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Classroom Management ProjectRebecca HusteddeITL 530AbstractThis paper offers a view of my classroom management plan for my kindergarten classroom. It details my beliefs about the importance of a classroom management plan and covers topics such as rules and procedures, behavior management, social/emotional learning, and creating a culturally diverse classroom. Laid out are some of the specific rules and procedures I will implement in my classroom as well as specific strategies I will use to ensure students are engaged and motivated to learn. The intent of this plan is to create a safe, nurturing and predictable environment where all students succeed. IntroductionMy classroom management plan is designed for a kindergarten classroom. It was developed to ensure that all student can learn in a safe, nurturing, predictable, and fun environment. My goal is make learning come alive in my classroom. In order to accomplish that there needs to be a plan in place that tells the students and the teacher what is expected of us and how we are to go about our day. “…good classroom management is based on the behavior of teachers – what the teachers do – not the behavior of students.” (Wong, Wong, Jondahl, & Ferguson, 2018, p., 5)Rules & Procedures“A classroom management plan brings a sense of purpose to the classroom.”(Wong et al, 2018, p., 24) Rules and procedures established in a classroom management plan help students know what they are supposed to do and what is expected of them in class. Students want to know what they are supposed to do and having rules and procedures in place helps them feel more confident. Students want to want an environment that is predictable, safe, and nurturing. (Wong et al, 2018, p., 24)I will establish my own rules and procedures prior to the first day of class. I will spend the first day of class teaching my students our rules and procedures and the next two to three weeks reviewing them and allowing students to adjust and adapt. On the first day of class, I will take my students on a walking tour of our class and show them where everything that they will use or need is located. When teaching my students about our rules and procedures, I will show them what I want from them rather than just telling them. For example, when teaching students what our leveled voices are, I will give them an example of all five levels; level one is a whisper, level two is a slightly quieter than our normal speaking voice, level three is normal speaking voice, level four is a loud voice, and level five is shouting. I will demonstrate each level to my students so they know exactly what I expect. On the first day of school I will demonstrate most our rules and procedures and allow my students to practice them with me. We will practice these for the first two to three weeks of class, after which point I will expect my students to be familiar with what is expected of them. RulesListen when the teacher talksFollow directionsRaise your hand to share!Don’t talk over other people’s wordsWalking feet in the classroomLevel 5 stays outside!Level 1, 2, and 3 voices can be used inside. Level 4 voices are only used when the teacher asks for themBodies in chairs!Both feet on the ground, bottom in chair and face forwardBe kind to your teacher, your friends and yourselfTreat others as you want to be treatedKeep your body to yourself Bring your backpackRespect classroom suppliesSave snacks for recess ProceduresEntering the classroom I will great students outside of my classroom when school starts. When students enter the classroom, they will move their name to the “Who is Here?” board, hang up their backpacks and coats, grab their book boxes and head to the carpet to complete the morning warm up activity. Students will be expected to enter quietly and quietly complete this activity. Level 1 voices will be allowed/ Getting students’ attention When I say, “Class?” the students respond, “Yes?” Then I reply, “Class, class?” and they will respond, “Yes, yes?” After “Yes, yes?” I expect all students’ eyes to be on me and no talking in the classroom.If I need students to return to their desks unexpectedly I will calmly announce, “Bodies in chairs. Bodies in chairs. Bodies in chairs.” By the third call, all students should be seated at their desks with their eyes on me. Leaving your seatIf a student needs to leave their seat to use the bathroom, they will raise one finger in the air and wait to be excused. When they leave the classroom, they will move their name from the “Who is Here” board, to the “Bathroom Break” board and grab our hall pass on the way out. If students need to sharpen their pencil, they will raise two fingers and wait to be excused. If students need water, they will raise three fingers and wait to be excused.If a student needs a tissue they may get up without asking to be excused. Carpet time proceduresStudents will sit “criss cross applesauce” on the carpet on a colored circle that corresponds with their group color (purple, blue, green, red, orange, or yellow). Students will sit quietly and will raise their hands if they want to share on the carpet. When called on, students will use their level 3, normal speaking voices so that the whole class can hear them. TransitionsWhen we start a new station or subject, I will start by telling students what we will be doing after this current lesson so they know what is coming next. Students will be given a two minute warning when a transition