Classroom Management Plan

Transcription

1 Classroom Management Plan Organize a classroom for effective instruction through appropriate physical arrangement and grouping of students for optimal learning and safe movement around the classroom. o Physical classroom environment design and decoration The design and decoration of the classroom can create a positive environment conducive to learning, which is what my aim is. In order to create this environment, the classroom should be organized, functional, and warm. The main functions that a classroom holds, as concluded by Frank Steele, are: security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth. In order to create a classroom that meets all of these goals, I plan to do the following: Place the desks in an arrangement that is appropriate for the lesson or activity. If group work is going to occur, than I will have the groups in clusters. If a test or quiz is occurring, I may think about separating the desks around the classroom, or put them in rows. I feel that the arrangement of the desks is not something that should be permanent. I am going to have a bulletin board that is used specifically for student work. Every week, students could pick out an assignment or project that they were most proud of, and place it on the bulletin board to be seen for the whole next week. Other bulletin boards can be used to enrich a specific unit or topic. Around the classroom, I will probably place a lot of Mickey Mouse, William and Mary, and favorite pictures to give a personal touch of my own. Highlighting different cultures is also something that I want to be sure to do in my classroom, perhaps by labeling different items in the room with another language. By wanting to do all of these things, it is important that I keep in mind to keep clutter down to an absolute minimum so that what is on display is something important, and not just a wall filler. I will be sure to have all of the materials needed to complete a task or lesson in the classroom, and nothing more. For instance, if there is a computer or filing cabinet that I don t use, I plan on moving it out of my classroom, so that it does not get into the way, and I can put in something else that I use more often. I also pride myself on being very organized, so I plan on having my shelves labeled, with boxes that hold the items. Easy accessibility is also important, so I am sure to keep that in mind when arranging my classroom. The classroom should be a place where students and I feel happy. I plan on providing students with a variation of colors and textures. I like the idea of having a place where students can cuddle up to read a book or see different

2 vibrant colors on a bulletin board next to a picture that uses soft colors to contrast. Also, if my floor is tile, I want to have different rugs or carpets that are different piles and feelings and colors. Within all of this, I think that there needs to be a trend of colors and not have it be too different and clashing. I plan on having center time, and in order to do this, the classroom needs to have areas that are conducive to this type of instruction. This includes having places where multiple children can be at one time, and not around an area that can be distracting. o Plan for students with special needs Students with special needs should have a few different places in the classroom setting where they can best achieve. Students with needs should be placed next to students that can help with keep them on-task or with their independent work. Also, it may be best to have these students in close proximity to wherever I am going to be spending the most instructional time. This may not necessarily be where my desk is, but maybe close to the chalk/whiteboard or document presenter. Disruptive students should be placed away from students who are more on task, or could remain on-task even though they are near them. If a special need student, or any student for that matter, needs to have a place to calm down and regroup themselves, I plan on having an area in which they are able to do this. This will probably be the same area as above where the students can cuddle up to read. o Create a safe and caring classroom environment The common thread of what I have already discussed in the design of my classroom is to create a caring environment, where the students feel comfortable to be who they are. Safety plays a big role in my classroom design. Although I plan on being able to rearrange the desks often, I want to be sure that all students can get through to their desk. Also important is to be sure that there is no clutter on the floor, so that would mean having a place designated for book bag and books, such as cubbies or lockers. The area near the door should be clear of any obstruction so that the students can get into a line easily, and get out easily if there is an emergency. Use effective routines and procedures, and maintain effective and efficient use of time. o Establish and implement class running routines, lesson-running routines, and interaction routines Class running routines

