Classroom Management Plan

Transcription

1 EDUC Classroom Management Plan 1. Describe your school assignment. For undergraduates describe your student teaching milieu. For MAT students use your actual classroom. Describe the community that the school is located and the student population. (5 pts.) My first placement is in a kindergarten classroom in a suburban Title I school in the Clarksville Montgomery County School System (CMCSS). I will be working with a teacher who has a kindergarten to 8 th grade certification and has a total of six years experience; three of which have been spent teaching in this grade level. In the current classroom, there are 19 students, ten of which are boys with the remaining nine being girls. The ethnicity of this group includes eight White, seven African American, three Hispanic and one Asian student(s). Only one student has an Individualized Education Plan (IEP) and needs speech therapy. My second placement is also in a third grade classroom in a Title I Magnet School also in the Clarksville Montgomery County School System (CMCSS). I will be working with a teacher who has an elementary education certification with a total of five years experience; four of which have been spent teaching in this grade level. In the current classroom, there are 17 students, seven of which are boys with the remaining ten being girls. The ethnicity of this group includes four African American and thirteen White students. There are two students with IEPs, one for giftedness and another for a learning disability.

2 EDUC Diagram your classroom. Attach an explanation regarding how you have addressed visibility, accessibility, and distractibility. (5 pts.) Students enter the room and have storage for their jackets and backpacks against the back wall near my desk. My files and bookcase are to the right of my desk. Near my filing cabinet is the carpet, where I will gather the students for reading, morning work and calendar. A bulletin board with calendar will be positioned above the carpet. This area will also serve as the reading nook for students. Against the far wall, there are six computers, all of which are visible by the teacher at all times. Another bulletin board will be placed above the computers. Student desks are placed in rows of four, to increase cooperative and collaborative learning. The desks can be rearranged easily for testing or if regrouping is necessary. Proximity control is available with this layout. Even while working with small groups, I have positioned my seat at the reading table to be able to see around the classroom. Student files, center work, computers and books are easily accessible by the students and teacher. The overhead (ELMO) and whiteboard are visible to all students. There are few distractors in the room. The only distractor may be the classroom pet, which happens to be a nocturnal hamster. All toys and games will be placed in a closed or curtained cabinet marked storage on my diagram. I plan to decorate my classroom in a beach/fish or

3 EDUC dog theme, however, it will not be too flashy, as I do not want to distract students from their academic work. 3. Address your beliefs regarding classroom management. Be sure to identify the different authorities from whom you have drawn ideas. If for example you designate Canter and Canter be sure to identify the authorities from whom they have developed their work. We are looking for multiple connections to be made. (25 pts.) Carolyn Evertson s Classroom Organization and Management Plan (COMP) suits my classroom management style almost perfectly. Her plan includes the best of all of the other classroom management plans. I recognize and believe that management and instruction are inextricably related. Prevention of misbehavior is integral to this plan. I will use visibility and accessibility to my advantage in my classroom, while minimizing distractibility. Rules and procedures will be developed and taught. Students will have some input into rule making and will be held accountable through a behavioral clip chart (discussed in Question 4, below). Other elements of COMP will be included and are described below under the original creators of the method(s). I plan to treat my students the way that I treat my own children, with respect, dignity, love and plenty of scaffolding support to help them reach their potential. My children have three rules that they live by; these are listen, love and learn. While I cannot require my students to love, or even like me, by treating them with respect and dignity, they may. In this way, I will be using a portion of Curwin and

4 EDUC Mendler s Discipline with Dignity plan. Students are active participants in rule development under the Discipline with Dignity management plan, thus student input will be needed to complete my entire list of rules. I have, however, listed my flag rules in Question 4, below. I also plan to incorporate some of Redl and Wattenburg s management plan. Their diagnostic thinking in regards to solving behavior problems, which includes: a hunch; fact gathering; explore hidden factors; take action; and, be flexible, is an effective way to correct misbehavior. I will use their hierarchical approach to apply influencing techniques which includes: supporting self control through eye contact and proximity control; providing situational assistance through restructuring or rescheduling; appraising reality by stating concern for the student; and finally, invoking the pleasure/pain principle (only as a last resort). Kounin s withitness is another strategy that I plan to use to help manage my classroom. I agree with his belief that by managing smooth transitions and maintaining momentum, behavior will remain positive. By engaging students in interesting lessons they are inclined to pay attention and stay on task. While not every single lesson can outstanding, I intend to make most of my lessons student centered and interesting. Further, I will use Kounin s four elements of a desist, which include: calling the student by name; identifying what should stop; redirecting student with what they should be doing; and, explaining to the student

