of these methods and ideas combine to create a learning environment in which students learn to work together to reach their fullest potential as learners.
Procedures/Routines
Beginning of the Day- Students will place their backpacks in their locker before coming into the classroom. Before closing their locker, they will take whatever they may need for class their day out of their backpack and bring it into the classroom. All of these items will be placed in their desks. On a white dry erase board in the front of the room the days schedule will be posted to keep the students informed of the plan for the day. In a basket next to the white board, will be a basket that has the students morning “perc work” in it. Students will, after reading the board, go up and get their “perc work” from the basket. The “perc work” consists of their Daily Oral Language activities, three to four math problems, and two trivia questions. Students will also at this time put a sticker next to their name in the proper column on the attendance sheet to show they are present at school that day. This helps give the students a sense of responsibility for their own actions. Students will then return to their desk with their “perc work.” Students will do the “perc work” worksheet and any other leftover work they may have until class is ready to begin. The teacher will go over the “perc work” each morning with the students when class is ready to begin.
Turning in Homework- Students will turn in their homework in the “homework basket” located by the teacher’s desk. Homework will be turned in each morning upon arrival into the classroom. No extra class time will be given for homework unless otherwise noted. Larger projects, such as book reports or projects will be dealt with on an individual basis. The “homework basket” will sit right next to the “perc work” basket. So, after the students turn in their homework, they can pick up their daily “perc work.”
Attendance- After explanation of the process during the first two days of classes, students will be held responsible for “checking in” and reporting if they are present at school. On the front chalkboard/dry erase board, there will be a large columned piece of paper with each students name written on it. In the columns following the one with the students name written in it, there will be blank columns for students to place a sticker in to signify they are present at school that day. At the top of each column to the right of the one with students’ names in it, the date will be written, filling up the rest of the top boxes on the sheet. Students will place a sticker in the box next to their name under the correct date. This process will continue until all of the dates on that sheet have been completed, and the teacher will make another sheet and replace it, repeating the process of labeling the columns with students’ names and dates. Stickers will be located next to the sheet on a table.
Expected Behavior During Cooperative Learning- Students will have many opportunities to work cooperatively with others. Working cooperatively promotes teamwork and problem solving skills. Students’ desks will be placed in small groups (4-5) throughout the entire school day. Many times, students will be asked to get out of their seats and move around the room to work at different stations during various activities. During this time, students will have a “three strike rule.” Students understand they must cooperate with other members of their group in order to be successful. Students also realize they must show respect to all other members of the class when moving about the room and working. When students do not follow these guidelines they get a “strike.” When the students are first warned, they will be asked to come up and put their name on the board. Following the second warning, students will come up and put an “X” next to their name on the board. Following the third warning and “strike” students will be removed from group activities for the day. This not only hurts their participation grade, but also their grade on whatever assignment they were working on in the group. If sent back to their desks during group work, students will work quietly on another assignment until the teacher has time to come over and discuss with them their actions during the cooperative learning time.
Recognizing Individuals- Each day students will participate in a class wide “estimation jar” activity. This activity will allow students to bring in a group of items from home (cards, marbles, straws etc...) place them in the estimation jar, and have the rest of the class guess as to how many items are in the jar. There will be one student each day that brings something in. The student will place all of the items in the jar, and walk around the class, allowing each table of students to look at the jar. The student will then go up to the board and make a “t-chart” On the left upper side of the chart, the student will write the word “above” and on the upper right side of the chart, they will write “below.” The rest of the students in the class will be asked to write down their estimate on a post-it note. The remaining students will write their name on the post-it note and trade with a classmate. The student at the chalkboard will then call on a student and ask for their estimate. Based on the number said, the student will write the number in the left hand “above” category if the actual number is larger than the one said or in the right hand “below” category if the actual number is smaller. As the process continues, this will help students develop an understanding of the mathematical concept of “range.” The student at the board will alternate between choosing boys and girls. This process will continue until the correct number is found by the rest of the class. Students will then stand up, and the student at the board will call on someone. That student will say how far the number on the post-it note in their hand is away from the actual number. If any other student’s number on their post it note was farther away than that number, they will sit down. From the students left standing, the student at the board will select another student to say a number. This process will continue until it is discovered which student was the closest to estimating the actual number. During the first rotation through the activity, each student will be assigned a different day, to allow each student a chance to bring something in. Once one rotation through the class has been made, the person chosen to bring items in will be determined by the winning “estimator” from the previous day. This will provide both “extrinsic” and “intrinsic” awards for the students. The recognition occurs by allowing the winning student to be the one to go up in front of the class the next day and lead the activity.
