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Classroom Management Plan Allysen KikumotoEDUC 650 Managing School EnvironmentsChaminade University of HonoluluChapter I IntroductionMy Classroom Management Plan is designed to create an effective educational environment. The purpose of this plan is to establish a specific approach and strategies that I can apply in my future classroom. I plan to develop a plan that creates discipline and structure in the classroom without making the entire class about rules and consequences. I believe that all classrooms need structure and behavioral expectations in order to make the class a safe environment for students to learn. Learning cannot happen without effective classroom management. According to Hardin (2012), there are three general ways of viewing classroom management. Classroom management can be viewed as discipline, as a system, and also as instruction (Hardin, 2012). Chapter II Review of Related LiteratureClassroom management can be viewed in many different ways. Moreover, the different views of classroom management can be measured through measuring the effectiveness of each view in the classroom. These varying views can then be translated in to the multiple approaches to classroom management as described by Hardin (2012), such as Positive Behavior Support and Assertive Discipline. Classroom management often begins with the teacher’s confidence level. Mcdonald and Hudder (2014) discuss the importance of the confidence of the teacher in their article, saying that if the students “sense that you’re not very confident of your capacity to deliver any benefit or that you’re ambivalent about your authority to constrain them for a greater good — then they’ll act up like crazy”. The students need to know that the teacher is very serious on their part of “The Deal” (Mcdonald & Hudder, 2014). The teacher’s confidence level is an integral part of classroom management, which can be seen as discipline, as a system, or as instruction. Classroom management as discipline involves the teacher being in control and responsible for everything that happens in the classroom regarding classroom management (Hardin, 2012). Hardin (2012) describes this view of classroom management as putting discipline before instruction and uses strategies that are solely based on behavioral theory. In order for classroom management as discipline to be effective, there must be clearly defined rules and consequences in place and need to remain the same for all students (Hardin, 2012). Since consequences are consistent whenever a student misbehaves there are also rewards, which are extrinsic, rather than intrinsic (Hardin, 2012). Moreover, classroom management as discipline means teachers are responsible for establishing rules to maintain classroom order (Hardin, 2012). Essentially, classroom management as discipline is used to create acceptable behavior in the classroom and to correct misbehaviors (Hardin, 2012) Through classroom managements as discipline all misbehaviors have a consequence. Discipline was at the forefront of maintaining classroom control and came before instruction (Hardin, 2012). Discipline is used as a response to bad behavior.Behavioral approaches to classroom management use discipline by developing reinforcements to create desired behaviors through shaping (Hardin, 2012). In order to remove unwanted behaviors through behavioral approaches, the teacher must use negative reinforcements and consequences (Hardin, 2012). Similar to behavioral approaches, Assertive Discipline utilizes consequences for misbehaviors (Hardin, 2012). However, Assertive discipline focuses more on the expectations the teacher might have for their students and how assertive the teacher is over their students (Hardin, 2012). In order to achieve this assertiveness, the teacher must develop consistent and firm rules for student’s behaviors and really “say what they mean and mean what they say” (Hardin, 2012). Another approach to classroom management as discipline includes the Positive Classroom Discipline approach. This approach stresses the fact that classroom management should be “positive and affirm the student” and include classroom structure, limit setting, responsibility training, and backup systems (Hardin, 2012). The last approach that is part of the classroom management as discipline section discussed by Hardin (2012) is the Logical Consequences approach. This approach main focus is “to control student behavior while helping students recognize the consequences of their decisions” (Hardin, 2012). In order to control student behavior, this approach aims to identify the student’s goal of the misbehavior and says that the goal is either to seek attention, to gain power, to seek revenge for some perceived injustice, or to avoid failure (Hardin, 2012). This then determines the reaction to the student’s behavior and the consequence (Hardin, 2012). In contrast, to classroom management as discipline, classroom management as a system utilized a system of management skills rather than techniques and gimmicks (Hardin, 2012). In place of using discipline when misbehaviors occur, classroom management as a system works to prevent misbehaviors (Hardin, 2012). This system involves creating invigorating lessons that keep students actively engaged while teaching students in a positive learning environment (Hardin, 2012). In their article, Mcdonald and Hudder (2014) say, “Of course, you’re combining this with meaningful lessons that are giving them a reason not to talk. They’re getting something out of not talking — they’re learning. The Deal is not just about behavior; it’s about learning”. Instruction and classroom management are used together and are intertwined to create learning communities. Students are behaving because they are engaged in their learning. Additionally, classroom management as a system involves the teachers and students sharing the responsibility for managing classroom behaviors (Hardin, 2012). Classroom management as a system involves creating classroom communities that provide a safe, caring learning environment (Hardin, 2012). Both the teacher and the students are responsible for establishing this safe learning environment (Hardin, 2012). In a study conducted in 2014 looked at how the characteristics of a democratic educational environment can affect the relationship between the teacher and students and essentially classroom