My Classroom Management Plan



My Classroom Management PlanJennifer SimonsonSeattle Pacific UniversityEDU 6130July 19, 2010My classroom management plan is directed towards my future elementary learning community. This plan will provide insight into: my teaching approach, my perspective of classroom management, room arrangement, rules and procedures, and classroom discipline.My Teaching ApproachMy approach to teaching will focus upon building and maintaining a positive, trusting, challenging, and reflective academic community. John Dewey in Experience and Education states, "What avail is it to win prescribed amounts of information about geography and history, to win the ability to read and write, if in the process the individual loses his own soul?" (Dewey, 1938) Students will be celebrated, cared for, and appreciated in my classroom. They will be challenged by the curriculum and their own self-directed discovery. The goal for my learning community is to involve all students in their development as active, engaged, and informed citizens. For example:I will focus on learning student names quickly and talk with them often. I will greet each student as they come into class each morning and ask them meaningful questions. When students are leaving for the day, I will ask them to share with me something new they learned and possibly what they want to learn about the following day.I will build student self-confidence. I will provide meaningful praise and acknowledge and celebrate success. I will respect who my students are and where they are coming from. I will empower them to be self-advocates.I will establish and equitably enforce classroom rules. All learners will follow the rules. Those that choose not to abide by our rules will follow the laid out course of consequences. I will make my classroom an inviting, exciting place to learn. The classroom layout will encourage community, movement, and comfort. Students will be able to access any and all materials that they need to learn.I will give students choice about what to read (independent reading), research topics for independent exploration, and other opportunities for exploration and creativity. I will build their capacity to self-direct their learning, materials and books for example.I will challenge my students academically. In our community, it will be okay not to know the answer to a question but it will not be okay to refuse to find the answer to the question. I will stress collaboration and cooperation within our classroom and throughout the school. In our classroom, we will work cooperatively in groups of two, three, or four. We will also do work and volunteer in other classrooms. For example, reading buddies (students can read to or be read to with other students in other grades) or sharing information we have learned during a particular lesson.I will use "I" messages when communicating with my students. I will use eye contact and proper body language to non-verbally communicate with my students.I will create curiosity in my lesson plans and encourage students to work cooperatively to explore problems or challenges that I present to them. I will ask meaningful questions to spark their curiosity. My lessons will incorporate Bloom's Taxonomy which will ask learners to demonstrate, illustrate, argue, and defend their answers.I will model flexibility, adaptability and resourcefulness in my behavior and reactions to situations that come up throughout the day. I will encourage my students to do the same. When outside interruptions occur, we will attend to what we need to and then get back to our regularly scheduled activity. I will encourage student responsibility in their work, behavior, and their academic development. If their work is incomplete or sloppy, I will ask them to do it again. If their behavior does not comply with class rules, I will remind them to get back on task. I will have fun with my students. Together, we will explore, create, and discover new ideas.I will tutor students before or after school, as needed. I will also encourage peer tutoring.Classroom ManagementEffective teaching and learning takes place in an organized, consistent, and positive environment. Harry and Rosemary Wong state, "A well-managed classroom has a set of procedures and routines that structure the classroom." (Wong & Wong, 2009) Well thought-out and planned classroom management begins on the first day, as students are walking into the classroom for the first time. During the first week of school, students and teacher must know what behavior to expect from each other, have well defined, explained, and rehearsed rules and procedures, and trust that the learning environment is safe and supportive. The foundation of any classroom management system lies in its rules and procedures. Without classroom structure, students will not know what is expected of them and fill the void with their own assumptions and beliefs of what is acceptable or not. An unstructured, poorly managed learning environment can lead to chaos, misbehavior, degrade security and trust, and prevent learning. "But when students enter a classroom in which the teacher has prominently displayed the learning goals and agenda and begins class by discussing his or her expectations for the day, students are more likely to focus on learning instead of finding ways to entertain themselves. " (Rigsbee, 2010) Therefore, effective classroom management is essential to student learning and academic success.Developing a harmonious learning community takes time and effort. It will not magically take shape on the first day of class. Oakes and Lipton state, "Trusting relationships, cooperation, and a sense of classroom community and caring take some time and require steady attention." (Oakes & Lipton, 2007) This environment will not take shape overnight and will require