Classroom Management Plan. Ericka West. University of Phoenix. Maintaining an Effective Learning Climate MTE 520. Leanne Mowery-Halbrook
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1 Classroom Management Plan 1 Running head: CLASSROOM MANAGEMENT PLAN Classroom Management Plan Ericka West University of Phoenix Maintaining an Effective Learning Climate MTE 520 Leanne Mowery-Halbrook July 19, 2008
2 Classroom Management Plan 2 Abstract The following classroom management plan discusses personal philosophies, rules, management implementation, and assessment strategies of the plan for tenth grade students. Additionally, an example of communication and connecting with parents, substitutes, and the students themselves is provided.
3 Classroom Management Plan 3 Classroom Management Plan Personal Philosophy Educators are continually seeking effective ways to maintain an effective learning environment. I, too, am seeking ways to implement such an environment. An amalgamation of blended theories and models were used to create my classroom management plan. I believe that a student-centered learning environment with emphasis on self-efficacy and strong academic rigor, creates just such an environment. Concurrently, holding students, teachers, and parents responsible for collaborative work toward academic and social success is imperative. Routine The establishment of routine or norm setting will begin on day two of the class. The procedures and rules students must follow will be discussed and compiled into the finalized classroom rules. We will discuss routines and why rules are needed. Procedural routines such as being on time, having the necessary supplies, and how to partake in activities will be elaborated upon. Safety My student s physical and emotional safety is of the utmost concern. First, they must feel physically safe. Second, during the first days of school it is important that teachers make sure that all of their students are safe. This should be established when the classroom rules are being created and implemented. Students must know that they are safe to ask questions and it is imperative that they seek out clarification for information and concepts that they do not understand. When they participate, students will not experience ridicule or feeling stupid for asking questions. Oftentimes, students do not participate because they feel that their peers will make fun of them because they have an accent or ask the
4 Classroom Management Plan 4 same question repeatedly because they are struggling with an idea. As students participate, the teacher must model think alouds, guide students who are off track with care, and comment positively to them encourage them to continue to participate. Curriculum My classroom environment will cultivate higher-order thinking skills, physical and emotional safety, motivation as it relates to self-regulated behavior and selfresponsibility, communal learning opportunities, hands-on, SDAIE, gifted, culturally and/or personally relevant materials that capture my student s interest. I believe that the students interests, abilities, learning style, family culture, emotional and physical needs drive the learning process. The teacher s role is often more like a mentor who guides the child s journey towards self-actualization and discovery of their interconnectedness with the community and the world, with the goal of retaining a natural passion for learning. Classroom Community Cooperative learning groups and peer tutors will be used within my classroom on a regular basis. In addition, students will have at least one assignment that calls for family participation, such as a biographical narrative or having a parent/guardian speak to the class about an aspect of their culture as it relates to an assignment. Both methods are in an effort to collaborate with peers as well as adults, each whom can provide varied perspectives on a student and enhance student learning. Responsibility and Resources Student Responsibility for their own behavior will be one of the driving forces in my philosophy. Positive and negative consequences will be facilitated evenly and as fairly as possible. Parents will be asked to participate in the development of the final classroom
5 Classroom Management Plan 5 rules. This will be done after the initial introductory letter and (Appendix A) has been circulated. Both students and parents will need to sign the classroom rules list and return it by the 2 nd week of class. Inclusion of parents and/or legal guardians will be initiated at the onset of the school year. Their participation will be solicited, welcomed, and encouraged. In an effort to minimize behavior problems that stem from avoidance of failure or attention seeking (Charles, p. 244) by students who may be struggling with comprehending the material or content, a few students in the class will be designated a peer-tutors (p. 334). Classroom Arrangement My ideal classroom arrangement would consist of static desks. The perimeters of the classroom would contain room for 4 groups of 6 desks. This grouping would be used for cooperative learning groups. When students need to complete assignments within groups, they will move their bodies to the desks, and not rearrange the classroom and move the desks to transition into groups. The middle of the classroom would have 24 individual desks for independent study assignments and seating arrangements. The seats will be away from the door and windows to minimize outside distractions. There would be enough space for me to walk between learning groups and individual students to provide assistance and proximity. My desk would be placed in the front of the classroom, midway across the room. This is so I can see the door, cooperative learning groups as well as the individual students at all times. If computers are present, they will placed on the opposite side of the room, away from the cooperative learning arrangement. Student Behavior: Rules, Positive and Negative Consequences
