Classroom Management Plan Guidance, Instruction & Assessment Amy Lynn Wells 29 November 2004

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1 Classroom Management Plan Guidance, Instruction & Assessment Amy Lynn Wells 29 November 2004 My classroom management plan is strongly influenced by the philosophy of Reggio Emilia schools. Below is a poem found in The Hundred Languages of Children; The Reggio Emilia Approach Advanced Reflections. (Page 293; Carolyn Edwards, Lella Gandini, George Forman, Editors; 1998.) This poem, entitled If seems to embody the inspiration that moves as a teacher. If By Pamela Houk If I can Ask my own questions, Try out my ideas, Experience what s around me, Share what I find; If I have Plenty of time for My special place, A nourishing space, Things to transform; If you ll be My patient friend, Trusted guide, Fellow investigator, Partner in learning; Then I will Explore the world, Discover my voice, And tell you what I know In a hundred languages. While the Reggio Emilia approach is generally associated with preschool-age children, I believe that the basic principles of education are also relevant throughout all levels of elementary education. For this assignment, I would like to apply the Reggio approach to a group of second graders specifically, with the 8 year-old children from my Fennimore placement in mind. My classroom management plan takes into consideration the following aspects: Physical environment Psychological environment/promoting a positive place for learning Classroom procedures Communication Code of Conduct

2 Physical Environment The classroom environment must be aesthetically and intellectually stimulating. It must convey a respect for interests, rights, needs, and capacities of those who use that space. The classroom should have a comfortable, safe, and home-like atmosphere with the presence of soft lighting; cloth materials draping windows, shelves, and corners; living plants, an aquarium, possibly an aviary, natural light from windows, comfortable furniture for quiet moments such as reading, or times when children (perhaps special needs children) can center themselves and de-stress. A nice compliment to the classroom is a rocking chair, or large wingback chair for the teacher to read or tell stories as the children gather around. Real works of art, as well as the children s art should be amply displayed, as opposed to commercial types of posters and bulletin boards. A piano and other musical instruments are important, as well as an area for dance and movement. The classroom must also be a print-rich environment with the presence of poems (by classic poets as well as the children themselves), documentation panels, student-created charts and graphs, and of course, a multitude of bookshelves, magazine racks, and the like. The classroom environment and daily schedule will be organized in a way to enhance development and learning, as according to NAEYC guidelines as stated in Developmentally Appropriate Practice in Early Childhood Programs (Sue Bredekamp and Carol Copple, Editors; Revised Edition, 2000, page ): Teachers plan the time schedule, and environment so that children can learn through active involvement in various learning experiences with each other, with adults, and with a variety of materials. Teachers provide a safe environment and age-appropriate supervision that allow for children s increasing responsibility. Teachers provide a variety of materials and activities that are concrete, real, and relevant to children s lives. Teachers organize the daily schedule to allow for alternating periods of physical activity and quiet time. They allocate ample time for children to get deeply engaged in investigations of problems or creation of products (writing, constructing models). Psychological Environment Promoting a Positive Place for Learning The classroom itself is a community of learners, including the adults that serve as the teachers. The environment will always be a place where children feel safe, and valued. Everyone is treated with respect and equality. Healthy relationships are encouraged and nurtured as individual and cultural differences are embraced and celebrated. The teaching style is flexible to individual learning styles. Autonomy is 2