restating and practicing of rules and procedures. It also requires that as a teacher, you model the same behavior you expect of your students and extend to them the same compassion, respect, and dignity that you expect they teach each other with. Trust occurs when the environment is organized, structured, and physically and emotionally safe. The best learning occurs in a safe and trusting environment. Various classroom management techniques can help build an approach that is suitable to your beliefs, teaching style, and students. In his article, From Ringmaster to Conductor-10 Simple Techniques Can Turn An Unruly Class Into A Productive One, Matthew A. Kraft suggests incorporating the following components of classroom management: “What you teach, nonnegotiable rules, clear expectations, managing transitions, and getting student attention.” (Kraft, 2010) When building a productive class, Kraft recommends keeping the following in mind:What You Teach - Keep students interested and engaged in learning and develop and deliver interesting and thought provoking lessons. For example, in language arts, let students act out a story. In social studies, ask them to dress up as their favorite character and present to the class information about who they are representing. For any subject, ask the students to design a lesson. Nonnegotiable Rules – On the first day of class, establish the rules that will govern classroom behavior and expectations. These are clear and specific rules chosen unilaterally by the teacher. These rules are simple and should be no more than five. Clear Expectations – Communicate to your students what behavior you expect from them and what they can expect from you. For example, during direct instruction, how do students need to respond to questions? During cooperative work, what does the noise level sound like? Again, these expectations should be laid out no later than the first two weeks of school. Managing Transitions – Explain to your learning community, how you will start the day and how you will move from one subject to another. For example, when class starts, have a short, warm-up assignment greeting students as they come into class. When moving from one activity to another, assign helpers to get certain tasks done such as putting away journals, text books, manipulatives, etc. Time wasted during transition time can lead to misbehavior.Getting Attention – On the first day, describe, model, and rehearse how you will get their attention. Whatever the approach, it should be explained, rehearsed, and the teacher should check for understanding. During the first days of school, the procedure may need to be rehearsed again and again to become a regular habit. Again, a well managed classroom is organized, consistent, positive, and caring. Academics are secondary if a learning community is not caring, trustworthy, and safe.My Learning CommunityMy elementary learning community will be a relaxed, cooperative, work-oriented, safe environment with clear student expectations and minimal disruptions. My students are responsible, self-sufficient, and rely on each other when they have questions about transitions, procedures, or learning materials. The curriculum is rigorous and instruction is differentiated to meet student needs. Spencer Kagan recommends making a commitment to the Big Three, they are:"Establish an interesting and challenging curriculum.Provide cooperative activities that allow students to work together meaningfully.Be an interesting, stimulating teacher who adapts the curriculum to student interests and needs." (Charles, 2011)As needed instruction can be individualized or taught via small groups needing additional assistance. My lessons are well thought-out and planned. Assessment takes place throughout the learning process in the form of journals, teacher-student conferences, short written response, and formal tests. Our learning community involves each other, our school, our family, and our community. Most importantly, we treat each other with dignity and respect.Room ArrangementMy classroom is arranged with students sitting in groups of four, a class meeting area on the floor, a conference table for small group discussion and teacher-student conferences, a technology center, and an area for my desk. All materials that students use in the classroom are organized, clearly marked, and fully accessible by the students. The objective of my layout is to allow free movement for myself and student in and around the classroom. Fred Jones states, "...proximity is essential for teachers to practice working the crowd, by which he means moving about; interacting with students; and using occasional pauses, looks or slow turns when necessary." (Charles, 2011) This layout will support my cooperative teaching strategy. My goal is to be able to work effectively with my students at their desks and allow them to freely access the leaning materials that are required for their academic endeavors. Classroom Rules and ProceduresClassroom rules are posted by the door and on a wall within the classroom. William Glasser states, "Teachers must intervene when class agreements or rules are broken. These interventions, which should be nonpunitive, are intended to stop the misbehavior and get the student's mind back on work." (Charles, 2011) On the first day of school, students will be given a copy of the rules. These will be explained, rehearsed, and reinforced that day. These rules are nonnegotiable. The rules are:Come to class ready to work and learn.Do your best work (If it is not your best, I'll ask you to do it again).Keep your voice to an inside, working level.Treat each other with kindness and compassion (speak kindly, do not exclude)Keep your work space clean. Put all materials away where they belong.Rules are a part of everyday life. According to P.M Forni, "The