is about to occur and a two minute timer will be set. When the timer goes off, students are to move quietly to the next station. Students may talk in level one voices during this transition, but when they reach their destination there is no more talking. Student DesksEach desk group will be equipped with all of the materials the students need to complete the day’s assignment. These items can be found in the box in the center of the group. Students will keep all personal items in backpacks where they will stay until after school. Rewards Positive reinforcement will be used to encourage and reward appropriate behavior in my classroom. When recognizing positive behavior, I will specifically state what it is that the student is doing that I like and thank them for making good choices. One of the tools I will use to reward students is ClassDojo. This web based app allows me to give out red and green “dojo” points. Red points are given when students display inappropriate behavior and green points are awarded to students who display desirable behavior. The app syncs to my classroom sound system so that all students can hear when points are being given (the red and green points each have their own, distinct sound). When giving out green points, I will say whom I am giving them to and what they were doing to earn those points. Red points will be given anonymously but I will say what behaviors merited the red points. Parents will be given access to the ClassDojo app and can few the number of green points their child receives daily. Parents will not be able to see the number of red points given. Another tool I will use is a technique called Smelly Spots. When students are working and I am walking around observing student work, I will mark the back of students’ hands with a scented chapstick if they are displaying desirable behavior. “The key is to keep students working.” (Wong et al, 2018 p., 31) This technique allows me to privately reward students for good behavior without distracting the rest of the class. (Primary, 2017)To recognize the class’s collective hard work, I will have a “Perseverance Jar.” When students work hard and don’t give up, they get to add a marble to the jar. Examples of persevering can be trying different strategies to solve problems, working out differences with classmates, not giving up when tackling a difficult math problem or new word. When the jar is full, we will have a Perseverance Party. (Mielke, 2017)Consequences“Prevention rather than intervention is what works best…” (Wong et al, 2018) My goal is to keep my students motivated and busy enough that inappropriate behaviors do not take place. However, my young learners are still figuring out what is and is not appropriate in the classroom setting and will need guidance and reminders. After the first three weeks of school have passed, I will start giving out red points to students who display inappropriate behavior in my classroom. Students will be given a verbal reminder to make a better choice before any points are given. If the student does not correct their behavior, I will give them a red point. The class will not know who the red point is being given to as I give those points anonymously. When I give the red point I will say something along the lines of, “Some of my friends are still choosing to talk instead of doing their work. It makes me sad to give out these red points, but we need to remember to focus on our work and learn today.” If the student still continues to make the same, poor decisions I will speak to the student privately and let them know that they have already earned one red point for the day. If they earn two more, I have to send a note home to parents and they will have to come and sit at my table so I can help them stay on task and learn. Intervention & Support Strategies“Behavior interventions are steps teachers take to stop the problem behaviors at school. First, the problem behavior must be identified.” In order to help my “repeat offenders” I need to document and track their problem behavior. I will do my best to determine the cause of the problem behavior and speak to my principal about the possibility of conducting a functional behavior assessment. To help the student regulate their own behaviors, I may assign the student a CICO (Check-In/Check-Out) mentor. This mentor will be a staff member on campus who is available to the student at the start and end of the student’s day. The student will check in with their mentor every morning to review positive behavior expectations. I will complete a chart every day to give behavioral feedback to the student and they will take that chart to their mentor at the end of the day to check out. Another strategy I may use is behavior contracts. Along with myself, the student, administration and student guardians will develop a contract outlining expected behaviors and positive and negative consequences for behaviors. This contract will be signed by all parties. Engagement and MotivationStudents are more likely to stay motivated and engaged with learning when they are learning about topics that interest them and feel that they can access the information being given to them. One of the ways I will engage my students with learning is by using multiple modalities in my instruction. Multiple Modalities is an instructional practice used to improve student engagement. It involves providing diverse presentations, and experiences of the content so that students use different senses and different