6 Classroom Management Plan 6 Tardiness First offense, warning and discussion after class regarding the reason. Second offense, detention. Third offense, call to parents. Incessant Talking (Disruptive behavior that impedes student learning) First offense, I will re-direct the student s attention toward the on-task activity. Second offense, I will provide a reminder of the classroom rules, redirect the students behavior toward the on-task activity, and state that their behavior will lead them to the consequences associated with the third offense. Third offense, call to parents and detention. Electronic Devices I have a Zero Tolerance policy for cell phone, ipod s and MP3 player usage in the classroom. Students are informed on the 2 nd day of class of the classroom as well as the school s policy regarding electronic device usage in the classroom. They are not to use them, period. Parents are also informed about the enforcement of this policy, its purpose and are asked to be supportive of this policy. The device will be confiscated. In the first newsletter, parents will understand that they will be required to retrieve the device after the second warning. Personality Conflicts (Name calling) First offense, warning and discussion after class regarding the reason. Second offense, detention and call to parent(s). I have a Zero Tolerance policy name calling or bullying. Students informed on the 2 nd day of class of the classroom as well as the school s policy regarding name-calling and/or
7 Classroom Management Plan 7 bullying in the classroom. Parents are also informed about the enforcement of this policy, its purpose, and are asked to be supportive of this policy. Refusal to begin or continue an assignment The first offense will lead to an immediate after-school discussion to ascertain the issue behind the lack of participation or involvement. I will use this time to emphasis his/her strengths and minimize their weakness. I will ask how I can help them get back on track. Then, I will listen. The second offense will warrant physical proximity and proximity praise. On the third offense, I will assign a peer-tutor. Depending on the nature of our previous conversation, the students parent(s) will be contacted in an effort to seek assistance with the students non-compliance. If there is an underlying issue, I will seek to procure a resolution with the parents during this time. Computer Usage Students will not be allowed to visit any website other than the ones that I prescribe for the class. Students who misuse their privilege will not have the opportunity to utilize the in-class computer. They will have to find alternative arrangements for using the computer. If this becomes the case, parents will be notified so they are aware of the circumstances surround the child s inability to use the free computer resource. Late assignments Late work will be accepted; however, it will only receive 60% of the 100% grading scale. Late work is only accepted on Fridays. If the homework is late due to an excused absence, you will receive 100% if it is turned in by the Friday of your return. Critical Incidents, Fire drills, and Assembly s
8 Classroom Management Plan 8 Disclosure of the step-by-step procedures needed to maintain safety and order, will be provided to students in accordance with the schools policy. Bathroom Please see attached Appendix B for the bathroom procedure. Task Analysis Oftentimes students capitalize on opportunities to misbehave if they feel the teacher does not exhibit withitness (p. 256). On the second day of class, procedures for going to the bathroom will be introduced and enforced. How to ask and when to go will be followed as listed in Appendix B. Substitute Teacher Plan My substitute teacher plan will consist of a list of rules, a sample of positive reinforcement techniques, and classroom activities (Appendix C). Classroom Management Implementation The first day of class will be spent on getting to know a little about my students; their names, hobbies, or sports interest. I will let them know a little about myself. I will begin laying the foundation for establishing trust by letting them know a little about myself. I will introduce myself and participate in an icebreaker (e.g., Last Person Standing) with my students. Day 2 will consist of understanding rules, why we need rules, and what would they change if they could. I will listen to their responses, provide immediate feedback to let them know that I hear them and respect their opinions; acknowledge their desires without stating that I will implement any or all of them. This will allow me to include some of their input, allow their parents to provide input, and obtain signatures from both within two weeks (or less). I will model examples of positive and negative reinforcement during the class discussion. This is in an effort to show students how
