Classroom Management Plan

Transcription

1 Classroom Management Plan Jenny Mevis EDUC 360 Classroom Behavior Management November 21,2007

2 Mevis 2 Descriptive Statement This document contains my classroom management plan. In this plan, I will discuss my philosophy of classroom management, procedures and routines I plan to incorporate, how I plan to implement these management practices, and a parent letter. The purpose of this document is to give insight into my management style as well as give a detailed look at how my classroom will function effectively. Philosophy of Classroom Management After researching many classroom management theorists, I have discovered many techniques and beliefs that match my own values and theories about children. These strategies will form the backbone of how I plan to work with children. In the following section, I will identify ten of my top beliefs and practices that I hope to incorporate into the classroom. Each of my beliefs are centered around the goal of providing the children the tools they need to create their own method of positive behavior and become valued citizens in their communities. 1. I believe in the developing a classroom where a child s inner discipline can develop and strengthen. Barbara Coloroso is one theorist that has developed a methodology for classroom management that resembles my beliefs very closely. In Coloroso s theory, she emphasizes the importance of inner discipline. I find myself valuing inner discipline management very deeply because I believe it leads to a more student oriented classroom. Creating an environment where inner discipline thrives is simple but yet highly effective. It requires the teacher to give students choices instead of orders. This allows the students to pick the right choice, or deal

3 Mevis 3 with negative consequences. This also allows promotes student responsibility and ownership of the student s actions and the discipline that results from those actions. Inner discipline is also a life skill that a student can take to other classrooms and out into the community. It helps develop self motivation where the students turn into decision makers and become naturally responsible instead of the teacher forcing responsibility on to them. In my classroom environment, I want to help the child develop his or her own inner discipline so that the child is no longer doing what he or she is told, but doing what he or she feels is right. 2. I believe that every child should be empowered and shown self worth by their educator as well as their peers. Another one of my top ten beliefs is the power of self worth in a child. Coloroso was the first theorist to open my eyes to this phenomenon, but it was easy to see her justification. Students today come from a variety of backgrounds, and the only way the teacher can level the playing field is to teach all the students with a caring, respectful attitude. Students will not want to learn if their teacher doesn t care if they get an A or an F. Students will not come to school if their teacher isn t concerned about them when they are absent. Children will not want to share in the classroom, if the teacher won t even take the time to listen to their weekend stories. Self worth in the classroom is a huge part of a child s ability to succeed in the classroom as well as their attitude toward learning in school. The educator should not only show worth for each child, but the educator should also help studnets show worth and value for each other. This comes when teaching the basic value of respect. It s as easy as teaching students to listen to their peers when they share, or having students peer edit and say three things that were good about the project. The educator must

4 Mevis 4 create opportunities for students to appreciate each other so that the students create their own genuine values for the thoughts and ideas of others. 3. I value the benefits of developing a strong classroom community. Another one of my top ten beliefs is the development of the classroom community. I first learned of this technique while researching Kohn s module of classroom management. The development of a classroom community consists of making a classroom environment where the child feels that he or she is apart of the big classroom picture. In a setting where classroom communities are highly developed, each child plays a role in the classroom and feels that they contribute to the day to day processes. This in turn adds to the development of the child s inner discipline and the child feeling valued. I strongly agree with the value of a classroom community and I can t wait to develop one of my own. Creating a classroom community is a process that should be started at the beginning of the school year. The environment should resemble an actual community where different students carry different responsibilities. The classroom community is reinforced by creating opportunities for sharing, group work, classroom meetings, and the development of important rules and decisions as an entire class. Again, this helps the students own their decisions and consequences. 4. I believe in the Four R s of Consequences. When I discovered Linda Albert s Four R s of Consequences, I knew that her method matched closely to my beliefs about discipline. As a child, I hated getting punishments that did not match my misbehavior. Instead of learning anything, I just resented whoever punished me. Linda has developed some guidelines on creating discipline that effectively address

5 Mevis 5 misbehaviors. The four R s are related, reasonable, respectful, and reliably. First, the consequence must be related to the misbehavior. Each consequence is an opportunity for students to learn, so consequences must be related to the unwanted behavior. If the consequence in not related to the misbehavior, student might not learn the lesson that is being taught. Next, the consequence must be reasonable or proportional to the misbehavior. In other words, the teacher should not have the same punishment for two actions that are very different in severity. The consequence should also be respectful. It should be friendly but firm. The teacher s main goal should not be to embarrass the child. Finally, the consequence should be reliable were each consequence is followed through consistently. If the consequence is only followed through occasionally, there is more room for the students to act up because there is a chance it will be tolerated. 5. I believe that communication should be valued in every classroom. Haim Ginott was the first theorist that I discovered who integrated the value of communication in this theory of classroom management. Communication is a huge part of education in the classroom; therefore, using it to manage students can be a highly effective method. Ginott used the phrase congruent communication, which I found matches closely to what I believe about communication. Congruent communication simply states that the teacher s tone, level, pitch, and purpose should match the mood or situation. This method includes always talking in the present tense. Ginott also expresses the use of I messages when communicating. I also value the use of I messages because it focuses on the person speaking, so that the students do not feel attacked. Also, it is important to remember that sarcasm has no place in the classroom. Sarcasm creates a negative classroom atmosphere. Finally, the teacher