Dismissal- Students will have an allotted 10 minute period at the end of each day before the dismissal bell, which should allow them ample time to prepare to leave. Each student will put all necessary work in their take home folder, and put the folder in their backpacks along with any other personal items they need to take home. Students will then ensure all trash around their desk is picked up, after which they will lay their chairs on top of their desks. When all students have done these things successfully, one student will be asked to go and bring a stool to the middle of the room. The entire class will then stand by their own individual desks, while one person is chosen to be on the “hot seat.” The person on the “hot seat” will answer a trivia question given by the teacher from the trivia flipbook. Once they have completed their turn, they will select another member of the class to go up and be on the “hot seat.” This process will continue until the dismissal bell. Another option is around the world spelling in which students form a large circle around the room, and, after the teacher gives a spelling word, each student will give one letter and as a class they will try to properly spell that word. After the last letter of the word is correctly given, the student following the student who gave the last letter is considered “out.” A new word will be given starting with the next student. The process will be repeated until only one student is left standing.
Implementation of Classroom Management Practices
All of the things discussed in my management plan up until this point provide an outline of what my classroom will look like. This section will bring together all of those beliefs. I thoroughly believe students will be more motivated to act a certain way if they feel they have a say in the setup and procedures of the classroom. I will provide a defined set of rules and expectations for the learners in my classroom. These rules and expectations will be stressed to students from day one. Practice of the implementation of procedures will occur during the first week of school. Practice will be done until the procedures are learned effectively. If rules are broken, students will know the consequences. I will use instruction in many different forms to help meet the students’ needs. My ideas all revolve around providing students with clear sets of expectations but at the same time providing them with enough flexibility so they can take ownership of their actions and solve conflicts and problems effectively and efficiently with other students. Students will actively participate in classroom efforts, teaching them effective skills and strategies that will help them learn to make appropriate decisions for different situations. As their teacher, I will “facilitate” their learning by providing a positive and safe environment for them to learn in. I feel this combination of student ownership of responsibilities, along with set rules and procedures, will lead to a positive and effective classroom environment.
Curriculum and instruction go a long way in detouring students from misbehaving. Instruction that is interesting and relevant to students keeps them involved and active in the learning process. Based off of the curriculum, I will create instruction that engages students from the minute the lesson begins. Students will be answering questions, connecting to real life experiences, reading related materials, and building off of prior knowledge when learning about a new subject. Once the children are engaged, as a class we will further explore the idea, while continuing to connect items we are talking about to the students’ daily lives. Once we explore and expand on the idea, I will reengage the students, reflecting on what has been learned and show them how what was learned today can be applied to other areas in their lives.
There are three different management styles that come to mind when developing an effective classroom management plan; preventive, supportive, and corrective. All three of these ideas need to be planned for to ensure any situation can be handled. Decisions will have to be made to help develop these three models. In a preventive management style, misbehavior is detoured before it can start. To do this, students will be constantly involved in the learning process, have little down time between activities, and be required to do certain tasks throughout the day to contribute to a positive classroom environment. When students feel they are involved and a vital part of a classroom, they will be more motivated to behave and positively contribute to the class.
A supportive classroom management style is one which supports the students in their learning. Students feel they have the support of both the teacher and other students in their learning. Students in my classroom will quickly learn they will get much farther in not only my classroom, but in life in general if they are willing to work together and be supportive of their peers. To develop this sense, students will be presented with many opportunities to work in groups. Students will play different roles in the groups. Each student will get the chance to lead a group and delegate tasks, teaching them how to handle power. From these cooperative experiences, they will learn the heights effective teamwork can take people to. As the teacher, I will act as the facilitator in this process, guiding the students as needed.
In the event of misbehavior getting to the point it needs correcting and disciplinary action; I will be prepared for that as well. In an ideal situation, preventive measures can be taken to dissuade these types of actions before they happen. But corrective actions on occasion will need to occur. In these situations, I will sit down with the student(s) involved, and discuss the situation. I will have each of them explain their side of the story, and explain why they feel events transpired as they did. This will allow not only me, but each person to hear the others perspective. After sufficient discussion has been had, I will first ask the students, based on the classroom rules and expectations, what they feel a sufficient punishment would be. Once they have had time to explain their logic in their answer, I will make the ultimate final decision, based on their ideas. This strategy allows students to have input on the decision making in coming up with the final solution to the problem.