management (?entürk & Oyman, 2014). The study found that this type of environment requires all students to be able to express their thoughts without fear, where students and teachers have and equal voice and all thoughts are valued (?entürk & Oyman, 2014). Both Hardin (2012) and ?entürk and Oyman (2014), believe that classroom management as a system involves a system where there is equal participation in the decision making process, thus creating a democratic educational environment where there is no fear or anxiety. ?entürk and Oyman (2014), also found that it is important for there to be “no authority and hierarchy between teachers and students”. The first approach discussed in the classroom management, as a system section was the Discipline with Dignity approach. This approach looks at the needs of an individual student, a group of students, or the teacher (Hardin, 2012). If the needs of anyone in the classroom are not being fulfilled then discipline problems may arise and a social contract may be necessary (Hardin, 2012). The second approach discussed in the classroom management, as a system section was the Classroom Organization and Management Program (COMP) approach. This approach stresses the organized classroom that involved teachers who “saw the classroom through their student’s eyes” (Hardin, 2012). The third approach discussed in the classroom management, as a system section was the Building Community approach. This approach focused on promoting positive behaviors while looking at student-teacher interactions (Hardin, 2012). Similar to the Discipline with Dignity approach, this approach also looks at the need to the students and attempts to problem solve in effort to find solutions to misbehaviors and disruptions (Hardin, 2012). Lastly, the fourth approach discussed in the classroom management, as a system section was the Discipline without Stress ? Punishments or Rewards approach. This approach views classroom management as proactive, rather than reactive and stress the importance of appropriate social skills needed for the classroom (Hardin, 2012). The last view of classroom management is seeing classroom management as instruction. Similar to classroom management as a system, classroom management as instruction aims to prevent misbehaviors rather than discipline students, as a response. Classroom management as instruction also teaches students prosocial skills, such as conflict-resolution skills, which is included as a part of the instruction and curriculum (Hardin, 2012). This model also includes peer mediation and helps students make ethical decisions, which promotes peace (Hardin, 2012). Classroom management as instruction views effective classroom management as not focusing on behaviors at that particular moment, “but on helping students develop positive interactions throughout their lifetime” (Hardin, 2012). An important aspect of classroom management, as instruction is to teach students that they must take responsibility for their behavior (Hardin, 2012). The teachers are simply there to help and guide students learn how to make ethical judgments and decisions and for themselves (Hardin, 2012). The first approach discussed in the classroom management as instruction was the Inner discipline approach. This approach really focuses on teaching students how to think rather than what to think (Hardin, 2012). This puts an emphasis on problem solving and having the students make decisions for themselves. In order to create this type of environment, the teacher must help the students see how their behaviors impact others rather than punishing or providing consequences (Hardin, 2012). The second approach discussed in the classroom management, as instruction was the Positive Behavior Support (PBS) approach. This approach focuses on “teaching prosocial skills to those students who have problems interacting with classmates, and conducting functional behavior analysis for those students who have more serious behavior problems” (Lewis, Newcomer, Trussell, & Richter, 2006, as cited by Hardin, 2012). The PBS system is used through a three-tiered process. In this article, Saveski and Brown (2014) discuss how they applied the concept of a three-tiered model of support at the classroom level for individual (or team) teachers. Saveski and Brown (2014) found the six following behavior supports to be effective: high teacher expectations, stimulating instruction with high levels of student engagement, clearly communicated rules and norms, established routines and procedures, positive teacher-student rapport, and efficient use of classroom time. This approach is designed to include the support of the entire school and administration and can be the most effective when this support is there (Hardin, 2012).The third approach discussed in the classroom management as instruction was the Conflict Resolution and Peer Mediation approach. This approach focuses on how conflicts evolve into discipline problems and how changing the environment and community can help with behavior conflicts (Hardin, 2012). Teachers can uses these conflicts as learning opportunities because students can learn how to deal with these conflicts themselves (Hardin, 2012). Lastly, the fourth approach discussed in the classroom management, as instruction was the Judicious Discipline approach. This approach focuses on the three foundational principles, freedom, justice, and equality (Hardin, 2012). Students have the right to be themselves, they have a right to fairness, and they have the right to an equal opportunity (Hardin, 2012). When developing a classroom management plan the teacher should examine their own philosophy, personality, as well as their teaching style (Hardin, 2012). The teaching philosophy is often the basis or foundation of the teacher’s classroom management plan (Hardin, 2012). However, the teacher’s personality is essentially the most important aspect of the classroom management success (Hardin, 2012). In order for certain classroom management strategies to work, they need to fit in with the teacher’s personality, or the strategy will fail (Hardin, 2012). Lastly, the teacher style of the teacher needs to flow with the classroom management techniques used (Hardin, 2012). If the two do not go hand in hand, then the management will not be effective (Hardin, 2012). Overall, in order for classroom management to be effective the teacher needs to exude confidence