3 I plan on implementing a student job chart to help with the class running routines that are administrative and deal with housekeeping. Students can be assigned to jobs, such as recording lunch orders, taking notes to the office or other teachers, and keeping the library/classroom organized. This will help me be free to help students with academic needs, as well as give students a sense of community and responsibility in the classroom. A schedule of the day will be posted on the board that has what order things will be happening. It will include times and pictures for students to better grasp what will be happening. The routine for the day will also be talked about at the beginning of the day, along with reminders and instructions along the way. Any student who may need a copy on their desk should have one at the beginning of the day as well. Other class running routines will be discussed at the beginning of the year, and practiced and reinforced until the students understand what they should be doing, and when they should be doing it. For instance, I plan on having set bathroom times for all students, but also having a pass in case of an emergency. Students should know that they are not to sharpen their pencils at a time when someone is talking to the entire class. These types of routines don t have a reason to be posted, but carefully reminded of consistently during the beginning weeks of school. Lesson running routines Again, I will have the students help with certain jobs during the lessons, such as passing out papers and materials. At the beginning of each lesson, I will tell the students what they are going to need and what we are going to be doing for the subject and what I expect of them throughout. They should know that their name goes on every paper that they receive, and should listen for instructions as to where it goes, and what is to be done with it. Interaction routines The interaction routines of my classroom are going to be very important, as I plan on having a lot of student-based instruction and group work. During lessons in which I am teaching, it may be necessary for students to raise their hand to speak. However, if a class discussion is occurring and is flowing really well without hands being raised, then I want that to happen. I will not make each child raise their hand if it is not disrupting the class, and will be sure to tell the students what I expect during the present conversation. In order to get students attention, I plan on having a phrase that I begin, that the students finish. For instance, the punch-line of my favorite joke is

4 brown chicken, brown cow. If I say brown chicken, then the students should stop what they are doing and look at me and complete the phrase, saying brown cow. o Homework procedures For homework and class work assignments, I plan on having two bins/folders for each subject where the students can put their homework assignments, and class work assignments. What I want to do is check their homework for completion at the beginning of the lesson and ask what any problems were, or go over a few things. They should then put their homework to the side while I begin the lesson. When the lesson is completed, and we are transitioning to another subject, the students can place their homework, and any class work that was completed during the lesson, in the correct folder. They can also have an opportunity at the end of the day to put in their homework or class work. o Transitions in and out of the classroom The students will know the daily schedule and when we go anywhere as a class. During these times, the students will be called to line up by groups at the door. I want to be sure that only those students who are prepared and quiet are lined up. While in line, I expect the students to be quiet and respectful of classrooms and what may be happening in the hallway. I don t feel the need to have a line leader, since I would rather have students who don t know how to walk in a line closer to me. I want the students to know certain stopping places along the routes that they should wait for the rest of the class to catch up and quiet down (even thought they shouldn t be loud). There will be planned times for classroom bathroom breaks. If a student has an emergency, they can pick up the bathroom pass that I plan to have and sign a sheet. This will only be able to happen during group work and independent time so that they do not miss any important information. o Prevent downtime and maintain activity flow In order to prevent downtime and maintain activity flow, I plan on having a schedule on the board for what is going to happen during the day. This way the students know what is happening. During any potential downtimes, I will write what options they have on the board, or present it on the projector. These could include working on homework, class work, reading a book, or studying other material. o Manage pull-out and push-in services Pull-outs and push-ins should occur with as little disruption as possible. I will help the students at the start of when their services begin to know when their time is

5 to leave the class and go to their service, and practice with them what the best way will be for them to leave and return to the classroom so that no disruption occurs. For those who are pushed-in, they should know to come in and sit quietly and wait until the subject or activity starts in which they are a part of. If they would like to bring a book, or look over previous lessons and notes, than they are more than welcome to do so. Organize and manage instruction o When and why use certain groups Cooperative learning groups are going to play a very large role in my teaching and instruction because I want the students to be more involved in their learning. I want them to make discoveries and be interested and responsible for what they are learning. One of the best ways that I can think to do this is through groups. Whole groups should be used when new information is being taught to the entire class. This may be used more at the beginning of a unit so that the students can get the information at the same time. Small, heterogeneous groups should be used when doing activities on the lesson that was just taught. These should be used when all of the students are at the same level of understanding and are all completing the same activity. Small, homogenous groups should be used when there is a certain, specific group of students who may need extension or remediation on a topic. They should also be used during guided reading groups, so that they are all working on the same level and learning the same techniques. I plan on using peer tutoring if I feel that both students will benefit from doing so. I want both students to feel comfortable with the situation and not feel like they are responsible for the learning of the other. I also want to be sure that there is an opportunity for the one being tutored to be the tutor for someone else in another topic. Individualized help will be given if needed. Students may receive this by going to a non-peer tutor or specialist. I will also give as much individualized help as I can for each student through accommodations and adaptations regulated by IEPs, 504s, or RTI plans.