6 Mevis 6 should set a caring and personal tone when teaching or discussing so that the students feel that they are valued and respected. Since creating a supportive caring environment is one of my main goals, this method will be very valuable in my classroom. 6. I believe in discipline through Self Restitution. Diane Gossen created discipline through self restitution and this method also seems to concur with my beliefs about classroom discipline. This method focuses on the student s underlying needs instead of the misbehaviors. I have always thought that misbehaviors are never what they seem, and that misbehaviors are a simple tactic to fulfill a deeper need. In this method, the teacher and the student work together to reflect on the behavior, identify the need that prompted the behavior, and create a new way of behaving that is indicative of the responsible person they want to be. This allows for the teacher and the student to remove the fear and the anger from the situation and to work together effectively. This method also focuses on meting the needs of everyone involved including the teacher, so that every part of the situation is solved by the time a solution is met. I also value this method because it focuses on solutions and leads the way to restoring and strengthening relationships. It also operates through invitation, not force. 7. I believe that a good first day of school can lead to a great year and a well managed classroom. Most of my beliefs about the first day of school have evolved from Harry and Rosemary Wong who wrote The First Days of School. In the book they make important suggestions about the first day of school that I believe will help my classroom run more smoothly. First, Wong says to have an assignment waiting for the students and a seating chart for them to follow. The

7 Mevis 7 teacher does not want the students to start off the school year with anything confusing like where to sit. Next, the teacher should stand outside the door and greet students as they enter. This gesture can be continued throughout the year to make the classroom atmosphere more inviting. As the class goes on, the teacher should be positioned near the students to allow proximity management. Finally, Wong points out the importance of professional dress. I value the professional clothing because it tells the students that you care about the job and you are a well educated person worthy of their time and effort. If a teacher does not dress like he or she cares, the students might not take that teacher seriously. 8. I believe in empowerment through Positive Discipline. This method, developed by Nelson, Lott, and Glenn aids in promoting a classroom community as well as strengthening students inner discipline. This discipline plan was designed to help students accept responsibility and manage their own behaviors in a positive way. This method involves creating an environment where self empowerment and value for other is encouraged. This management plan also involves teaching students explicitly how to work with each other and instructors before expecting them to perform cooperative tasks. This allows the teacher to make sure each child knows how to work cooperatively instead of guessing they know how to perform what is expected. The most idealistic atmosphere is one that is kind and firm and where mutual respect and dignity are highly valued. In addition, the teacher and students focus on behaviors that are wanted in the classroom instead of behaviors that are destructive. Most importantly, this method requires the teacher to be empowering, positive, reflective, proactive, and motivating, which is the type of teacher I want to become. 9 I believe in preparing students to become good citizens.

8 Mevis 8 In Michele Borba s management theory, she emphasizes the importance of teaching students the seven essential virtues, to help the students develop crucial life skills. Since one of my major overlying goals is to equip my students with the tools they need to be respected citizens, this method aligns strongly with my beliefs. Borba calls teaching these values, building a moral IQ. I also think teaching these virtues, empathy, conscience, self control, respect, tolerance, and fairness; will decrease negative behavior by giving them tools they can use to strengthen their inner discipline. I also think that the teaching of these seven virtues helps students development of character. 10. I believe in creating and using classroom meetings to strengthen the classroom community. Classroom meetings are an effective way to give students an opportunity to use their inner discipline skills and create a positive atmosphere where each child is valued. On the down side, a teacher must develop these meetings correctly in order for the meetings to be successful. Nelsen, Glenn, and Lott point out eight building blocks to create effective class meetings. First these meetings should be created in a circle where the students can make eye contact with their peers. Next, model giving compliments, and have the students practice this skill. Once the students master this skill, you can skip that step. Then, cooperatively make an agenda. The agenda might change according to the needs of the classroom at that time. The teacher should also help the students create communication skills, and help the students understand and learn about separate realities. Next help the students recognize the five behavior motivators, belonging, power, revenge, and undue attention. Then practice roleplaying and brainstorming together. Finally when needed, have the students work