9 Classroom Management Plan 9 to communicate with each other, myself as well as how to disagree with a persons idea(s) without attacking the person. An in class persuasive argument lesson where students debate the pro s and con s of rules will also provide a format for students to learn why rules are important, necessary, and allow students to practice this skill. Respect, communication, and trust should ensure based on these discussions. Execution of fair, consistent, and firm boundaries will remain continual throughout the duration of my class. Parental support will segue as an additional resource for insuring that students adhere to the rules and understand the consequences for their actions. Letter to Parents All areas of management are imperative to minimizing negative behaviors and maximizing on-task behavior; however, parental involvement may be one of the most valuable strategies teachers can use to procure such a result. I have prepared an introductory letter (Appendix A) to the parents/legal guardians of my students that will go out in hard copy as well as in an . This letter will go out the second week of school. As a secondary teacher, I will have up to 100 students, 25 students for 5 classes. This way, I can get to know my students a little bit and know their names. By this time, I will have implemented my classroom rules, routines, and assignments. Conversely, by doing so at this time, it will allow me to implement any suggestions made by parents, prior to Back-to-School Night. I will seek the assistance of the schools bilingual liaison, if present, and send out letters in Spanish and the other dominant primary second language of my students Assessment Strategy for the Classroom Management Plan I will solicit the assistance of a respected teacher at my school. This colleague can provide insight to student behaviors, my response(s), and ways to eradicate the behavior. I will
10 Classroom Management Plan 10 keep a journal where I can reflect on the incidences, my responses, student responses, peer feedback, and parental feedback. I will ask for parental feedback during Back-to-School night and Parent- Teacher conferences. I will let them know that they have other opportunities to provide feedback should these two events not fit their need. This will allow me to re-evaluate my rules and enforcement of those rules. I will make the necessary adjustments based on the comments, suggestions as well as what actually works with the students in my classroom. The high school where I work would have its own rules, regulations, and requirements. Augmentation of this plan will be necessary in order to remain in compliance with my principal. However, my plan seeks to provide students with consistency, defined boundaries, community involvement (students, teachers, parents) and communication in an effort to maintain an effective learning environment.
11 Classroom Management Plan 11 References Candler, A.C., Blackburn, G.M. & Sowell, V. (1981, Summer). Peer tutoring as a strategy individualizing instruction. Education. 101(4) Retrieved June 26, 2008, from University of Phoenix Ed.). (2002). Maintaining an effective learning climate. [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing. University of Phoenix (Ed.). (2003). Survey of special populations. [University of Phoenix Custom Edition e-text]. Boston, MA: Pearson Custom Publishing.
12 Classroom Management Plan 12 Appendix A Tenth Grade Teacher: Ms. West Classroom: Room B253 Classroom #: Available hours: 9:30 a.m.-11:00 a.m. or by appointment mswest@ousdd.edu (best way to reach me) Webpage: English Language Arts Greetings: My name is Ms. West. I am your child s tenth-grade English Language Arts teacher. I am pleased to begin another year. I have provided you with my contact information above. I want you to know that you have many ways to contact me should you have a question or concern about your child s English Language Arts experience. I truly wish that you would take a moment to review my website. The website is cock-full of information and it is available at your fingertips. Newsletters: I will send home weekly newsletters. The newsletter will have class happenings, exciting classroom news, up coming projects, and parent volunteer opportunities. This information will also be updated on my website and sent out as a blast . Back-to-school night and Parent-Teacher Conferences: Information regarding parent-teacher conferences will be sent out two weeks prior to parent-teacher conference week. Classroom Rules: My student s physical and emotional safety is of the utmost concern. Students will not be allowed to bully, physically, or emotionally cause intentional harm to another student. I want to do my best to make sure every child feels safe. Therefore, I have a Zero tolerance for this type of behavior. Students are not allowed to use cell phones for phone calls or to send text-messages at any point during class time. Please help me insure that all students have an opportunity to learn by asking your child to refrain from using their cell phone in class. You will be asked to retrieve your child s phone upon the second time they choose not to follow this rule. Next week your child, his /her fellow classmates, and I will put together our complete list of our final classroom rules; your, as well as your child s signature is required. Should you have any concerns or suggestions, please feel free to call or me. I really look forward to meeting you really soon. Cordially, Ms. West
