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Classroom Management PlanKacey ChildressLouisiana State UniversityClassroom Management PlanIntroductionAppropriate guidance in early childhood classrooms focuses on the positive potential of children and teaches children life skills, such as respecting others, working together, problem solving, and appropriate expression of emotions (Gartrell, 2004). Instead of discipline that simply ensures children are always following rules, guidance helps children develop these skills. Guidance involves using firm, positive, instructive methods to correct mistaken behavior rather than punitive methods. With guidance, children learn to understand consequences and find solutions to problems (Gartrell). A major part of guidance is self- regulation. Self-regulation is the “voluntary, internal control of behavior” (Kostelnik, Soderman, & Whiren, p. 162, 2011). It is when children choose to do not something that would be wrong to do, or do the right thing even though they may not wish to do so (Copple & Bredekamp, 2009). Self-regulation involves acting in appropriate ways out of concern for others and understanding right and wrong behaviors, rather than behaving only to receive rewards or to avoid punishment. Children who can self-regulate control their negative impulses, resist temptation, and behave without constant supervision (Kostelnik, et al.). Self-regulation comes about when children create their own beliefs about wrong and right and act in ways that they feel align with these beliefs (Kostelnik, et al.). This is called internalization. These children act this way, not for an external reward, but because they believe it is the right thing to do. When children behave in ways that show concern for others and, they are showing evidence of internalization, and this is the ultimate goal of guidance for young children (Kostelnik, et al.). For example, a young child may be tempted to take a toy she wants from another child, but she realizes this would upset the other child, so she waits her turn. Children who self- regulate understand why certain behaviors are acceptable and why others are not. This skill “eliminates the need for constant supervision” because children understand how to play fairly and do what is right despite temptation (Kostelnik, et al., p. 165). This is why self-regulation should be a main goal for teachers when it comes to guidance in an early childhood classroom. Not only does self-regulation teach children to develop their own moral codes and become good citizens now and the future, it creates a positive classroom environment where children can act independently and problem solve.Children’s emotional development plays a role in advancing their self-regulation skills (Kostelnik, et al., 2011). Two emotional regulators for young children are empathy and guilt. Empathy is when children can perceive other’s emotions and respond appropriately (Kostelnik, et al.). In kindergarten, children become more skilled at reading other’s emotional cues and responding correctly. Guilt is another emotion that helps to promote self-regulation. Children will first feel guilty when they know they have broken or rule or upset an authority figure; but eventually, they will feel guilt when they hurt another person (Kostelnik, et al.). These two emotions help to develop a child’s sense of right or wrong which in turn supports self-regulation. Additionally, children’s reasoning plays a role in developing self-regulation. Children begin to associate certain actions with social rewards, such as a smile or kind words, and others with social costs, such as negative words or a frown (Kostelnik, et al.). Young children, however, need support in understanding right versus wrong until they can form their own moral code. To begin to understand how others’ feel, a crucial part to self-regulation, children must develop perspective-taking skills (Kostelnik, et al., 2011). Children must learn how others may feel during situations in order to regulate their own behavior. Also, in order to become a skilled self-regulator, children must have the ability to communicate and express their feelings rather than push or hit (Kostelnik, et al.) Because of this, teachers play a big role in developing children’s self-regulation abilities. Teachers should model correct behaviors by following rules, showing concern for others, and using reasoning to find solutions to problems (Kostelnik, et al.). Teachers may also need to coach children through difficult situations to help support self-regulation. When a situation arises, a teacher may need to step in and help children find a solution without using punishment. Teachers can make suggestions, encourage children, and provide physical assistance (Kostelnik, et al.). High-level play, such as in-depth sociodramatic play, can promote self-regulation within young children. Children are able to act out “various roles and behaviors and get feedback about the appropriateness of behaviors in play” (Brewer, p. 22, 2007). This type of play helps with perspective taking which strengthens children’s self-regulation skills. Also, because role playing requires children to follow certain ‘rules’ of the role they take on, they must make their behavior match their assigned role (Brewer). Complex dramatic play allows children to express emotions and practice negotiating, which both lead to development of self-regulation (Copple & Bredekamp, 2009). With complex play, teachers can help facilitate, mediate disagreements, help children communicate, and scaffold less advanced children (Gronlund, 2010). Teachers should also ensure that children are given plenty of time and materials to act out different scenarios in order to foster self-regulation skills (Copple & Bredekamp). This type of purposeful, high-level play promotes self-regulation, which is “so important to later academic success” (Gronlund, p. 18). There are many different classroom management styles a teacher may adopt, and some of them do not promote self-regulation in young children. For example, the uninvolved discipline style, which combines low involvement and little control, does not help to support self-regulation. Children in this type of setting lack interaction with adults to promote problem solving skills, reasoning, and self-control (Kostelnik, et al., 2011). Another style of management that does not strengthen is the permissive