5 EDUC why they should be doing it. The ripple effect will also be useful in my teaching, especially since it works well with student up to the third grade. I plan to use this often in my class, by noticing students who are on task and making all students aware of their good behavior (possibly by moving their clip up to the next level). I will use a behavioral clip chart to help me, as well as the students, visualize the status of each student s behavior. B.F. Skinner s behavioral shaping is effective with students and I will use portions of his plan. Skinner believed that a behavior followed immediately by a reinforcer (reward) would reoccur. Reinforcements could include smiles, awards, stickers, and free time. Furthermore, he believed that misbehavior would become extinct if ignored. I believe that some minor infractions that do not cause distractions or hurt others, should just be ignored, otherwise, they will take away from precious instruction time. I will use positive and negative reinforcement (Canter and Canter also use this) in my classroom. Since I will be working with very young students, I will need to be sure to use a continuous schedule of reinforcement at the beginning of the year to establish new behaviors. I plan to be an assertive teacher, as described by Canter and Canter, in that will clearly, confidently, and consistently express class expectations. I will attempt to build trust and teach students how to behave so that learning can progress. My discipline plan will encourage student cooperation and group rewards.

6 EDUC I agree with Frederic Jones Positive Classroom Discipline in that classroom structure, including rules and procedures are integral for successful classroom management. I will spend the first few weeks of school going over classroom rules and procedures, so that by the middle of the year they will be engrained and automatic. Furthermore, by setting up the classroom so that I may use proximity control, I will be able to manage student misbehavior. A diagram of my classroom layout is attached. A description of my classroom layout is provided with Question 2, above. 4. Identify your classroom rules. Write a paragraph regarding the behavior that the rule is meant to address. Explain how you will communicate the expectations of the rule to students (do not make an assumption that the rule is self explanatory. Identify your system of consequences for rule violations. What positive consequences will you use to reinforce your classroom rules? (20 pts.) We will discuss the need for rules as an entire class. Developing a positive classroom community is important and does not just happen. It takes plenty of planning, teaching, and reinforcing on the teacher s part. I will explain my expectations for classroom behavior to the students. I will go over all rules explicitly. While I plan to have the students develop a few rules as a class, my flag rules are respect yourself; respect others; and respect your school. I will define the word respect. Respect in the verb form is defined as 1) esteem somebody or something; 2) not go against or violate something; and 3) be considerate toward

7 EDUC somebody or something. The first day, week, and weeks (if necessary) of class, I will define respect and have students role play different scenarios of showing respect yourself, respect others, and respect your school. Respect yourself I will teach students to point to their heads to indicate thinking before acting and the cross their arms over their chests to indicate themselves. I will ask students to provide examples of what this means, as I just went over the definitions. I will prompt, and expect, for answers such as Come to school prepared to learn with the tools you need. Be honest. Do your best at all times. Be safe. Respect others I will teach students to point to their heads to indicate thinking before acting and then point to others in the classroom, including me. I will again prompt for examples and ideas. I expect to hear answers such as, Be nice to each other. Listen when others are speaking especially the teacher. No hitting, pushing or shoving. Follow directions quickly also can be covered under this rule. Respect your school I will teach the students to point to their heads to indicate thinking before acting and then have then slowly and gently wave their hands in front of their chests to indicate the whole school. NOTE: no crazy waving of arms will be tolerated. This rule is important to protect school property.