rules, which apply in all areas of human interaction, help us establish more enjoyable, companionable, and rewarding relationships with the people we meet." (Charles, 2011) The rules in our classroom community will make learning comfortable and enjoyable.Along with classroom rules, there should be consequences if students choose to break the rules. Consequences are not punishments. Foster Cline, MD and Jim Fay state, "Punishments don't happen in the real world unless crimes are committed. When people are punished for something, they seldom pause for self-examination. Resentment is the more common reaction." (Cline & Fay, 2006) Consequences should be fair and allow the student to learn from their mistake. "Children's mistakes are their opportunities." (Cline & Fay, 2006)If a student breaks a rule, the consequence is:First time:ReminderSecond time:Check for understandingThird time:Private conversation - Student will acknowledge the misbehavior, choose how it prevent the behavior. Fourth time:Write a statement describing the behavior, explain why the behavior is inappropriate, list three other behavioral alternatives besides the one breaking the rules, and describe the appropriate behavior. Phone call or email home describing the rule or expectation not followed. Copy of the statement will be placed in the student's classroom file and sent home for review with parents.Fifth time:Write another statement. Call and/or email parents again. Mail both statements home. Add an additional comment in all communication that all further issues will be referred to the office (principal or counselor).The goal of consequences is to allow the student to evaluate what the issue is and on their own, find reasonable, socially acceptable, solutions. By engaging the student in consequence process, it gives them the responsibility of making the behavioral change. If they do not take ownership in the problem, they will not work toward behaving appropriately in the learning community.Our classroom will follow procedures under the following headings (based upon Harry and Rosemary Wong's approach as described in Building Classroom Discipline by C. M. Charles):Morning Entry Procedures Late Arrival ProceduresEarly Dismissal ProceduresGetting Their Attention ProceduresDesk ProceduresHeading An Assignment ProceduresHand Raising/Question Asking ProceduresMeeting Carpet ProceduresIndividual, Quiet Work ProceduresCooperative Group ProceduresAssignment Is Complete, Now What ProceduresTechnology ProceduresGoing to Specialists ProceduresRestroom ProceduresLine-Up ProceduresGoing to Recess ProceduresComing Back From Recess ProceduresGoing to Lunch ProceduresEnd Of Day ProceduresSchool Dismissal ProceduresGoing to Other Parts of the School Procedures (PE, Science Lab, Library)Emergency Procedures (to be followed in drill situations too)Substitute Teacher ProceduresSpecific classroom procedures provide a road map for acceptable behavior our learning community. Without these, students would not know how to behave within our community and would rely upon their current knowledge and past experiences to fill in the voids. In our community, all students are expected to follow the same procedures. All procedures will be explained, rehearsed, and reinforced within the first two weeks of school.Classroom DisciplineDue to development, student exceptionalities (behavior disorders and disabilities), and who they are as individuals, students will react to a variety of situations differently. My objective when working with students who are experiencing inappropriate behaviors is to treat them with dignity, respect, and compassion. Above all else, I will stay calm and not engage in power struggles with my students. When dealing with inappropriate behavior the following general procedures are followed:I will encourage students to work out conflicts themselves as is developmentally appropriate. If an issue is not resolved, I will address the conflict as needed. If the incident involves multiple students in the class, I will lead the class in a discussion about the problem.Those who are engaged in unsafe or inappropriate behavior will be asked to take a "break". The situation will be handled individually. All school and classroom rules will be followed.Those who are disruptive in class are given clear reminders of rules and expectations (as noted above). If a child's behavior is deemed unsafe or dangerous to himself or others, the child will be sent to the office. Every misbehavior and consequence is a learning opportunity. As a teacher, I will encourage my students to resolve conflicts on their own. However, if coaching or intervention is necessary, I will step in and guide the students through the situation.Overall, I want my students to enjoy school. In my classroom, students will feel cared about and they will be listened to. They will be treated with respect and dignity by me and their peers. They will be treated with kindness and fairness and they will learn from their mistakes. If I want respect from my students, I will have to show them respect them too. My classroom will be a great place to learn.References BIBLIOGRAPHY Charles, C. M. (2011). Building Classroom Discipline. Boston: Pearson Education, Inc.Cline, M. F., & Fay, J. (2006). Parenting With Love and Logic. Colorado Springs: Pinon Press.Dewey, J. (1938). Experience and Education. New York: Collier.Kraft, M. A. (2010). From Ringmaster to Conductor 10 Simple Techniques Can Turn An Unruly Class Into A Productive One. Phi Delta Kappan , 44-47.Oakes, J., & Lipton, M. (2007). Teaching to Change the World. New York: McGraw Hill.Rigsbee, C. (2010). The Relationship Balance. Educational Leadership .Wong, H., & Wong, R. (2009). The First Days of School. Mountain View: Harry K Wong Publications. ................
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