Classroom Managment
 

 

Classroom Management Plan 

Valerie Acosta Hash

I

Building Community in the Classroom:

One of my main focuses has been to foster a positive environment through the establishment of classroom community. Students should feel that when they are in the classroom they are in a safe and friendly environment.  It is essential that each student believe they belong to a “classroom family.” This means, students, and myself, are expected to treat each other with respect and kindness. It is important for students to feel a sense of ownership in their classroom. This can be accomplished by displaying student assignments and projects all around the classroom.  This will give them pride in their own efforts as well as being able to leave their mark on their classroom.  Also, the classroom will be referred to as “our classroom” to foster a sense of ownership in their environment.  To assure that students feel safe in the classroom community, there will be absolutely no tolerance for bullying and other perceived violent acts. When students threaten physical or emotional harm to others, this not only destroys trust among students, but learning is disrupted and the teacher loses valuable instruction time. In order to promote relationship building, students’ seats and groups will be frequently rotated to ensue that classroom cliques are not formed and to ensure that every student knows each other. This allows students to create relationships with others that they may not have normally associate with, promoting diversity in the classroom.

II

I feel that a progressive approach to teaching and classroom management is most beneficial to the students, their needs, and their future use of the information they receive. This means my role, as a teacher, is as a facilitator. It is my job to help and to guide students toward the desired behavior or desired standard. I am a leader, a guide, not an overbearing authority figure. Through multicultural education, lessons and activities that promote diversity, tolerance, and equality, I feel I am able to foster positive behaviors and outlooks when dealing with diverse environments and inequitable situations in their lives outside of, and after school. Having students engage in diversity themed activities year-round, not just on certain holidays, can strengthen the classroom community.  Also, I am a firm believer in partner and group activities. Partnering students up or grouping them heterogeneously helps build community, teaches tolerance and patience, and prepares students for real life situations, such as team work in the work place. I also feel that students can help each other, and this is one of the best forms of teaching, peer directed learning. Higher achieving students can assist those that may need help in understanding new concepts or rephrasing instructions. Boys can help girls or vice versa, which helps them gain respect for the opposite gender. Students from different ethnic or cultural backgrounds can assist others, which promotes cultural diversity, understanding, and tolerance.

III

Classroom Rules

  •       Respect the teacher, your peers, and the environment

  •       Follow directions

  •     Use appropriate language

  •      Come prepared with all necessary materials

  •       Take pride, and give your best effort everyday

It is important that I take the time to create a set of rules and procedures for their classroom in order to create an environment that fosters learning. Taking the time to create specific rules and procedures will provide the important structure and stability that is needed in a classroom in order to achieve success. When a teacher has well developed, thoughtful rules and procedures, and implements them in a manner that is firm, fair, and consistent, the students will be one step closer to success.

In my classroom, I only have five rules. It is beneficial to have no more than five rules and no less than three. Implementing more than five rules in a classroom can create additional tasks, resulting in time spent on discipline rather than teaching. Moreover, in order to create a positive classroom environment that maximizes efficiency, I have created rules that are brief and positively stated. Also, I have posted them in an area that is visible to all in the classroom. An important factor to consider is to make sure all students are aware of the rules and understand the consequences. With this in mind, I have spent ample time during the first week of school teaching and rehearsing the rules. Also, at least one rule is reviewed everyday after the first week. This will establish the classroom expectations and foster a disciplined classroom.

Disciplinary Procedures:

  •      Verbal Warning or Reprimand
  •       Detention (after school, lunch, or nutrition break)
  •       Referral to office
  •       Call home to parent or guardian
  •      Conference with teacher, student, guardian, and principle or counselor

Disciplinary Interventions:

When a student is being disruptive, I need to decide whether or not to intervene. Some fires need to be put out, but others can cause a situation to escalate. So, in order to avoid disruption in teaching and learning, I must consider whether or not the intervention will escalate the situation.  I often use the lowest amount of intervention possible in order to prevent the situation from getting out of hand.  Discipline will be immediately implemented if the student’s behavior is harmful, distracting to others, testing the system, contagious, or if they are developing a pattern of misbehavior.  Some non-disciplinary interventions are: utilizing proximity, speaking in a low voice, using non verbal cues, asking the disruptive student to leave the room and speak to them one on one after instructions have been given to the rest of the class. In most cases, a non verbal cue, such as eye contact and a disapproving expression will eliminate the behavior. If needed, students who continue to disrupt will be spoken to, one on one, after class. A behavior contract can be established between the student and myself to motivate the student to curb the undesired behavior. This is a deal made between the student and teacher. If the student breaks the deal, the teacher will take disciplinary action, such as a call home, a conference, or a referral to the Principle.  Also, I must evaluate the reasons for the disruption. It may be that a student is bored with the work, because they are advanced; or a student may be frustrated or overwhelmed with the work, and accommodations may need to be made to differentiate the curriculum. 

Classroom Procedures:

In addition to the regular classroom rules, there is a set of procedures set in place to facilitate a positive and somewhat structured environment.

  •     When requesting help, answering or posing questions, students will be required to raise their hand or make eye contact to attract my attention.
  •       A timer will be used for all timed writings and for most classroom activities. This includes time between tasks.
  •      When I am standing silently at the front of the room, students are expected to refocus their attention.
  •       When the class is loud, such as during a game or activity, I ask the students to: “Clap once if you can hear me. (clap) Clap twice if you can hear me. (clap clap) Clap three times if you can hear me. (clap clap clap)”
  •       In order to ensure equitable distribution of participation opportunities, I use EQD (equitable distribution) cards. These are index cards with the students name on them, and any clubs, sports, or activities they may be involved in. When asking students to participate, I often pick from the EQD cards. This gives every student, even the ones less likely to openly participate, an opportunity to share their thoughts, answer, or simply assure that they are paying attention in class.  When a student is repeatedly acting up or failing to participate, the activities on the card can serve as motivation. For example, if “Juan” has not done his work, and refuses to participate when his EQD card has been pulled, I can easily say, “Juan, I see you are on the football team. Would you like me to have coach come in and ask you to participate?” This is usually enough motivation to change the behavior.
  •       A daily agenda for the day’s activities and expectations will be posted on the front board everyday.
  •       A list of assignments and their due date will be posted in the classroom. Students are responsible for obtaining and making up assignments that they miss.
  •       A seating chart will be established and adjusted to facilitate the recording of absences and maintenance of discipline. This will avoid wasted time on taking attendance and allows for assigned seating for students who need to be moved for disciplinary reasons.
  •       In order to facilitate organized note taking, students will be required to keep a five subject notebook that is used in class everyday. The notebook will be turned in periodically to ensure students are taking copious notes and following directions on assignments.

Room Arrangement:

The classroom should foster a safe, positive learning environment that promotes classroom community. The classroom arrangement should promote peer interaction, meaning students will be placed in pods or groups. It is important for students’ desks to be arranged in a way that they can easily work together. Also, there are interactive centers, such as a writing center, library and resources, computer center, and reading center that allow for the establishment of specific areas for specific purposes.  Also, knowing the logistical locations of equipment, such as power cords and outlets, can aid in the placement of equipment such as an overhead projector, LCD projector, smart cart, or document camera. There should be enough room for both the students and teacher to walk along the exterior perimeter, between the aisles, and all through the interior. Finally, electrical cords should be placed so that they are not tripping hazards for students. A sample seating chart is attached.

IV

Works Consulted:


Churchward, Budd. "The Honor Level System." Discipline by Design (2003). 8 Oct.     2007 <http://www.honorlevel.com/his_intro.xml>.

 

"Key Tenants Of Progressive Education." The Little School: Progressive Education        (2004).  <http://www.the little school.org/tenets.html>.

 

Mandell, Ph.d., Scott. "Classroom Managment." Teachers Helping Teachers (1995). 8  Oct. 2007 <http://www.pacificnet.net>.

 

Slavin, R.E. Educational Psychology: Theory and Practice. 2006. New York: Pearson.

 

 

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