skills during a single lesson. Often multiple modalities addresses different learning styles. Teachers using multiple modalities may use visual, music, objects, experiences, collaborative work, poetry, writing and/or other models to teach content. (PL Programs)Students will be able to access my lessons whether they are visual, auditory, or tactile learners. I will employ the technology resources available in my classroom by assigning students to work on learning apps on our computers and by integrating videos in my lessons. Students will engage in lessons through songs, music, and hands on learning with the use of manipulatives. By giving students multiple ways to connect with material, I will help them engage with the content I am teaching. To ensure students are intrinsically motivated to learn, I will plan lessons around topics that interest the class. At the beginning of the year, I will conduct a student interest survey so that I can learn what my students are interested in. I will also have conversations with and listen to my students throughout the year so I can keep up to date on what topics they are currently interested in. In creating my seating plan, I will try to group students who can work well together to encourage successful group discussion during appropriate points in our lesson. Social/Emotional Skills“By helping students master basic social skills, you help students develop suitable abilities for use throughout their adult lives.” (Wong et al, 2018) My young students likely have never been in a setting with this many children of the same age before. Some of them may be only children with limited exposure of being around children of any age. Most aren’t unware of how to appropriately and successfully socialize with other children or how to regulate and understand the things they are feeling. Appropriate behavior and social skills require direct teaching to students, just like math and reading. One of the ways I will help teaching my students appropriate social and emotional skills is by reading books that address these topics and discussing them with the class. The following is a list of some of the books I will include in my lesson planning:I’ll Wait, Mr. Panda by Steve AnthonyWhy Should I Listen? by Claire LlewellynWhy Should I Share? by Claire LlewellynWhy Should I Help? by Claire LlewellynThe Book of Mistakes by Corinna LuykenEveryone Can Learn to Ride a Bicycle by Chris RaschkaRulers of the Playground by Joseph KueflerEnemy Pie by Derek MunsonThe Invisible Boy by Trudy LudwigMy Very Own Space by Pippa GoodhartNadia: The Girl Who Couldn’t Sit Still by Karlin GrayMillie Fierce by Jane Manning Lying Up a Storm by Julia CookMy Mouth is a Volcano! by Julia CookDavid Gets in Trouble by David ShannonEvery day in my class, I will instruct my students on SE skills by modeling and demonstrating to them how to interact with others. We will also use role playing games to help us develop strategies to resolve conflicts with our friends. In addition, every Friday I will teach a SEL lesson in the morning. The topics for these lessons will also include character and tolerance. Culturally Responsive TeachingTo create a culturally inclusive environment, I will make sure that all students and cultures feel represented in the classroom. One of the ways I will accomplish that is through reading books that represent a variety of people and cultures. Some of the books I will include in my instruction are the following:Jabari Jumps by Gaia CornwallLast Stop on Market Street by Matt de la PenaDrum Dream Girl: How One Girl’s Courage Changed Music by Margarita EngleHot, Hot Roti for Dada-ji by F. ZiaA Morning with Grandpa by Sylvia LiuJuna’s Jar by Jane BahkSunday Shopping by Sally DerbyRainbow Joe and Me by Maria Diaz StromThe Story I’ll Tell by Nancy Tupper LingAnother strategy I will implement is “Passport Travelers.” At the beginning of the year, students are given a passport that they will get stamped as they learn about different cultures. Throughout the year we will cover topics such as Dia de los Muertos, Chinese New Year, Hmong New Year, Holi, and a unit in December called Holidays Around the World. As we learn about the different cultures represented in our school, the students will get to collect new stamps and fill their passport. (Brooks)Summary/ReflectionThe classroom management plan that I have in place will help ensure that all of my students will succeed in my classroom. I have outlined rules and procedures that will give them a map for what to do in our classroom and how to do it. I have planned to support my students’ social, emotional, and behavioral needs and have supports and interventions in place for those needing additional guidance. I have designed my classroom to be a safe and inclusive environment where all students will feel welcome and motivated to learn. ReferencesBrooks, A. (n.d.). 5 Multicultural Activities for Preschoolers to Help Teach the Importance of Diversity. Retrieved from , C. (2017, July 21). 7 Ninja Moves for Increasing Academic Risk-Taking. Retrieved from Programs. (n.d.). Retrieved from , P. O. (2017, April 02). 10 Easy Classroom Management Hacks | That Teacher Life Ep 47. Retrieved from , G. C. (n.d.). Behavior Intervention Plans: What You Need to Know. Retrieved from , H. K., Wong, R. T., Jondahl, S. F., & Ferguson, O. F. (2018). The classroom management book. Mountain View, CA: Harry K. Wong Publications. ................
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