Classroom Management Plan

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1 Classroom Management Plan EDUC 360 K. Gust 12/03/08 Heather Haney Philosophy of Classroom Management

2 Throughout my three and a half years of experience and learning at Manchester College, I have seen many different types of classrooms. Those classrooms, because they are different, have different management and discipline plans. My management and discipline plan is based partly upon the classrooms I have observed and partly upon what I have learned from my professors and peers. I am a laidback person and therefore have no problem with a little noise in my classroom. The only time I will ask that there be no noise whatsoever is during quiet work time. Too quiet a classroom will be very unproductive for me. Children need a little noise in their lives and I am not willing to take it away from them. I am neat and organized as well and believe that everything has a place. In my classroom, each child will be held accountable for keeping their desk in order, the space around their desk neat and cleaned, and the work tables clean. I will provide them with reminders as I know that not everyone who enters my classroom (ie. the children) will have the same expectations as me. Neatness and order are important and it is a goal of mine that each child will leave knowing and appreciating that. I also chose three theorists to help me in the development of my classroom management plan. Inner Discipline (Barbara Coloroso) is about teaching children to choose right from wrong and do it all on their own. You should give a child the option to fail and let them if the so choose, but it is your duty to pick them back up and show them to try again. The best tool to use with Inner Discipline is modeling. Discipline as Self-Control (Thomas Gordon) is about helping students to become self-reliant. It does not involve coercion, reward, or punishment. This theory uses confrontive skills, helping skills, and preventative skills which may seem like a lot of work, but once

3 installed in the classroom can easily become regular practice. Positive Discipline in the Classroom (Nelson, Lott, Glenn) is about building quality relationships with your students and their parents so that you have a mutual understanding and respect. This theory uses modeling to create positive classroom rules from the very first day and the theorists say you should not let your students off the hook. You must follow-through with all decisions. Barbara Coloroso, Thomas Gordon, and Nelson, Lott, Glenn are the three theorists I chose to use to help me build my philosophy because I want to create a classroom where my students are responsible and can be held responsible for all of their actions. The three key words that my classroom management plan is formed around are: responsibility, respect, and safety. Top Ten Beliefs/Practices 1. It is my duty to treat each child with respect. (Nelson, Lott, Glenn) If I show a child respect, he/she will in turn show me respect. Most children are looking to be respected and by giving it to them they are willing to respect me and their fellow classmates. 2. I will provide each child with the opportunity to choose right from wrong. (Coloroso) Each child will be given the option to fail (choose wrong) if they so choose, but I will be there to pick them up and set them on their feet again and show them the right way. Hopefully they will learn right from wrong and how to choose right

4 over wrong for themselves. 3. Each child will learn how to be self-reliant. (Gordon) Because I am trying to build a responsible, respectful, and safe classroom, I must teach the children to be self-reliant. 4. Classroom rules will be decided upon as a class. (Nelson, Lott, Glenn) All of the children in my class will be included in deciding what the classroom rules will be. I will guide them toward the type of rules I believe are appropriate, keeping in mind responsibility, respect, and safety. 5. No child will be let off the hook for misbehavior. (Nelson, Lott, Glenn) All decisions the child and I make will be final and followed through. It is important that this happens because if it does not the child will learn that he/she can do whatever he/she likes without consequence; which is not true in my classroom. 6. Every child will be held responsible for his/her actions. (Coloroso) Responsibility is a key term that I plan to help my class develop and eventually master. My class will understand that they need to take responsibility for every action and reaction (or consequence) that comes about. 7. Each child will understand what is expected of them. (Nelson, Lott, Glenn). Through communication, each child will know and understand what I expect them

5 to do. This will be a regular practice. 8. All children will do their best. (Coloroso) I expect that all of the children will participate and give their best all of the time. There is no reason for any child to not try. 9. Every child will keep their dignity. (Coloroso) Misbehaviors will be confronted assertively, yet keep the child s dignity intact. To strip a child of his/her dignity will only escalate the misbehavior/problem. 10. All children will know that they can succeed. (Gordon) In my classroom, all children will know that they can succeed because they will be given many opportunities to do so. This will build classroom support because those who believe in themselves are more apt to help others succeed. Preventative My classroom will be a safe and supportive place for all children to succeed. The classroom will be decorated with colorful, positive posters displaying good behaviors or phrases. Neatness and order will be kept to promote learning. During the first week of school, the class will create a list (with my guidance) of classroom rules which they will be held accountable for. We will also talk about what types of misbehaviors would break the rules we have decided upon so that they fully understand what is expected of them. The rules will be posted in the classroom for all to see and have access to. Because the rules will have been decided upon as a class and will be posted in the classroom, each child is expected to know and follow them at all times. Also, every child will be made aware of the school-wide policy on misbehavior.

6 To prevent misbehavior from happening, I plan to be constantly engaging my class. I know there will be times when I will struggle or even fail, but it is my duty to try my best. And it is the duty of my students to try their best. Supportive I have a key ring of time fillers (or transitional activities) that I plan to use to keep my class engaged through transitional periods. The time fillers are brief and userfriendly. To curb misbehavior, I will be moving throughout the classroom as much as possible during the school day. It should keep the children on task. My classroom has desks and chairs which will form small groups no larger than five and no smaller than three. These groups will be formed of children who will support each other and help each other make positive decisions. Each child s needs will be kept in mind during the forming of these groups and all groups will change at one point or another throughout the school year. I do not believe in incentives or rewards for expected behaviors. Incentives or rewards will be given to the whole class and individuals for behaviors that go above and beyond expected behaviors. Examples of these behaviors will be discussed at the beginning of the school year. Also, to support positive behaviors, each child will have a classroom job. The jobs will teach responsibility, respect, and safety. During the second week of school, the students will be given information on all of the classroom jobs available. By the end of that week, they must have filled out and turned in an application for their top three choices of classroom jobs. I will decide who is appropriate for each job. The class will have a chance to change their job every nine weeks.

