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Classroom Management Plan

Classroom Management Plan

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Published by mcr82037
Methods of Instruction
Methods of Instruction

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Published by: mcr82037 on Dec 02, 2013
Copyright:Attribution Non-commercial


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Erin O’Connor & Melissa Reichard
 Classroom Management Plan
Description of grade level, ages, course content, and community including issues of diversity (e.g. economic, racial, disability):
This classroom management plan is directed towards ninth grade freshman in Crestwood High school.
The average age during
 freshman year is usually fourteen to fifteen years old. The course is Academic English II, which includes a vast array of literature, including works from the Romantic, Victorian, and Modern periods. In addition we will cover selections derived from British literature, American literature, and global literature. Some examples include short stories by Edgar Allan Poe, plays by William Shakespeare,  poems by William Blake, and an assortment of novels such as
The Catcher and the Rye
, and
Crestwood High School is located in Mountain Top, Pennsylvania, which is a part of Luzerne County. The Mountain Top community is a suburban area with a predominately white population. The ethnic demographics include a 94% Caucasian population, 1% Black  population, 2 % Hispanic population, and 3% Asian population. In addition, Crestwood has a 14% eligible for a free lunch population and 4% eligible population for reduced lunch.
Crestwood High School’s
student population is 1062 students. The school contains a male  population of 51% and a female population of 49%.
Description of how you will physically arrange your classroom:
In ou
r classroom, we will arrange the students’ desks in five rows and five columns, with
wide spacing in between to allow for easy movement throughout the classroom. This setup also works great for a literature class because it allows the desks to be moved at any time to create a large group discussion. Our book cases, shelves for materials, and cabinets will be located along the walls for easy access. We want our classroom to have a warm, safe, and welcoming atmosphere. In order to achieve that, we chose to put motivational, creative, and fun posters around the room to display that positive and warm atmosphere. In order to remind our students about our rules and expectations, we chose to place two charts/posters on the front board where students can see them and be reminded of them as well. Below is the diagram, which provides a detailed description of what our classroom would look like.
Erin O’Connor & Melissa Reichard
 Classroom Management Plan
Description of your classroom behavior expectations:
Teacher Desk 1 Teacher Desk 2 Front Whiteboard Door Back Whiteboard
Window indow indow
Cabinet 1
Cabinet 2
   P  o  s   t  e  r   P  o  s   t  e  r
Display of Expectations Display of Exectations
   B  o  o   k   C  a  s  e   B  o  o   k  c  a  s  e
Poster Poster
11 21 6 20 19 18 17 16 25 2 24 23 22 4 5 3
1 13 12 10 9 8 7 15 14 26 28 27 29 30
   C   r   a    f   t   M   a   t   e   r   i   a    l   s
Erin O’Connor & Melissa Reichard
 Classroom Management Plan
Description of your classroom behavior expectations.
Our students will be engaged in defining the following expectations through our day-to-day activities, lessons, and classroom discussions. In the first week of school, we plan to go over our classroom expectations by giving each student a handout of the syllabus, which will describe an outline of our yearly
lessons together, the required materials, and finally, what’s
expected of them and their behavior in the classroom. As a reminder to our students, we will  post behavior expectation posters around the room and remind our students verbally throughout the year. Positive reinforcement can also be used to motivate students in learning  because it not only boosts the self-esteem of the student you are complimenting, but it also gives the student, who is participating in junk behavior, motivation to do well so that they can also receive that positive feedback and compliment(s). For example, in literary circles, a student may have prepared, read his/her material for class, and be participating in class
discussions so we may say “As Tim previously
stated before, Esther, has a really complex character development because she feels peer pressure from her friends and she also is
struggling with the loss of a loved one.” This is use of positive reinforcement because it is
rewarding Tim for doing his readings by bringing up his point consistently throughout the literature circle, while ignoring the fact that Tyler
and/or other students didn’t do their 
 readings. These other students
may see how Tim’s points are carried throughout the literary
circle and be motivated to be prepared next class so that their opinions and perspectives can  be rewarded in literary circles as well (See below for expectations and behavior chart).

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