Classroom Management Plan for the Resource Room, Grades 4 and 5. Student materials (binders, lesson books, pencils) available in crates as they enter

Transcription

1 Classroom Management Plan for the Resource Room, Grades 4 and 5 A. Physical Arrangement Student materials (binders, lesson books, pencils) available in crates as they enter Puzzles, educational games, manipulatives, and books on bookcases and out of sight from class area to minimize distractions Transition to lesson is efficient and entering flow eliminates a traffic jam and minimizes verbal and/or physical behavioral issues between students Physically safe learning environment Student desk sandwiched between storage and filing cabinet provides cool down spot out and isolated work space for working alone Bookcase for classroom library has clear access under windows for silent reading use Behind teacher s desk are additional class supplies (notebooks, glue, chalk, crayons, etc.) that are not available to students. Teacher s desk also has full view of door Student desks are arranged for classwork and flexible enough for small groups as well as individual work near the teacher s desks Preferential seating is available for students in the desk arrangement B Expectations/Rules and Consequences

2 1. School rules, hours, and student handbook hand-outs are attached 2. Classroom rules: a. We listen to each other. b. Hands are for helping, not hurting. c. We use I care language. d. We care about each other s feelings. e. We are responsible for what we say and do. 3. Because this is a Resource Room with many students coming and going, the classroom rules are posted on the bulletin board when they arrive. 4. The rules are introduced and clear examples given one the first day. The discussion provides right and wrong examples. Consistent enforcement provides a focused, safe learning community 5. Bonus points are given on a daily basis to individuals and/or the group for rule compliance. Points are added for the students grades. 6. Rule non-compliance causes the individual student to lose out on the daily points 7. Crisis procedures vary, depending on the individual situation. If, for example, the student is injuring him or herself, he/she is stopped immediately using calming talk and/or other prevention techniques, a school counselor called to the room, and options provided. If the student is injuring another student, a similar procedure is used with the initial step including separation and protection of each student. C Procedures

3 1. Upon entering the classroom, each student gets his/her binder, pencil, and textbook from the milk crate in the room s entrance. Each sits in the assigned seat and assumes the learning position of sitting up in the chair, binder and pencil inside the desk, and textbook on the desk. 2. When leaving the class, the students wait for the dismissal from the teacher, put their materials back in the milk crates, and walk (do not run) down the hall to their classrooms. 3. Turning in their completed work is not an issue in the Resource Room because they attend the supplemental sessions to develop skills for success in the general education classrooms. 4. The student must raise his/her hand to request permission to get up for water, the restroom, or other needs. There is only one student allowed at a time. The requests are minimal because of the short period that students attend the Resource Room sessions and the small size of the groups. 5. When they are tardy, they arrive as quickly as they can after checking in with their classroom teachers. There is not usually a way to make up absences because the work is reinforcing or developing individual skills. 6. Making up work is minimal because there are no long-term group projects. The value of the lessons is in participation in small group or individualized lessons and the student picks up where he or she left off. 7. Late work is a non-issue since Resource Room work is completed during class time.

4 8. Food, including gum, distracts from focused learning and class discussions and is not allowed during the class. Toys must be kept in their desks. 9. Class participation is directed by the teacher. When a student has a question or a need, he/she raises his/her hand and waits to be called on. Talking is allowed for group discussions or when transitioning. If the teacher is working with an individual student, the other students may talk quietly. 10. When students are working in pairs or separate groups, they rearrange their desks to opposite sides of the room and talk very quietly so as not to disturb the other group(s). Individual students work at the desk near the teacher s desk or at the isolated desk near the entrance. 11. Visitors stop by occasionally and the students may talk quietly at their seats if the teacher needs to talk with the visitor. If the visitor is in the classroom for an extended period, he/she is introduced to the students and welcomed. 12. Electronic devices are used only by the teacher. Students must ask for permission or be directly instructed to use the computers. 13. When the lessons are completed, free time may be spent working a puzzle, reading a book, or playing an educational game quietly with another student at their desks or on the floor. 14. The lessons are intense and incorporate several segments to hold the students attention as much as possible. In addition, we include several teaching approaches as often as possible to appeal to the students strengths in auditory, tactile, and visual

5 learning. Pairing up students helps them practice and refine their knowledge while incorporating a little fun. D Getting to know and develop relationships with students 1. Ice breakers Bouncy ball with questions (What is your favorite color/do you have a pet/what do you do for fun/what do you like for lunch, etc.), I poster, bring in an object that describes me, etc. 2. Take one student each week and do a 5-day Two by Ten conversation with him/her. 3. Attend school sports events, join the PTA, and sponsor an afternoon club. 4. Call each student s parent the first week with a welcome positive phone call. 5. Write a letter introducing myself and setting up communications with the parents by providing contact information. E Philosophy of Discipline and Self-Assessment One advantage to having experience in other fields is that I have had time to get to know myself. Work experiences have taught me not to react according to my personal assumptions but to ask what the other person meant by an action or comment. When I completed my undergraduate program and was originally certified as a Secondary Social Studies teacher, I had had very little time to assess my strengths and weaknesses. Additionally, being the parent of two children with learning disabilities has given me a personal understanding that I did not have as a recent college graduate.

6 I enjoy teaching children of all abilities and helping each one find and develop his or her strengths. I have learned that each person has something to contribute and education usually helps the process of discovering who he or she wants to be. I base my teaching on my students needs and use their Individual Educational Plans (IEPs) to address areas of support as well as types of instruction. It is important to find a method of instruction that works with the individual student and to constantly assess whether the needs that are addressed in the IEPs still require the indicated levels of support. As a special educator, one of my goals is to prepare the students as much as possible to succeed in the general education setting with minimal supports. For fifth graders, it is particularly important to prepare them for transition to the middle school curriculum. Another goal is to teach each student to feel confident in and maximize their strengths. Personally, I am analytical and enjoy preparing, effective lessons with a wide variety of modems. I like to have a predictable, structured classroom while incorporating stimulating, interactive, experiential lessons that may require the students to write their own plays, execute a survey, or create a 3-D model, for example. Ideally, learning should have an element of fun and be rewarding with personal growth. By having a stimulating, interactive lesson and clear classroom rules, classroom management will be simplified. I feel challenged when students have an apathetic attitude and strive to draw them into the process, developing their intrinsic motivation. I have seen recent examples of harsh and almost verbally abusive discipline in schools. This is contrary to my beliefs that students deserve respect as individuals and, while they are

7 not able to control their emotions or behavior sometimes, they deserve an opportunity to take a time out to regroup and later rejoin the class. It is part of my job to help them learn appropriate classroom behavior and, eventually, help them become productive citizens contributing to society. I work diligently to recognize and praise correct behavior and students efforts to learn. As a child, I rarely received recognition for good academic performance. Instead, the B on my report card of several A s was criticized and I became very sensitive to students needs for encouragement. One area I am strengthening is being clearer in classroom rules. It is important not to assume that a classroom rule is clear and to provide examples. Often I feel I am being clear in my communication but I need to improve in this area. There is nothing as satisfying to me as being part of a student s growth. It is fun to be instrumental in his or her success and to recognize that, while it might not be the top of Mount Everest, earning that diploma may mean even more to his or her future in life!