discipline style. Here, teachers are affectionate toward children, but too much so. They are overindulgent and allow children to do as they please with no real guidance (Kostelnik, et al.). Children who are in permissive classrooms do not develop self-regulatory skills because they do not learn about the effects their behavior has on others or about what behaviors are not socially acceptable (Kostelnik, et al.). Additionally, the authoritarian discipline style does not develop children’s self-regulation skills either. This discipline style involves high standards and control over children’s behavior (Kostelnik, et al.). Teachers who use this style of class management expect unyielding obedience and provide punishment when it is not given. Children exposed to this style of discipline behave in order to avoid punishment or to gain external rewards, rather than learning how behavior can affect others or how to solve problems (Kostelnik, et al.).Teacher’s Classroom Management PlanMy mentor teacher, Mrs. Cabello, practices the authoritarian discipline style in her kindergarten classroom. The classroom is very teacher directed, and the students’ behavior is adult-regulated. She uses the system of moving clips with a face contraption as her behavior management. There are five different levels, and each child starts on the largest smiling face. Then they will move to a smaller smiling face, a squiggly line face, a straight line face, and then a frown face. The children are told to move their clips when they break a class rule, such as talking out or running in the room. Once the children move down on the smiley face contraption, they cannot move up for positive behavior. Often times, my teacher does not actually move clips, but threatens to. The children’s “smiley face” is then reported home each day. She also uses time outs, shouting, and taking away recess for ‘rule breaking.’Mrs. Cabello demands total obedience from her students, and often tells them that she “likes and expects a quiet classroom.” Kostelnik, Soderman, and Whiren say that adults who use the authoritarian discipline method often have “cold, distant relationships with young children,” and I find this to be true with Mrs. Cabello (p. 172, 2011). She rarely shows affection or warmth to the students, and praise is seldom used. The students behave in order to avoid having their clip moved, time out, or recess taken away. Mrs. Cabello also often calls out children who are ‘misbehaving’ in front of the whole class. She relies on “shame and blame to bring a child’s behavior back in line” (Gartrell, p. 64, 2004). The acts of moving clips or taking away recess are not logical consequences for children’s mistaken behavior. For example, if a child is throwing the counting bears, he should be told to leave the math center instead of having his clip moved. Then, Mrs. Cabello can explain to the child why we do not throw the bears and ask him if he can think of ways to appropriately use the bears next time he chooses the math center. Logical consequences in addition to teacher support, rather than unquestioning obedience, helps to build self-regulation (Kostelnik, et al.).Personal Classroom Management PlanIn my own classroom, I plan on utilizing the authoritative discipline style. In this style, teachers are nurturing but provide guidelines and guidance to students (Kostelnik, et al., 2011). Negative aspects, such as clip moving or calling students out publicly, will not be used in my classroom. Instead, I will encourage children to take responsibility for their actions and work to find solutions for mistaken behavior or disagreements. I will hold my students to high behavioral standards that are both clear and fair, and I will teach them how to reach these standards. I know that my students will need help achieving these standards so I will be there to advise, coach, and talk to them (Kostelnik, et al.). When a student is not following a class rule, I will talk to them about their behavior and help them use reasoning to figure out a way to fix the problem. I do not believe that punishments work to teach children how to behave correctly; they simply stop the behavior for the present time. I feel that time-outs are an ineffective method of discipline. They can “diminish the child’s developing self-worth and self-confidence” (Gartrell, p. 65, 2004). They also do not help the child develop their self-regulation skills since they are unable to think of possible alternatives to the unaccepted behavior. Children also often have trouble understanding the connection between their actions and the time-out (Gartrell). I believe in using logical consequences for children’s actions. For example, if one child draws on another child’s art work, that child will have to apologize and help the other child create a new piece of art work. Sitting a child away from the rest of the class, especially the child he has hurt by ruining the art work, does not help the child to realize what he has done wrong and how he can avoid this in the future.I will focus on behaviors that are important to correct, and do so my talking with the child. I will help them to see why their behavior is not appropriate, ensuring that I do so in a nonjudgmental way. I want my students to be kind to one another, so when their behavior is not appropriate, I will discuss how it could harm others yet still recognize their needs (Kostelnik, et al., 2011). My classroom will be one filled with positive consequences and effective praise specific to the child and his development. For example, if a child has trouble with blurting out, I will acknowledge when he patiently waits his turn to speak. Overall, I want my classroom to be a warm and caring place, and I want to provide positive guidance to my students so that they become better people.Learning EnvironmentsClassroom environments can either enhance a child’s learning or detract from it (Brewer, 2007). The physical environment of a classroom is important because there must be ample space for group time, learning centers, and individual storage. The room should also include a private space for children who need a chance to gain control of their feelings or go to when they feel overwhelmed (Kostelnik, et al., 2011). My mentor teacher’s classroom is not very large, but in the center of the room she has a mat with individual squares for group time. In order to prevent behavioral