and have a clear plan from the beginning. Chapter III Classroom Management PlanThe classroom rules expectations for behavior in my classroom are as follows: CLASS EXPECTATIONS1. Respect yourself, the teacher & others2. Put forth your best effort at all times3. Be prepared for class each day4. Follow directions when given5. Pay attention, participate and ask questions6. Preserve a positive learning environment7. Take responsibility for your actionsCLASS RULES1. Turn off cell phones & electronic devices2. Arrive to class on time & ready to learn3. Never line up at the door before dismissal4. Do not cheat, plagiarize, or copy work5. Use polite and appropriate language6. Do your best work & turn it in on time7.Write your full name and period on all assignmentsThe specifics of the approach to classroom management discipline are as follows: I plan to use various aspects of the Positive Behavioral Support approach through out my plan for classroom management. I believe that setting up rules and procedures in the classroom can significantly prevent inappropriate behaviors. I also believe that we can prevent certain behaviors by ensuring that our students are actively engaged in their education. Both Positive Behavior Support and viewing classroom management as a system stress student engagement as an important aspect in student behavior (Hardin, 2012). Positive Behavior Support (PBS) believes in teaching students social skills and self-monitoring (Saveski & Brown, (2014). I also believe that it is very important to teach student basic skills in social and peer interactions. Students also need to be able to self-monitor and identify when their behavior is not appropriate. In order to provide support to my students, I plan to focus on building positive relations with my students. Hardin (2012) describes how the goal of some teachers is to make sure “students develop a sense of belonging, ownership of their own behavior, and responsibility for each other”. This can be established by building positive relationships between the teacher and the student. Also, I plan to support my students by monitoring their performance. I think it is important for the teacher to always be aware of what is happening in their classroom. The teacher should constantly be circulating around the room and watching how the classroom functions as a whole (Hardin, 2012). I also think it is important for teachers to support their students by monitoring their own teaching. Hardin (2012) explains that, “Effective teachers read their students’ nonverbal behaviors and adjust the pace, rhythm, and duration of classroom activities and assignments to meet student needs. They use feedback from students and their assessment of their students to provide clear instructions. Most important, they consider this adjustment as a natural part of the teaching process rather than a failure on their part or on the part of their students” (p. 264). This is essential to monitoring their students, thus continually supporting their students. In regards to administering consequences, I plan to always be consistent and fair. The consequence should fit the misbehavior and should always be corrected. Teachers run into issues with classroom management and administering consequences when they are not fair and become inconsistent. I think it is important for teachers to be confident and administer consequences firmly so students know that their misbehaviors will always have a consequence. They need to learn that their negative actions have consequences. I plan to use a system of corrective reactions when students are misbehaving and these reactions need to always be consistent. Hardin (2012) stresses consistency so that students are often redirected when misbehaviors occur. When addressing student misbehavior, I plan to use corrective reactions, which are designed “to maintain classroom control and to help individual students become more responsible” (Hardin, 2012). Some of the corrective reactions that Hardin (2012) suggested that I plan to use in my classroom as necessary are: warnings, calls to parents, missed privileges, detention, individual behavior plan, referral to principal, and suspension. These corrective reactions are solely going to be used to address student misbehavior and to correct or change these misbehaviors. The corrective reactions I plan to use will be in line with the rules and procedures I have already set in place. In order to prevent inappropriate behavior, I believe that it is most important for teachers to use preventive interventions, which include “rule development, the creation of procedures and transitions, the development of positive relationships with students, the monitoring of students, and the arrangement of the classroom” (Hardin, 2012). To promote positive behaviors I plan to use constant praise and positive feedback. Hardin (2012) suggests the use of tangible rewards and token economies to promote positive behaviors in the classroom. I believe that positive phone calls home can make a huge difference in promoting positive behaviors. Parents should not just hear the negative aspects of their child’s learning, but also the positive improvement the child is making. Also, public recognition in the classroom or in the community and notes of appreciation have both been proven to help in promoting positive behaviors in the classroom (Hardin, 2012). Saveski and Brown (2014) describe how the use of reinforcement systems can “provide consistent consequences to specific behaviors for the purpose of increasing the target behavior”. Reinforcement systems and praise and positive feedback can not only promote positive behaviors, but also help build positive teacher-student relationships. ReferencesHardin, C. J. (2012). Effective classroom management: Models and strategies for today’s classrooms (3rd ed.). Boston: Pearson Education.McDonald, J. P., & Hudder, D. (2014). Uncovering The Deal in classroom management. Phi Delta Kappan, 96(2), 44. doi:10.1177/0031721714553410?entürk, ?., & Oyman, N. (2014). Democratic Classroom Management in Higher Education: A Qualitative Study. Educational Sciences: Theory & Practice, 14(3), 940-945. doi:10.12738/estp.2014.3.1880Sayeski, K. L., & Brown, M. R. (2014). Developing a Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children, 47(2), 119-127. doi:10.1177/0040059914553208 ................
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