9 Mevis 9 cooperatively to focus on non punitive solutions to problems. Overall, the classroom meetings will help the students become involved citizen in the classroom community. My overall goal of listing my top ten strategies is to give insight of my overall approach of working with children. Throughout all of beliefs and values I have listed, the underlying theme of my philosophy is to help students by equipping them with life skills. Hopefully, all of my beliefs put together, when implemented, should create an empowering, supportive environment where all children can succeed. In the following paragraphs, I will be discussing different procedures and routines I plan to put into practice so that my classroom runs more smoothly and efficiently. Each of these procedures will complement my philosophy and strengthen my management plan. Procedures and Routines 1. The development of Morning work The use of morning work is one of the most valuable time management and behavior management techniques that I plan to implement. Morning work can range from daily oral language worksheets, time filler activities, math activities, or other activities where students work individually. It is a technique that takes some teacher preparation, but in return, keeps the classroom organized. First, the teacher must have morning work prepared and available for the students as soon as they walk in the door. The work must also be something they can work on individually with little or no help. This gives the student a purpose in the morning so that they get settled and started in the working mode quickly. The morning work will typically be due by the time the morning announcements are over, but if the child needs more time, he or she can work on it and turn it in by the end of the day.

10 Mevis Creating Cooperative learning Groups and Group Leaders The development of groups and group leaders is another technique that will help my class reduce the amount down time. First, the classroom will be set up in such a way that there will be about five groups, each containing four desks. These desks will be in the center of the classroom, and seating charts will rotate as the year progresses. At first, groups will be chosen randomly. Later, as the class develops, the groups will be chosen based on learning style, discipline concerns, and abilities. Next, each group will be assigned a leader every week. This leader is in charge of collecting assignments that are completed by the other group members. The leaders might also pass out papers and materials to their group. The group leaders can also have other responsibilities depending on the classroom. The development of groups allows the students to learn cooperatively while keeping a well maintained classroom. The incorporation of group leaders allows students to take an active role in the classroom as well as reducing down time by helping the teacher with miscellaneous busy work. 3. Attendance and Lunch Count Procedures Another place where time is wasted occurs when attendance and lunch count are being taken. The practice of taking these counts are time consuming for teachers and a possible frustration point, if teachers are constantly being interrupted. I plan to attack this problem in such a way that makes the students take more of the responsibility. Since my classroom will be arranged in groups, each set of desks will have a group leader. It will be the group leader s job in the morning to give me a count of the number of sack lunches, and the number of hot lunches in each group. They will hand me a slip of paper during morning work so that the class stays quiet, and I am able to put the necessary information into the computer without

11 Mevis 11 disrupting the entire class. This also allows me to be available to the students if there are any questions that need to be addressed in the morning. 4. Turning in Student Work A lot of time can be lost sorting through student work, and trying to organize grades. For this reason, I have picked up a strategy that uses numbers to help teachers organize students. First, the teacher assigns each person a number which is parallel with their alphabetical order. Next the teacher puts each number on a box in the classroom. Then the teacher explains that at the beginning of the day, the students are to turn in any homework into their box. This way, all the students homework is in one place, and the teacher can put the grades into the grade book easier because they are already in alphabetical order. Assigning the student a number also allows you to collect papers by calling out numbers, and they will already be in order. Finally, it also allows the teacher to randomly pick participants by pulling out numbers instead of names. 5. Getting Attention/Signaling for Quiet Over the past three years of observing, there are two methods of getting the students attention that I plan to use in my classroom. The first strategy is turning off the lights. This strategy is a silent procedure that gets the students attention. Every student notices when the room gets dark, so no student has an excuse. Another way to get attention is the clap strategy. The clap strategy can be used in a variety of ways. One method that I enjoy is simply asking the students if they can hear you. For example, I would say, Clap three times if you can hear me. Clap four times if you can hear me now. You can use the same kind of idea with any movement. For example, you can tell the students to jump if they can hear you. It makes for an easy, fun transition that gets the students moving. Another way you can use clapping is having