6 o Motivate students and engage them in learning In order to motivate and engage my students in learning, I want them to be able to ask questions and find the answers. I want no question to go unanswered. Also, I want them to understand that I am still learning as well and that there may be a time when I don t know an answer, but would love to look it up and learn it with them. By remaining positive and giving feedback to good effort and accomplishments, my students will know that I want them to succeed. This will give them the motivation to complete their own goals for themselves. I understand that sometimes students may get a little burnt out and need some time to breathe. To keep them engaged in learning, I will have breaks in a lesson where the students can stand up and stretch or get their blood moving. This helps keep the brain awake, and helps with the attention that the students are able to give. I also want the students to always be able to come to me and say if they are not happy with a certain routine or way that a lesson is being taught. We can discuss this through a class meeting. I want to be evaluated constantly by my students, and have them feel that they can make suggestions about what happens in the classroom, and what would make them feel more motivated and engaged. Develop and use a classroom management plan that provides clear expectations of student behavior, including appropriate responses to inappropriate student behavior. o Theory of discipline My theory of discipline lies in the medium to low range, with special occasions in which high control is needed. I guess I am all over the place with my discipline ideas. I believe that students should be able to help create the rules of the class, the punishments and rewards that can be given, and give the students opportunities to take on responsibilities of their actions and behaviors and reflect on them. I want the students and I to be on the same level when it comes to behavior regulation. I do not want them to feel that I am the enforcer of my own rules. I want them to understand that I have to be the person who deals the consequences because it helps with fairness, but that if something needs to change about the consequences due to the situation, I am welcome to suggestions. o Rule establishment

7 The establishment of the rules should be a joint effort between me and my students. I want them to feel like they are important and that their ideas about how the class should be kept safe and caring for all matter. We will probably start by listing the rules that everyone can think of and then shortening the list by putting rules together and getting rid of rules that we don t think we will need to have. I want the students to have rules that they should follow, but also know that common sense and morality also play a big role in what they decide to do which would be a discussion I would have if placed in an upper elementary classroom. After the whole class has decided on which rules would best fit our class, then we will write them on a chart paper (making sure that each rule is written positively, ie: Respect everyone in the class and school), everyone will sign it, and we can post it in a place that we all decide on and can see. I also feel that I should sign the same rules, or have a list of rules for me to follow as the teacher. o Rule enforcement and overall discipline plan I would like to have a token economy type of discipline plan in my classroom as the primary way to manage my classroom.. The best plan that I have seen was implemented with marbles. Each student began the week with 10 marbles. Students could receive marbles for helping classmates, or actively participating in discussions. Students lost marbles for not following a rule or instruction and for not doing homework. The student with the most marbles at the end of the week was the Student of the Week. Intrinsic rewards should be tied to the tokens, by each student setting a weekly goal of how many marbles they want to end up with by the end of the week. Having the students create the rules also means that they should have a say in what should happen if the rules are broken. I want the students to help me create a discipline plan that fits them, but based around a token type of economy, such as the one explained above. By having a plan that is based on a token economy, I want the students to help decide how much should be given or taken away. o Managing and responding to misbehaviors including minor, more serious, chronic, and thorny issues Minor misbehavior problems include noisiness, socializing, and daydreaming. These types of behavior should be confronted on an individual occurrence and with a minor consequence. Getting the students attention and using a routine for interactions should be used when responding to these types of behaviors. Using nonverbal cues, such as the look and going near the student(s) may also be all that is needed. If needed, the students should be given warnings, and the type of discipline that the students decided on at the beginning of the year for such a behavior should be given.