8 EDUC Additionally, it also requires that students walk quietly and respectfully through the halls to show respect for the school and students in it. Following Canter s Assertive Discipline Plan for rule making, my rules are: Observable Enforceable throughout the day Age appropriate for first through third graders (which I plan to teach) Cover typical discipline situations Teach appropriate classroom behavior My flag rules cover the four compelling state interests of 1) property loss and damage (respect your school); 2) threat to health and safety (respect others); 3) legitimate educational purpose (respect yourself); and 4) serious disruptions of the educational process (respect yourself and respect others). Rules will be displayed clearly in the classroom. We will also go over the rules, probably every morning during carpet/calendar time, to remind my young students of the rules and expectation. My system of consequences for rule violations is moving a clip on a behavior chart. All students will start every morning on green. If they stay on green all day, they receive a sticker for the day. If they misbehave then half of their recess is taken away and their clip is moved to yellow. If they violate the rules again, they get no recess and move their clip to red. Taking recess time away

9 EDUC means that instead of doing what they choose, they are required to walk around the perimeter of the playground so that they are able to burn off some energy. Conversely, if students are very helpful and follow the rules, they are moved to the teacher s helper, or blue level, and they receive a treat (usually a Skittle) and a sticker at the end of the day. If they are exceptionally helpful and follow all directions, they are placed in the purple My Hero section of the chart. For this behavior, they are rewarded with two stickers and a treat at the end of the day. Students will each have a construction paper shape (calendar appropriate, for example, snowmen for January) with their name on it near their mailboxes. When stickers are rewarded they place them on their name/shape. When they receive ten stickers, they are allowed to go to the treasure box. I will also provide group incentives for following class rules by providing extra time at recess or an educational game time incentive, like Jones preferred activity time (PAT). 5. Describe procedures you will establish to address the following questions. a. Will you assign seats or allow students to sit where they want to sit? I will assign seats for at least the first nine weeks. I may, depending on group dynamics, move seating arrangements around every few weeks, as needed to maintain positive classroom management. After the first few weeks, I should be able to determine which students work best together, and which obviously need to be separated. Additionally, I think that placing students of differing ability levels

10 EDUC as shoulder buddies helps both the lower and the upper ability student progress. Moving students seating arrangements also increases my belief of developing a community of learners. Students will naturally learn more about each other if I place them near one another and vary the placement often. I may, depending on group dynamics, allow students to choose where they sit for a specified period. However, I would be sure to remind students to choose wisely, as it needs to be a place where they can work well, otherwise, I have the right to move them. b. Will students be allowed to go to the bathroom during your class? How will you handle this? Students will be allowed to go to the bathroom during my class; however, they will be encouraged to do it during scheduled bathroom breaks. I will tell students that they are not allowed to go to the restroom during instruction. Students will be instructed to cross their index and middle finger and raise their hand, to nonverbally cue me to their need. I will provide a nod of the head to affirm their request. Obviously, if students abuse the privilege, then I will have to make modifications. It is undignified to not allow a student to use the restroom if they need to do so. c. When may the pencil sharpener be used? Students will be reminded every daily during morning work, which will be on my overhead projector, to sharpen two to three pencils. A classroom supply of about a dozen pencils will also be available. A helper will be assigned as pencil sharpener

11 EDUC person, to sharpen that classroom supply of pencils every afternoon just as car riders are called for dismissal. Thus, a bus rider will have to perform this duty for us. Most pencil sharpeners are extremely noisy. They can cause distractions and so therefore, it is best to sharpen pencils early in the morning or late afternoon, but NOT during instruction. d. What should students who come to class without paper and/or pencil do? People occasionally forget things. If so, they may borrow a pencil and paper from the classroom supply. At the beginning of the year, I will provide a list of necessary supplies. After taking inventory of the supplies (which I may ask for a parent volunteer to help with this), I will place them in a closed cabinet. By taking notes of who did and did not send in supplies, I may be able to take note of which students, due to socioeconomic reasons, may not be able to afford supplies. I will purchase items as needed for these students. A note may be placed in the weekly classroom newsletter asking for needed supplies. Many parents that do not have the time to volunteer in the classroom willingly send in materials when asked. e. What students are to do when they enter your classroom? Students will be instructed at the beginning of the year to enter the classroom each morning, hang up their coats and empty their backpacks. They will place any lunch money or notes from home in an appropriately labeled tray. They will also place their folders in the appropriately labeled tray. They will sharpen