12 Mevis 12 the students repeat your clapping patterns. This method is effective because the students have to pay attention if they want to get the pattern correct. 6. Pencil Sharpening In the younger grades, pencil sharpening is a big deal and an occurrence that takes place often. I have developed an exchange program that allows the students to use a sharpened pencil but not disturb the class. In order to use this method, I would have a bowl of sharpened pencils on my desk. If a student needs his or her pencil sharpened, he or she would exchange their pencil for one of my pencils. Then at independent work time, he or she may sharpen their own pencil and return my pencil. Implementation of Classroom Management Practices One of the core elements of classroom management includes the development and implementation of classroom rules and procedures. This is not something that can be firmly carried from one classroom to another. Each classroom will be unique in the abilities and needs of the students. Therefore, there is a variety of aspects I consider when developing classroom rules and procedures. First, I research the school to see if a list there is a generic list of school rules that are generally enforced. If there are procedures that already exist, the classroom rules should be inline with the pre existing school rules. Next, using the school procedures as a guideline, I will develop a list of what the student should value. This list includes a respectful, caring, fun learning environment. Finally, if the students are in third grade or above, I ask the student to develop the classroom rules as a community. Even though I am allowing the students to make the rules, I am also guiding them to follow the school guidelines as well as what I have in mind

13 Mevis 13 of what they should value. This allows the student to take ownership of the rules while also helping them realize why such rules are important. Including the students in the rule making process also shows that their impact in the classroom is valuable. I would also have the students develop possible consequences as a class so they are clear, understandable, and match the undesirable behavior. Another core element of classroom disciple is within a teacher s lessons. Curriculum and instruction are one of the main reasons students misbehave. When students aren t engaged, they tend to get distracted or distract others. One way to prevent this discipline malfunction is the implementation of lessons that are relevant, part of student s interests, and that apply to many learning styles. I am a firm believer that you can teach anyone, anything if you catch their attention. If lessons are relevant to the student, their attention will be caught, and they will be no room for the common question, why do we need to know this? Another part of catching a student s attention is appealing to their interests. A simple survey or a get to know you activity at the beginning of the year will really give teachers insight about what the students are interested about. Then the teachers have an idea of the types of schema the students will be using to understand the material. Using that information, the teacher can make more valuable connections and the student will naturally be more interested. Finally, the teacher must appeal to a variety of learners. According to Gardner, there are seven types of intelligences, which students use to learn. Teachers need to use this information and develop lessons that allow students to engage their multiple intelligences. This allows each student to use their strongest ability, and when a student is good at something, he or she will be excited about learning.

14 Mevis 14 Other aspects of a management style include developing preventative, supportive, and corrective techniques. My preventative measures include my classroom set up, my routines and procedures, and my engaging lessons. For preventative measures, I also have to be aware of my own attitude and behaviors. My goal is to be proactive, model good behavior, and create a motivating attitude. To create a supportive environment, I will set up conferences with students and parents so they can express concerns and monitor progress. I will also demonstrate a supportive environment by meeting with students individually to discuss concerns and praises. Some of my corrective techniques include weekly citizenship and work and study habits grades and personal goal setting with the students. For my corrective techniques, I will also have to consider the behavior and consequence charts we developed as a class to make sure I am participating in the classroom community procedures. This comprehensive management plans reflects on the values, beliefs, and strategies I plan to implement into the classroom. It illustrates my passion for creating an empowering supportive environment while also helping students manage themselves. This plan also describes my desire to create a classroom community where all children feel valued and excited about learning. Even though this document explains my deepest desires as a teacher, I feel that this document is subject to change as I gain more experience in the education profession.

15 Mevis 15 Dear Parents, As the new school year begins, I would like to introduce myself. My name is Jenny Mevis, and I will be your child s teacher for this academic year. I am looking forward to an exciting year working with you and your child, and I hope that I will get to meet you in the near future if we have not already become acquainted. Over the next several months; I will be equipping your student with a variety of skills and knowledge that he/she will need to be successful in school. In addition to my efforts in the classroom, I will be sending home a newsletter each month to keep you informed of activities, suggestions, and helpful hints for working with your child. Theses newsletters will either be sending home with your boy/girl or sent by mail. Communication is key for all of us to feel comfortable and successful. I want you to know that I am here to help you and your child become successful in the classroom. Here are some of the key points in my philosophy of teaching. I believe that each child should strive to develop inner-discipline. I believe that children should be empowered and shown self worth. I value the development of a classroom community. I value communication between students, students and teachers, and between parents and teachers. I believe in preparing students to become good citizens. Each of these key points is instilled into the classroom discipline plan and classroom rules that the students and I will create together. Most behavior should be resolved in the classroom through my positive discipline plan, but if a situation arises, I may ask for you help with misbehavior. Before contacting you, the student would have already worked through two steps of behavior management. If the student s behavior continues after contacting you, the student s parents, the principal will become involved and in school suspension will be considered. If you do have any special concerns that you feel I might need to know about your child, please do not hesitate to contact me. I look forward to working with you and your child, and to an exciting school year. Sincerely, Jenny Mevis