3 upheld. The following guidelines are met as described in Developmentally Appropriate Practice in Early Childhood Programs, page ( ): Teachers ensure that primary-grade classrooms function as caring communities of learners in which all children and adults feel accepted and respected. Teachers have high (challenging but achievable) expectations and standards for every child s learning and development. Teachers know each child well. Teachers use a variety of strategies to help build a sense of the group as a democratic community. Teachers bring each child s home culture and language into the shared culture of the school so that children feel accepted and gain a sense of belonging. Teachers use a variety of ways of flexibly grouping children to promote learning and socio-emotional development. Children with disabilities or special learning needs are included as members of the class socially and intellectually as well as physically. Classroom Procedures Classroom procedures will be clearly defined. The class as a whole will take bathroom breaks together, and get drinks of water at various routine times during the day. If a child needs to use the restroom during regular class time, they may either ask, or simply take the bathroom pass hanging by the door (to avoid any embarrassment if the situation is an emergency.) Children learn to move about the building independently, but teachers know where they are and what they are doing. (Developmentally Appropriate Practice in Early Childhood Programs, page 164.) Before morning (and all) snacks, the children will wash their hands in small groups, one at a time. Each child will have specific individual duties each week such as passing out napkins, getting milk, passing out the snack, feeding the fish and birds, and so forth. Children learn personal responsibility, and respect as well as important skills and knowledge to enable them to function in society. (Developmentally Appropriate Practice in Early Childhood Programs, page 161.) Consistent routines will be followed for arrival and departure. In the morning, the children will go to their lockers to put away their coats and backpacks, and then come into the classroom. A variety of activity centers will be provided for children to engage themselves in before the school day begins. They will also have an opportunity to socialize with peers and teachers. At the end of the day, adequate time will be provided for the children to prepare themselves for dismissal. Teachers promote initiative, prosocial behavior, perseverance, task orientation, and self-regulation by providing many engaging activities, encouraging individual choices, and ensuring numerous opportunities for one-to-one time with the teacher or with close friends. (Developmentally Appropriate Practice in Early Childhood Programs, page 168.) 3

4 All transitions during the school day will be understood as they are cued with music, rhymes and chants, and things such as lighting to change the mood. Teachers give children advance notice of transitions and, when possible, allow them to complete what they are working on. (Developmentally Appropriate Practice in Early Childhood Programs, page 165.) Communication Teachers have time for periodic conferences with each child s parents Parents visits to school are welcomed at all times, and home visits by teachers are encouraged and supported. Opportunities for parent participations are arranged to accommodate parents schedules. Goals and celebrations of learning are shared with all who are involved. Educators and parents share decisions about children s education. Teachers listen to parents and seek to understand their goals for their children. Teachers work with parents to resolve problems or differences as they arise, and are respectful of cultural and family differences. (Developmentally Appropriate Practice in Early Childhood Programs, page ) Communication needs to be a priority in the classroom, and in all aspects of teacher interactions. A teacher must communicate clearly with her students, parents, administration, other staff and faculty colleagues, and the community. I will get to know each child personally, and encourage children to communicate in appropriate, assertive ways with each other. I will help them to learn to resolve differences amongst themselves by discussing feelings. Class meetings will be a routine part of the class management, in which each person s voice in the classroom is valued. Documentation panels will be provided for parents to be informed of the happenings in the classroom, as well as weekly newsletters. Children will bring home readings and family assignments, accompanied by a slip for parents to sign and return to school with their child. Through music and theatre programs, parents and the outside community will have an opportunity to be involved in classroom work. Art displays may appear in public places throughout the community, as well. Code of Conduct Students will respect others. Students will respect property. Students will be safe. Students will be prepared. Students will be responsible. Teachers promote children s development of respect for others, conscience, and self control through positive guidance techniques: involving children in establishing clear and reasonable rules for social living and conflict resolution; enforcing clear, 4

5 consistent consequences for unacceptable, harmful behavior; redirecting children to an acceptable activity; and meeting with an individual child having problems or with the child and the parents together. Teachers keep misbehavior in perspective, recognizing that every infraction does not warrant attention and identifying those that can be used as learning opportunities. The Success Cycle The harder you work The more you like it The better you produce The better you feel Working with a Partner Be polite Praise your partner Help each other Take Turns Share Talk about your problems Listen to you partner Speak quietly Behavior Issues Behavior issues will be handled in a One, Two, Three Strikes -manner. Each time a student is spoken to due to inappropriate conduct; the student will experience a series of three consequences (that have been clearly explained to the entire class.) Strike one: Warning. Strike Two: A privilege is removed. Strike Three: Parents are called, and a conference may be in order. 5