12 EDUC two or three pencils and begin their morning work, which will be displayed on the overhead. They will be instructed that any other time that they enter the classroom, they are to go directly to their desk unless specifically told to do otherwise. If I teach these procedures and routines at the beginning of the year then students should successfully follow them. f. How do you plan to distribute materials in class? Other than tests, which will be distributed by me, I will typically have a helper of the week pass out papers. Students like to help and there is no need for all students to get out of their seats to get papers. I will also develop a method, using spreadsheet software, of keeping track of my helpers to make sure that all students have a chance to be helpers an equal amount of time. g. What are your students to do if an unexpected visitor comes to your door during class? At the beginning of the year, I will clearly explain my expectations of students when we get a visitor at the door or a phone call. I need to have everyone work quietly so that respect can be shown to the visitor or caller and that I am able to hear the person. This ensures that we follow our class rule of respecting others. Students will be directed to continue their work if they are working on something at the time. Otherwise, they are to sit quietly and read their recreational books.

13 EDUC h. How do you want your students to leave your classroom? I will call students by name, row or table, when lining up for specials, lunch, or recess. Typically, since I plan to teach younger students, I will cue them by saying, I m looking for the quietest table to line up first. I will also have students line up by their class student number. Very young children may argue over their places in the line, so it is just good practice to have them learn their student number, which corresponds with their mailbox, and line up that way. Also for these young students, especially kindergarten, I would have a line with all of their student numbers spaced appropriately along the floor to ease any problems. This method can also encourage number recognition. Classroom jobs of line leader and caboose will be assigned and will change weekly to encourage a community of learners. i. How should students get assignments they missed when they were absent or out of the room? Students who miss class or are out of the room will be provided with any missed material in their mailboxes. My weekly newsletter home will also state when tests will be given. I also plan to use the website provided by CMCSS to post any websites that can provide additional academic support as well as post my weekly newsletters there. If cooperative work were done that day, I would have to provide an alternative assessment or activity, which would have to be done on a case-by-case basis. If a longer than one-day absence occurs, I will or call the

14 EDUC parent to check on the student and determine if a sibling were available to take work home for the absent student. In my daughter s school, PASS students are taken out of the classroom for an hour and a half for enrichment. If this occurred in the school that I work in, I would work on remediation for my remaining students during this time, instead of moving ahead with new material. If remediation were not required, I would work on problem solving and enrichment activities. In this way, the PASS students do not miss important instruction. j. What are your standards for written work? Will you require a standard heading on students papers? If so, what should be included in that heading? Should students use pencil or ink? Will you accept work done in colored ink or marking pens? Does it matter whether paper is white or colored? Are torn edges or rippled edges torn from spiral notebooks acceptable? Students will be required to write their names and class number on each paper. I will cue students to do this every time at the beginning of the year by saying, What is the first thing we do when we get our papers? Later, after I have appropriately shaped their behavior, I will not remind them often, if at all. I prefer that students use pencil, however, sometimes, especially during writing instruction, it is easier to write in pen. I will accept pen or pencil but will explain that pencil is easier to erase and modify than pen. I do not care about the color of the paper. Edges on the paper can be annoying, however, I am flexible and prefer to be a stickler on more important things. I will, however, remind students that if I cannot

15 EDUC read their papers due to sloppy handwriting then I cannot grade them. The socioeconomic situation of the student must also be taken in to consideration. If a student continually turns in work written on paper shopping bags, I will accept the work and send home a package of paper. k. What special procedures will you put in place for the start of the school year? The beginning of the year is such an important time to explain your expectations and procedures. There are many procedures that I will set in place. I mentioned the procedure for entering the classroom and beginning morning work in Question 5e, above. The following procedures enforce classroom rules of respecting oneself, others and the school. Other ideas follow, however I am certain that others will come to mind as I student teach and begin teaching myself: Raise your hand if you have a question. Do not congregate at my desk. When you are finished with your work and have checked it for accuracy, you may finish other uncompleted work and then read for pleasure. After I have graded (stamped or stickered) your work (for kindergarten and first graders), place it in your mailbox. No more than three people in line at the pencil sharpener or water fountain at a time. When you are called to leave the room, push your chair in and line up quietly and respectfully. No running or pushing!