7 Corrective Every child will have the chance to meet and confer with me about their behavior. Some children will need to develop a plan to prevent, support, or correct misbehaviors. The plan should be appropriate for the child and will be approved by me. All corrective classroom management will be fair and appropriate. The consequence will fit the misbehavior. Since each situation differs, I have included a ROUGH outline of what is to happen during the corrective stage. A first offense could include a warning. A second offence could include a letter or call home. A third offense could include a visit to the principal s office. I-message will be a big part of my corrective plan. At the beginning of the school year, the children will learn how to form and use I-messages (positive, direct statements). When a misbehavior occurs involving one or more children hurting (in some way, shape, or form) another child, the hurt child will be asked to use I-messages to correct the misbehavior and solve the problem. Rules and Consequences As stated before, my rules will be developed by the class. Everyone will play an important role in the decision-making process. The rules will be voted upon and all rules must be approved by me. When talking about the rules, I will also talk about consequences and how every action has a consequence (or reaction). I do wish to present the term consequence in a positive light. It is not a negative reaction, but neutral.

8 I will be present for guidance. The rule-making will take place during the first week of school and will be visited often in the first month. My classroom rules can be revisited and revised at any time during the school year with my approval. If a misbehavior happens, the child will be asked to tell which classroom or school rule they broke. Once they have determined which classroom or school rule they broke, the child will come up with at least two consequences for their misbehavior. The children are learning to be responsible and therefore should be capable of determining the appropriate consequence for the misbehavior. After the rules have been decided upon and finalized, they will be posted in the room for all children/parents/visitors to see. Also, the rules will be sent home in the first newsletter. Because they visited during registration, the parents should have the school-wide policy. Procedures Late Work Late work is work that was given on time, but turned in late. I will accept late work, but it cannot be completed on my time (during instruction) and it will automatically be counted 5% off. All work should be turned in on time. There are few excuses for late work. All work will be collected after the second bell by the work collector and put on the corner of my desk. All other work turned in after the second bell is considered late. The one exception is a child coming in late. Absentees

9 Absentees are those who missed one or more lesson. All homework papers will be in a file folder system located by the windows. If any student was absent one day or more, they can find the assignments in the file folder system. The child will have the same amount of time to finish the assignment as the rest of the class. For example, if the class was given a math assignment that was due the next day, the absent child would have one day to complete and turn in that same assignment. Absent work will not be counted off unless it turns into late work Grading Grading will be out of a total of 100%. Quizzes will be worth 25%, tests will be worth 30%, homework will be worth 20%, and participation will be worth 25%. My grading scale is: A , B 70-89, C 60-79, D 50-69, F 49 or less. Not everything will be taken for a grade, but the child should do his/her personal best every time. Beginning of class/school day At the beginning of class and the school day, the children will have approximately an hour of silent reading. During this time they may take reading tests, read a book, return an old book, and/or choose a new book. Before the second bell rings, each child is expected to be in their seat and quietly working. All of the morning routines should have been completed before the second bell. Getting attention/signaling for quiet There are many ways I can signal for quiet in my classroom, but I have chosen to make it a job for a child. The child who has the job of attention getter will have to

10 clap a specific rhythm and the rest of the class will repeat it and immediately become quiet. Transition to specials, lunch, recess, etc. The class will be given three to five minutes to transition from regular classroom time to specials, lunch, and/or recess. If there are any complications, I have the key ring with transitional activities. Dismissal from class/school day At the end of the day, the children will be given four minutes to arrange those things they need to take home with them on their desk. When all groups have their desks arranged, they may be dismissed to pack-up/clean-up. The dismisser is a student. Miss Heather Haney Manchester College 604 E. College Ave. Box 280 North Manchester, IN Dear Parent or Guardian, August 1 st, 20 This up and coming year is going to be a great one! I have been working hard all summer to find the best materials to use in my classroom and I am so excited to finally

11 get to know your child. It is not my character to check records, so in my classroom your child will have a clean slate. This is their chance to show me what they re made of! I hope that you will be willing to volunteer throughout the year for many different things. As those things come closer, I will send information home with your child and through . I can also call if you prefer. To contact me you can call my room phone at (555) or me at I ask that you please do not stop by my room during the school day hoping to chat as I will be preoccupied with teaching your child, among others. I know you would not want to take essential time away from your child s learning. Because we will be creating our classroom rules together at the beginning of the school year, I will be sending those to you once they have been completely developed. I follow three key questions in my development of the classroom rules and they are: is it responsible?, is it safe?, and is it respectful? I expect that your child will follow these basic guidelines always. Again, I am very excited to begin this new school year. Have as much fun as you can while summer vacation still lasts! I hope to see you at registration. Thanks, Heather Haney Ps. So I know you read and understood my letter, please sign, date, and detach the slip at the bottom of the page to be sent back to me Name/Signature Works Cited Date Bose, Sarah, Kristen Davidson, and Stacey Goins. Nelson, Lott, & Glenn Manchester College. 29 Oct Classroom Management Main Page. 30 Nov

12 GÜRCAN, Tuğba, and Esra TEKİN. Inner Discipline. 30 Nov Self-reliant. Webster s College Dictionary Thomas Gordon. 5 May Nov

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