An effective classroom management plan can be greatly aided by the arrangement of the classroom. Desks in my classroom will be set up in small pods (4-5), which will in certain instances promote cooperative learning and student interactions. Students will learn to respect each others personal space. Procedures for seating in groups will be gone over the very first day of class, and discussions on the subject will be repeated during the first week of classes as necessary until the students understand. From there, if problems occur, disciplinary actions will be taken according to the classroom rules and guidelines, and seating rearrangements will be made as the teacher sees necessary. If done properly, group seating can be an effective way to set up ones classroom. There will be 4-5 sets of these small pods depending on class size. My teacher desk will be in the front corner of the room, allowing easy access to any student. The chalkboard will act as the front of the room. All desks and pods will be designed and arranged to face the front chalkboard, assuring all students attention will be in that direction if an activity is going on. In the rear of the room, or opposite of the chalkboard, will be two large bookshelves, shelving all the reading materials for the class. There will be one bookshelf in each corner of the room. In the middle portion between these two bookshelves will be the computers that are in the room. There will be a designed schedule for students to use the computers. On their “day,” students will be allowed to use the computer during “free time.” These computers will also be there for instances in which students need to research a subject for a project we are working on as a class. An example of a potential classroom design is attached at the end of this management plan.
Closure
In bringing all of my thoughts together, this document discusses elements I feel would lead to an effective classroom management plan. The ideas in this paper have come from research, course work, and personal experiences I have found to be effective. I have provided my “Top 10 Beliefs,” using ideas from theorists I have studied in great detail. All of their ideas are in my management plan for a reason. Included in this paper are also detailed descriptions of procedures and routines I will use. These components hopefully have made a clear picture of what my classroom will look like. In my experiences, students learn best when they are provided with a positive and supportive environment in which to learn. I will give my best effort to give this kind of environment to students, as well as one in which they connect to the curriculum and are actively involved in their learning. Students in my classroom will cooperate and collaborate with one another in making a classroom full of efficient and effective learners. Students will learn all the content which they are required to learn, but they will also learn many positive life skills and ways and instances in which they can apply these skills that will stay with them long after they leave my classroom.
Sample Letter
Dear Parents,
Welcome to another new school year! My name is Adam Welcher and I will be your child’s teacher this year. I want to start off by telling you how excited I am to have each and every one of your children in my class. In hopes of keeping an open communication line with you throughout the year, I want to start the year off by explaining some of my classroom rules, expectations, procedures, and ideas. Communication is the key to all effective relationships, and our case is no different. I will always be open and willing to discuss anything that is on your mind.
It is important to me that my students’ feel like they are a community of learners in my classroom. I want them to be actively involved in activities, and fell as if they have ownership of themselves and their learning. Having said that, I feel the best way to bring these feelings out of your students is to set up a classroom based on collaboration and cooperation. Students will sit in small pods and often times be encouraged to work with group members. Students will be assigned classroom jobs in the hopes of developing a sense of responsibility within them. There will be many instances your child may come home and talk to you about classroom meetings. I set these up as ways to involve your child in the decision making process in the classroom. I have found when students feel they are involved in the decision making process on key subjects, they are more likely to connect more deeply and be more passionate about the idea. These group discussions will also teach them to express concerns in an effective manner as well as use problem solving skills.
Rules and procedures will be discussed with the students at the beginning of the year. Rules and procedures will be posted throughout the classroom. As the year progresses and we get more comfortable with one another, students will have a chance to give “input” on these rules and procedures and through their group meetings, tweak or enhance these rules in the hopes of making a more effective classroom. I also want students to learn to take responsibility for their learning. Initiatives to succeed will be set up on a whole class and on an individual basis. I feel “genuine initiatives” need to be had for individual students, as an initiative that motivates one student may not motivate another.
I am a firm believer in showing respect to all, and I will expect my students to do this as well. They will learn many positive life skills in my class that they will be able to take with them far beyond the walls of my classroom.
I really encourage parents to play an active role in their child’s learning. I will keep you informed of things going on in the classroom to the best of my ability. Homework folders will be sent home daily with work students are expected to complete in it. Also within this folder, on the opposite side of the homework, will be completed and graded work your student has done. Feel free to look over and review the work and contact me with any questions. I am always willing to talk to you. Our communication will help ensure your child works and learns to their full potential. You can contact me by phone at 555-7644 ext: 323 or by email at aswelcher@spartans.manchester.edu.
I am excited about the opportunity to work with your child, and look forward to getting to know both you and your child more in the coming months!
Sincerely,
Adam Welcher
Potential Classroom Design
(Chalkboard) (Teachers Desk)
Students Desks’
Student Desks’
Students Desks’
Students Desks’
Door
Bookshelves Bookshelves
Computer Computer
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