16 EDUC When leaving for the day, clean up your area and stack your chair on the table (age appropriate, of course). Walk quietly in the hallways so as to be respectful of those students learning. Stop where and when I tell you to stop (please go to the end of the hall and wait, instead of going all the way to the bus!) l. Identify at least three other procedures that you feel are important. (15 pts.) Nurse visits. I will explain that if a student does not feel well they should inform me so that I can send them to the nurse with a pass. This shows respect of yourself and others, as we do not want others to get our illness. Clean up the center you are working in before you leave. This shows respect of others. Proper center interaction and where completed work should be placed. Again, this shows respect for self and others. Proper location for lunch money, permission slips and homework. By showing students where to place all of these items, they should not get lost. 6. Describe your instruction style and how it relates to classroom management. (10 pts.) I believe that students construct their own meaning so in this way I believe in constructivism. However, I also believe in the social cognitive theorists view of learning in that learning occurs as a result of social interaction. People learn by observing others. I believe in creating life-long learners. If I make learning fun

17 EDUC and interesting, I believe that students will be motivated to learn. Research proves that academic achievement and motivation are inextricably related. I realize that my goals are high, however, I have the tenacity and drive to accomplish them. I believe that motivation is key to establishing a positive learning environment and decreases misbehavior. My instruction style is based on target principles of motivation provided by Ormrod (2011) and include: Tasks - I will create lessons that incorporate students in authentic learning as much as possible. I believe that students are motivated when they are provided learning opportunities that they find interesting. I will encourage meaningful, not rote, learning. I will scaffold my instruction to reach all learners. I will also provide differentiated instruction and vary my lessons so that I can reach kinesthetic, auditory, and visual learners. By altering my instruction methods (direct, cooperative, authentic, etc.), lessons will be more interesting and reach my learners. Autonomy - I believe that by providing projects that allow autonomy, students will be intrinsically motivated to learn. For example, if we are studying the solar system, I could ask students to create a model that appropriately depicts the solar system. I can provide a rubric for assessment, but allow the students to create cakes, physical models, paintings, etc., to show that they understand the content. I will use active learning strategies to engage learners.

18 EDUC Recognition I will ask students for their input about classroom practices, policies and rules. The students will make some of our classroom rules. I will also assign leadership roles such as line leader, paper distributor, pencil sharpener, floor sweeper, etc. to acknowledge student participation and encourage a community of learners. I will praise excellent work and recognize students who display on task behavior. Grouping Social interaction is important and is a basic human need. Students need to work together in cooperative, collaborating ways. Using problem-based learning activities encourages group work and fosters positive relations. These projects can be time consuming to grade and develop, however, they are very important authentic life lessons. Evaluation Timely feedback is extremely important. Students need to know how they are performing in a class. I make the commitment to provide timely feedback to my students. Additionally, providing examples of excellent responses to work so that students may use them as examples to help guide them in their own work is good practice. Providing rubrics with assignments provides students with specific expectations. Time It is imperative that students be provided the time to master important topics and skills. I will provide that required time. I will also explain new concepts and then present hands-on activities so that the students can see the

19 EDUC concept in action. I will also intersperse high-energy activities with sedentary ones. For example, if students have been sitting for a long time, I will ask them to stand and perhaps have them spell out their spelling words using body language before I continue. 7. Explain how you will address diversity issues in your classroom such as race, exceptionalities, English as a second language, etc. (10 pts.) I will not accept intolerance of different ethnicities, genders, or lifestyles. This is why one of my flag rules is respect others. I hope to be able to determine these talents by getting to know each student well. At the beginning of the year, I will ask students to complete an All about me! questionnaire and poster. Students will be asked about his or her family, favorite activities, places to go, states they have lived, etc. I will have several poster boards and markers available for any students who cannot afford them. Any diversity issues should be brought to my attention through this activity. These posters will be placed around the room after each student has a chance to explain their poster. Another activity would be to have students fill a brown paper lunch bag (provided by me) with items that help others get to know them. This is a great icebreaker activity and helps everyone get to know each other better at the beginning of the year. If I show that I value each person and their uniqueness, my students will do the same. By fostering a positive community of learners and instilling the belief