13 Classroom Management Plan 13 Appendix B Terminal objective The tenth grade students will be able to go to the restroom without disturbing other students. Successful achievement By the end of the school year, each student will be able to enter and exit the classroom without disturbing other students as well as other classes when they have to use the restroom. Enroute or sub objectives (Listed sequentially) The student must be able to recognize what to do when they have to use the restroom. The student must be able to raise their hands and ask permission to use the restroom. The student must be able to wait for the teacher s response. The student must be able to know where to place their materials when they leave the classroom. The student must be able to walk out of the classroom without speaking to other students when they leave. The student must be able to return to the classroom immediately after using the restroom. The student must be able to walk into the classroom without speaking to other students when they return. The student must be able to return to their seat. The student must be able to take out their materials. The student must be able to begin class work. Enroute or sub objectives (Prioritized) The student must be able to follow directions. The student must be able to remember to raise their hand. The student must be able to wait for the teacher s response and not blurt out their request. The student must be able to remain quite when exiting and entering the classroom. The student must be able to place their materials on the face down on the corner of their desk. The student must be able to walk out of the classroom without making noises that distract other students. The student must be able to refrain from speaking or touching other students as they move to the door. The student must be able to go to the bathroom and not disturb other students and classes. The student must be able to go only to the bathroom. The student must be able to refrain from speaking or touching other students as they move to back to their seat. The student must be able to quietly take out their materials. The student must be able to raise their hand if they are unclear of the progression of the activity while they were out. * Eliminating unnecessary enroute or sub objectives
14 Classroom Management Plan 14 All of those listed above are necessary Learning prerequisites The student must know how to follow directions. The student must know how to refrain from speaking to students in the classroom and other classes. The student must know to ask for permission and when.
15 Classroom Management Plan 15 Appendix C Substitute Plan 10 th Grade English Language Arts Teacher: Ms. West Classroom: Room B253 Classroom #: Hello: Thank you for taking care of my students during my absence. On the upper right hand of my desk, you should find the lesson plans, office phone number, bell schedule, attendance sheets, and homework assignments. I have previously informed my students of how to behave when they have a substitute; however, here is a synopsis of the classroom rules. I hope that this is helpful. Please take a moment to orient yourself with them so the students do not successfully seize an opportunity to catch you off guard. Tardiness First offense, warning and discussion after class regarding the reason. Second offense, detention. Third offense, call to parents. Incessant Talking (Disruptive behavior the impedes student learning) First offense, I will re-direct the student s attention toward the on-task activity. Second offense, provide a reminder of the classroom rules, redirect the students behavior toward the on-task activity, and state that their behavior will lead them to the consequences associated with the third offense. Third offense, call to parents and detention. Electronic Devices I have a Zero Tolerance policy for cell phone, ipod s and MP3 player usage in the classroom. Students informed on the 2 nd day of class of the classroom as well as the school s policy regarding electronic device usage in the classroom. They are not to use them, period. Parents are also informed about the enforcement of this policy, its purpose, and are asked to be supportive of this policy. The device will be confiscated by the schools principal, Mr. Waters (x1214). Personality Conflicts (Name calling) First offense, warning and discussion after class regarding the reason. Second offense, detention and call to parent(s). I have a Zero Tolerance policy name calling or bullying. Parents are also informed about the
16 Classroom Management Plan 16 enforcement of this policy, its purpose, and are asked to be supportive of this policy. Refusal to begin or continue an assignment The first offense will lead to an immediate after-school discussion to ascertain the issue behind the lack of participation or involvement. The second offense will warrant the student being assigned a peer-tutor. The third offense, call MRS. EDGERLY, she will assist you with this student (x1312). If there is an underlying issue, I will seek to procure a resolution with the parents upon my return. Computer Usage Students will not be allowed to visit any website other than the ones that I prescribe for the class. Students who misuse their privilege will not have the opportunity to utilize the in-class computer. They will have to find alternative arrangements for using the computer. No one at this time is restricted from using the computer. Late assignments Late work will be accepted; however, it will only receive 60% of the 100% grading scale. Late work is only accepted on Fridays. If the homework is late due to an excused absence, they will receive 100% if it is turned in by the Friday of their return. Critical Incidents, Fire drills, and Assembly s PLEASE check the wall next to the door, above the light switch, the procedures are listed there! Bathroom Students must raise their hands and ask for permission to go to the restroom. They will only go, one-at-a-time, one time during the class period. Please encourage them to go to the restroom between classes. Cordially, Ms. West
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