8 More serious behaviors include arguing and failing to respond to a group directive. The best way I feel to manage these behaviors is to have the student removed from the situation hopefully just to another area in the room where they can take a breather. I also like the idea of having a reflection worksheet, where the student can write down their feelings at the moment, and then go back and see what could have been done. Chronic misbehavior can be dealt with according to the student s behaviors and needs. If they are chronically talking during class or daydreaming, maybe a self-monitoring plan would be best. If the chronic behavior is more serious, such as arguing or fighting, than more intervention may be needed, such as a behavior contract between me and the student, in which we can get together and talk about what the problems are, and what we can both do to help each other be more successful and less disruptive in class. Talking with the principal, parents, and special teachers about the problems and plan that was created will place more emphasis on it, and encourage the student to become more responsible. Thorny issues include tattling, cheating, stealing, and many more. These issues do not have a set way of being managed, and differ from situation to situation. Explain to the students what you expect from them. Using examples and non-examples in the class frequently about these issues can help them understand what to do in the situation, and what may happen as a result. Having private discussions with the offender (and victim if applicable) may help me understand why it happened and decide what should be done about it so that it doesn t happen again. Tattling can be dealt with by telling the students that if someone has done something that they are not supposed to do, they should be the one to come clean and tell the person in authority. If someone has done or is doing something that could harm themselves or someone else, the person of authority should be told. I want my students to know that tattling is not something that should happen in the older grades, and should be kept to a minimum. Students should not be punished for tattling, but it should be discussed. Cheating is a more serious thorny issue. A way to prevent cheating from occurring is to explain the directions of the assignment/test and make it clear that it is individual. By having group work opportunities in my class, I will have to make it explicit every time that students can do work together or if it must be done alone. The desk arrangement should be a clue to the students as to what is expected during the assignment. If cheating does occur, the assignment grade will be altered in some way, and the student will have a special area to sit until their work is completed. A discussion with the student will also be held in order to prevent any further incidents.

9 Stealing should be dealt with by what was stolen. If a student takes another student s pencil, the pencil should be returned. A discussion may be needed to be had about not touching another person s property unless permission is given by the owner. I don t want to place blame on the student if I am not 100% sure that they are the one that stole the item, so I will be sure to have a discussion with the students involved to see what happened. When the item is returned to the rightful owner, I will be sure to give the culprit some positive feedback by thanking them for returning the item, being honest, and being compliant. o Steps to prevent violence and how to respond Violence in schools is a great concern that I have. I want to be sure that all of the students in the school are safe, not just those who are in my class. In order to prevent violence from happening in my classroom and school, there are multiple steps that I can take: create a comfortable environment, promote community organizations and support, being aware of violence and hate in the surrounding areas, and look for signs of bullying and teasing. Once again, I plan on having discussion about certain topics, such as bullying, that talk about what it is and how to prevent it. I know that the guidance counselor will also use his/her time to talk about these issues, and I will be sure to reinforce what she says during my discussions with the students. Giving students who are being frustrated or upset time to cool off is also a great way to help curb potential violence. Separating bickering students and allowing both of them some breathing time can help the students get into a better mindset and not harm each other. If a threat is presented to me by way of rumor, note, or discussion with a student, I will immediately take the proper precautions and report what I have heard to the administration. I realize that threats are not promises, but they should be reacted to as such. If violence does occur in my presence, such as a fight, then I will be sure that everyone around is safe, that the proper authorities are contacted, and follow the protocol that is outlined by the school. o Anchor behavior management in positive reinforcement rather than punishment This seems to be an area in which may need some more work on. Although I want the students to feel more encouraged to have good behavior, I tend to say ways that I would discourage them from doing bad behavior. In order to give more positive reinforcement than punishment, I will have to be sure to catch students being good as much as possible. Also, statements should be made that congratulate those who are

10 following directions and showing good behavior, while giving those who may not be a subtle wake up call. I want my students to know that punishment may happen on occasion and that I would like to not have to give out punishments. Keeping a positive spin on my behavior plan will be something that I will continue to work on and improve as I begin my management plan in a classroom.