20 EDUC that we all have something to contribute, even if we do not look or act the same, it will encourage my students to think in the same manner. I will include multiculturally diverse literature in my curriculum. I will read books aloud, hopefully daily, that educate the students about different cultures (for example Esperanza Rising or Roll of Thunder Hear My Cry). I will also recognize diverse holidays, so that we can better understand different cultures. 8. Explain how you will address parental communication with the children of your students. Include any ideas you have for parental involvement with your classes. You may also include a log of telephone calls, s, and letters to parents. Include a letter that you will send to parents discussing your discipline system for the classroom. (10 pts.) At the beginning of the year I will ask parents for their preference of contact. They may choose , texts, phone calls or notes home with the student. I will do my best to contact the parents in the way that they indicate. Additionally, I will determine if they have computer and Internet access at home. I will send home a copy of the weekly newsletter and homework assignment sheet every Friday via student folders. I will communicate with my families, whenever possible, via , as this is a quicker method of communicating to large groups. My goal is make a positive call to each of my students at least two to three times a year in order to show students and their parents that I care. I will be sure to use positive language and provide a true compliment.

21 EDUC Keeping records is extremely important. While ideally you would print any sent to or received from parents, paper supply is a real issue in classrooms. I will set up electronic mailboxes for each student to place all electronic correspondence from parent. Using spreadsheets is another great way to stay organized, for example, to keep track of who sent in field trip permission slips. I will send out a form letter asking for volunteers at the beginning of the year. I will further indicate possible volunteer slots, such as Room, Accelerated Reader, and Math Superstars Parent(s). I believe that parental involvement in classrooms can be a positive experience, as long as the gifts of the volunteer match the task that has been assigned. For example, if volunteer is good at math, ask them to be the Math Superstars parent. If someone loves to read, ask him or her to come in and read to the students for 15 minutes a day, or once a week, whatever. Parents tend to trust teachers that want them to help in the classroom.

22 EDUC References Hardin, C. (2012). Effective classroom management. Boston, MA: Pearson Education, Inc. Ormrod, J. (2011). Educational psychology: Developing learners. Boston, MA: Pearson Education, Inc.

23 August 1, 2012 John & Mary Doe 1010 Deer Crossing Clarksville, TN Dear Mr. & Mrs. Doe: I am pleased to have your daughter, Zoe, as a student this year. I appreciate your being an active participant in Zoe s learning. Please check her folder each night for important notes from school. I will also notify you via , if that is acceptable to you. Rules and procedures are necessary for a positive classroom community. Following is a list of our classroom rules and an explanation of our discipline system. Our classroom rules are: Respect yourself; Respect others; and, Respect your school. A clip chart will be used to keep track of student behavior. Rewards will be given out at the end of the day and consequences will be given during recess. After students receive a total of ten stickers, they will be allowed to choose an item from the treasure box. Students begin every day on green. Our consequences are as follows: No rules broken and especially helpful the entire day, student moves clip to the purple my hero section and receives two stickers and a Skittle or M&M at the end of the day. No rules broken and especially helpful, clip moves to the blue helper section and receives a sticker and a Skittle or M&M at the end of the day. No rules broken student s clip will stay on green and students will receive one sticker. One rule broken and student s clip will be moved to yellow and half of recess will be spent walking near the playground. Two rules broken and clip will be moved to red and all of recess will be spent walking near the playground. I encourage you to discuss these rules and consequences with Zoe. Please sign and return the attached document. With your active participation and support, I am sure that together we can have a successful year. Please contact me with any questions or concerns. I am here for you and Zoe and look forward to a wonderful year together! Sincerely, Please sign and return this page as soon as possible. I have reviewed the classroom rules and consequences with my child.

24 Parent printed name signature Student printed name signature date

25 Student files Student center work = Door Teacher storage above and under Class pet ELMO Student Storage Reading Table Smartboard Door Bookcase Filing Cabinet Bookcase Student Storage Bookcase Bulletin boards Bulletin Board