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Preamble I believe that education is an ongoing journey through life. At the heart of this educational journey is classroom management.

Procedures and routines are the tracks that learning curriculum rides upon (Smith 2011). Education can open doors and expand the potential of a childs success in the world. My philosophy is that children should learn core curriculum, but in a way that is relevant to them so that they can develop their own understanding of the concepts. Learners should be exposed to many different types of experiences, learning how to problem solve, and apply what they have learned as an alternative of just memorizing information. If education is in fact a journey through life then my job is to get learners from one point to another. My role as an educator will be to guide, inspire, and ultimately help each child reach full potential. In my classroom I will have students practice hands on while learning core curriculum. I will guide learners with a variety of experiences to investigate the world around them in a safe supportive environment.

Preventative Techniques
Rules, Procedures, and Routines In general rules have the function of stating expectation that encourage or prevent certain behaviors. It is my philosophy that rules can sometimes be an ultimatum, or foster negativity. For this reason we will have small amount of positively framed rules that provide good choices instead of stating what not to do. 1. Be responsible 2. Respect others 3. Try your best I believe that behavior problems are not because of the lack of rules but instead the lack of procedures. For this reason procedures will be the strength of my classroom management plan. There are three major components to implementing rules explain, rehearse, and reinforce. When these components are in place consistently the procedures become routines (Wong 2007). Routines o Mornings Students will be greeted at the door each morning and acknowledge individually by name. Students will immediately go to their locker and put their back pack and coat away. They will then get out their pencil, sit at their table, and begin the morning selfstarter. o Homework Homework packets will be distributed each Monday afternoon in a homework folder. The homework folder will be due every Friday. On Fridays student will put their completed homework into a designated homework bin, o Classwork

As students complete independent classwork they will have a specific colored basket that coordinates with their table color to turn in work to. They can then engage in a designated early finishers activity. Sharping pencils There will be two pencil holders one labeled sharpened and needs to be sharpened that students can get sharpened pencils from as an alternative to needing to sharpen pencils (McCandless 2013) Bathroom and drinks During Independent table work students will be allowed to get up and use the restroom as needed. During instruction time students will be encourage to wait but will have a signal if they cannot. Every students will allowed drinks upon returning from recesses, and P.E. Hallway transition Students will expected to line up in single file, fold their arms quietly. They will then walk through halls in this fashion close to the wall but not touching it. Classroom transition There will be a couple of different classroom transitions. A quick transition will happen during learning times such as centers, or moving to the smart board. During quick transitions students will be a given a quick count down of ten seconds in which they will expected to have completely made the appropriate move. For longer transitions such as clean up there will be a short song played that will prompt the students and keep them aware of how much time they have. Tattling There will be a tattle phone in the class that students can pick up and leave a message for the teacher about an occurrence. We will discuss as a class times that the tattle phone should not be used and reported to a teacher immediately such as emergencies or when someone could get hurt. Noise Level There will be a hands system in place. Hand length will used to describe the appropriate noise level. For example if a say this is a two hand activity students will know that they should talk at a level where their voice can be heard two hand lengths in front of them.

o Absent Student There will be a classroom folder(s) that teacher will teacher will put any classroom work into that a parent can pick up or students will take home upon returning. Teacher will also meet with students during class time to go over any major concepts covered. o End of Day Students will to be engaged in class activities without asking about the time until teacher signals it is time to get ready to go home. Students will gather all items and sit together.

Students will be dismissed as their parents, guardians, or approved person arrives to pick them up. Community of Learners When a classroom operates as a community students feel accepted, safe and make positive connections with others. Creating a place where students feel safe, accepted, and comfortable allows them to take risks and make mistakes. Taking risks and making mistakes leads to learning which the ultimate goal is (McCandless 2013). Community Building o First of the year The beginning of the year will be a crucial time because students will learn attitudes and behaviors for the rest of the year. I will begin the school year by introducing friendship skills, and continue to practice and model through the year. Friendship skills that we will role play include sharing, taking turns, and constructing conversation. Some children may have trouble with group entry skills to remedy this will teach specific strategies such as joining children in ply, asking questions, offering help, and making positive comments (Bickart et al 1999) o Team building experiences Class will participate in regular team building activities. Activities will include cooperative games, activities, and singing. Team building experiences will include all students and be designed to engage students fully and involve multiple intelligences and modalities. o Class meetings According to William Glasser, a big part of classroom misbehavior is because they feel no one will listen to them. Classroom meeting time is never useless time (ShaponShevin).Meetings will serve two preventive management purposes. The first will simply be to give students an opportunity to talk and get anything they want to share out so they are not disruptive during instruction time. The second is so that we can discuss any relevant issues that need to be discussed. The following important rules will implemented for meetings (Shapon-Shevin). 1. 2. 3. 4. Only one speaker at a time. Everyone else is actively listening. Confidentiality is expected No put downs