problems, like fighting over who sits where or touching one another, each child has an assigned square they must sit in. The children must sit criss cross with their hands in their lap when they come to the mat, and Mrs. Cabello reminds them to be respectful of everyone’s space. I feel like it is good that each child has his/her own square; however, the mat is very large, so having the children sit in rows means that the children in the back are farther away from the board and the teacher. This means they do not see as well, and sometimes, the children in the back seem disengaged, and will then “get in trouble” for not paying attention. I think that a circle is more appropriate for kindergarten group time for children to sit together and share ideas (Kostelnik, et al.). There are also four different tables the children sit at to do work during the day. These tables are the standard brown tables with small chairs. The children sit at tables based on ability grouping determined by Mrs. Cabello. Table one has five children who are ‘low-middle’, table two has four children who are ‘middle-high’, table three has six children who are ‘high’, and table four has five children who are ‘low.’ Mrs. Cabello also sits at table four to provide extra assistance to these children. The tables are large enough for the children who sit at each table. The children will sometimes get in trouble for talking to one another while doing their work at tables since Mrs. Cabello expects it to be quiet. I feel that if you group four to six children together at a table, they are going to talk to one another, and they should talk to one another to work together. These tables are typically used for doing worksheets, so the space taken up by these tables could be put to better use. Centers could be placed in these areas, such as an art table or a dramatic play area (Brewer, 2007). The centers in the classroom are not well defined. They are typically small areas, and most are in tubs that the children must remove from shelves and bring to the carpet. Also, many of the materials on the shelves are close together, and many centers are very close together which causes traffic problems. The classroom should have clear pathways for children to move from place to place without disturbing one another in other centers (Kostelnik, et al., 2011). I have seen children bump into each other or get frustrated with one another when they are in each other’s way. This problem could be solved by created more defined center areas and providing more classroom space to the centers.The classroom does have cubbies for each child on one side of the room. This is where they are to place their backpacks, coats, folders, and any other belongings. It is important for each child to have individual storage like this; however, the cubbies in Mrs. Cabello’s class are not ideal because of their small size (Brewer, 2007). The children often times bump into each other while trying to unpack or put away things. They also have trouble putting things away in their cubbies when they are full, which at times leads to Mrs. Cabello fussing at them for taking too long. I think larger cubbies would be more appropriate for the students so that they can have a better individual storage space.Shelf with 3 center’s materialsChildren sitting on matView of room with tables and cubbiesRoutines and SchedulesSchedules and routines are important for young children so that they know what to do and where to go throughout the day. “Routines are predictable so that children feel continuity from one day to the next and from one week to the next” (Kostelnik, et al., p. 151, 2011). A part of scheduling children’s days that is important is the pace of events. In Mrs. Cabello’s classroom, many activities feel rushed. The children are often hurrying to complete work to move on to another activity. This sometimes leads to hurried, in correct work that the children will be reprimanded for. However, if children were given more time or more appropriate materials, this would not be a problem. This also leads to running through the class for children to get to their seats on time or to try to finish their worksheets as quickly as possible to move on to quiet centers, which they will potentially get in trouble for.On the other hand, the schedule is the same every day, and the children now know the routine and what will come next throughout the day. The children enjoy the morning calendar routine because they are each assigned a ‘job’, and they know what part of the routine comes next. The one area where students show mistaken behavior most often is during group time. I feel this is because the group time is too long so the children become disengaged (Copple & Bredekamp, 2009). Group time should be kept short so that the children are attentive, then the behavioral issue of lack of focus is no longer a problem (Copple & Bredekamp). Another time when Mrs. Cabello calls students out or punishes them is when it is time to line up to move somewhere else. The children are told to stop their activity and line up in number order. Though this has been the routine for lining up for the entire year, the children still have trouble doing this quietly, like Mrs. Cabello tells them to. The children tend to run into line to get to their assigned spot, often knocking into one another or squishing each other in the line. I feel that a transition into lining up and letting the children stand where they wish would create a more peaceful line up experience (Brewer, 2007). TransitionsSee notecards.ReferencesBrewer, J. (2007). Introduction to early childhood education: Preschool through primary grades. Boston, MA: Pearson.Copple, C., & Bredekamp, S. (2009). Developmentally appropriate practice in early childhood programs: Serving children from birth through age 8. Washington, DC: National Association for the Education of Young Children.Gartrell, D. (2004). The power of guidance: Teaching social-emotional skills in early childhood classrooms. Clifton Park, NY: Thomson/Delmar Learning.Gronlund, G. (2010). Developmentally appropriate play: Guiding young children to a higher level. St. Paul, MN: Redleaf Press.Kostelnik, M., Soderman, A., & Whiren, A. (2011). Developmentally appropriate curriculum: Best practices in early childhood education. Upper Saddle River, NJ: Pearson Education, Inc. ................
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