o Jobs As a fundamental part of our classroom community each students will have a weekly rotated job. Jobs will included line leader, techie, gardener, light switcher, and more.

Family Partnership Families can be critical allies in a community of learners, and supporting a childs learning. Family relationships already established will make it easier if parental support as intervention should ever be needed. I will build partnership with families through several strategies. 1. Letter home at beginning of the year to establish communication, and let them know a little personal about myself. 2. Back to school night provides an opportunity to share highlights of curriculum, and instructional style. It also provides an initial opportunity for families to visit classroom, and feel welcome through the year. 3. Weekly newsletters to inform parents and keep families in touch with the classroom. 4. Informal communication when parents pick up child or in passing.
5. Invite families to participate in classroom.

Classroom arrangement Classroom shall be arranged in such a way that allows for effective classroom management (Marzano and Pickering 2003). This arrangement will include: 1. Clear view of all students 2. Students can all easily areas of instruction or presentations 3. Compatibility with group collaboration 4. Organized with clear pathways 5. Omits unnecessary distractions

Engaging Lessons Teacher will use engagement principles when designing lessons. Students that are engaged are far less likely to participate in undesirable behaviors and learn better. Engagement Principles (Swan 2013) 1. Social collaboration 2. Real world interaction 3. Students choice, autonomy 4. Interesting texts 5. Praise 6. Evaluation 7. Learning and performance goals Motivation o Feedback Children are motivated by constructive specific feedback (Bickart et al 1999). I will evaluate and students work and provide feedback on their work regularly.

o Use a 10*2 technique to spotlight students asking them two question daily for ten days. I have learned that getting to know students and building a rapport with them can easily make the difference knowing how to motivate your students. Rewards Rewards will be issued as whole group. Class will have opportunity to earn points towards a class party. These points will contingent on students holding each other accountable since they will not be issued on an individual basis.

Preventive Techniques
o Highlighting positive behavior I will use positive reinforcement pointing out desired behaviors when other students are acting in undesirable ways. o Simple verbal redirection or simple private verbal reminder of desired behavior o Behavior Marble Jar Each student will have a coloring page of a black and white marble jar. The jar has a marble for each day of the month. The students will color their marble the color that corresponds with where they are on the class behavior chart. This serves as a visual indicator, and documentation of behavior patterns. o Proximity Simply positioning yourself near a student can eliminate an inappropriate activity. o Eliciting Action plan Conference When punishments are imposed students build negative feelings, and resentment. Where when consequences are elicited the take the responsibility (Marshall 2004). Dr. Marshall also points out that people do not argue with their own decisions. With student discuss and isolate the specific problem, and prompt them to decide how the problem will be solved. By action planning with student you are transferring responsibility to the student and ultimately teaching responsibility instead of simply disciplining (Wong and Wong 2007)

Constructive/Intervention Techniques
In the event that preventive, and supportive techniques have not worked I will use intervention, and may seek supports from outside the classroom o Loss of recess or other desired activity. o Parental Support

Parental supports will sought out in the form of a phone call home, or email to communicate problem behaviors. Together the parent and myself my come up with a solution such as behavior contract. o Administrative Support As a last case scenario I would seek administrator to step in and determine consequences.

References Bickart, T. S., Dodge, T. D., & Jablon, J. R. (1999). Building the primary classroom: a complete guide to teaching and learning. Portsmouth, NH: Heinemann and Washington, DC: Teaching Strategies, Inc. Charles, C. M. ( 2010) Building Classroom Disipline Tenth Edition. Prentice Hall Publishing Marshall, M. (2001). Discipline without stress, punishments, or rewards: How teachers and parents promote responsibility & learning. Los Alamitos, CA: Piper Press. McCandless, P. (2013). Class Lecture: 8/30/13. University of Utah. Wong, H. and Wong, R. (2007). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.