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Classroom Management Plan By: Sheila Vazquez Date: 2/2014 Section 1: Management Philosophy and Motivation Theory My management

philosophy is, as students develop and learn what is expected of them, teacher should start giving the students more responsibilities by shifting from teacher doing it to the students now taking on the responsibility. Management should be based on the students developmental level. Students in early elementary school cant be expected to do many of the things the same way as students in middle school are able to do. I do not believe in corporal punishment, and will not use them in my classroom even if the school system allows the use of corporal punishment. Corporal punishment may cause students to follow the rules, but it will be in fear and not trust and respect. (School- age Children Guidance Technical Assistance Paper #1: Developing a Child Guidance Policy For School-Age Child Care) This classroom plan will work for all early elementary grades as well as transitioning pre-k classrooms. Many of the items in my management plan would also be effective in higher elementary grades, but may need to be adjusted.

Intrinsic vs. Extrinsic Motivation I believe that there is a place for both intrinsic and extrinsic motivations. Extrinsic motivation can help give students guidance when it is done correctly and when it helps support the students motivation to try something they may not want to try. When I use extrinsic motivation, I will use rewards such as, extra recess time, or in class free game time at the end of the day. (Good & Brophy) This motivational style will be used when the students have reach a specific achievement goal that they choose together with me as a guide. Intrinsic motivation will be used by me trying to make the lessons as engaging as possible and geared towards how the students best learn. This will help build the students desire to learn, and motivate them more than the extrinsic rewards. (Rynolds) Students will have a chance to take part in the classroom discussion and have different ways to access the knowledge they are learning. For example: the use of interactive notebooks. The students will also have choice with in the structured assignment. For example: the students will have to write about a fable, but they get to pick the other details of their writing.

Section 2: Class Rules and Procedures Before school starts I will research the schools policies for the classroom and create the limitations and procedures that need to be implemented when school starts. When the students are

introduced to the procedures and limitations I will explain why they are important so the students know there is a reason behind them. (Petty, 2006) These rules will include things such as I will respect others and their property. Students will be involved in developing any additional classroom limits (rules) on the first day of school. The limits will be stated in a positive way and limited to 5-8 rules. (Simonsen P. D.) They will also be involved in deciding what the consequences for not staying within the limits that were created will be. I say limits instead of rules because, limits are different from rules. Limits are based on values and shared power while rules are based on authoritative adult control. (Rynolds) When I saw rules in this plan I mean it to be in the form of a limitation, not an authoritative control. When the students and I are creating the limitations I will guide them through the process. I will ask the students questions such as, what should be the rules that are implemented during classroom workshops, circle time, social interactions, etc. I would demonstrate how these observable behaviors should be done in a skit when describing class rules and procedures to help the students understand the expectations. (Simonsen & Fairbanks, M.S)The class and I will turn these rules and consequences into a classroom constitution that we will all sign and post in an area of the classroom that is visible to everyone. When students take part in creating the rules for the classroom they are more likely to want to follow them. The students will also have a personal copy inside of their folder so the parents and students can look at them and review the constitution on their own. (Simonsen P. D.) I believe that good classroom management starts with communication, modeling by the teacher, and collaboration with the students and other school staff members. I believe that giving students the chance to take on leadership roles in the classroom not only helps the teacher, but it also gives the students a chance to monitor themselves and to gain self-confidence. (Good & Brophy) Students can be line leaders, be in charge of material distribution, or sweep up under the tables at the end of the day. The students build self-esteem and character when they have the chance to take on leadership positions in the classroom. Each week there would be different students that were assigned to different classroom jobs. These jobs would include, but are not limited to pencil sharpener, line leader, bag holder, door holder, materials/ teacher assistant, and calendar assistant. When the students come into the classroom each day they are to go to their cubbies and put away their jackets and bags. They will take out their weekly folder, and put it into the folder turn in box so the teacher can review their assignments later. The students will then sit down and work on their morning work or centers that have been set out for them before school has started. The first day the centers are introduced to the students the teacher will let the students know what to do at each center. There will be examples and either visual or typed out directions for the center. If they need to use the restroom and there is not one available in the classroom the student and one other will move their name on the chart by the door to restroom indicating where they are in the school. Then they will go to the restroom and come

back to class and move their names back to the classroom section of the chart. When students are in the hall they are to remain in a line, this is a policy that all of the schools I have been in have so I would also have to enforce it even though I do not agree with the procedure whole heartedly. I believe that having students walk through the halls quiet and upright like soldiers is not a developmentally appropriate expectation. (Dr. Green and Dr. Chapman) While walking through the hall we will maintain a level 1 volume. At the end of the day students will clean their desk areas, making sure their stuff is organized and ready for the next school day. Students will go to their cubbies and gather their backpack and other items that need to go home with them. When they are done they will be able to quietly read or quietly talk to their neighbors while they wait to be called over the loud speaker for dismissal. (Murray)

Section 3: Consequences, Rewards, Negative Reinforcement and Punishment If the class as a whole is showing positive behavior I may tell the class as a whole how well they are doing, stating specifically what behavior they are doing that I am pleased with. I may also give them extra recess or free time at the end of the day after I have specified why they have been given this extra time. If an individual student is showing positive behavior or doing what has been asked, when I have asked the whole class to do something, I will thank the student for the specific action. As the other students start to do what they are asked to I will also thank them. (Rynolds) If it is something that may embarrass the student I will praise the student in private at an appropriate time later in the day. (Good & Brophy) If a sever care arises, I will have to evaluate the severity and the possible reasons for the behavior in order to place the correct consequence to be put in place. The student may have to sit out from the activity until they are ready to come back and participate with the group. (Rynolds) If the behavior calls for it, I will contact the parents and discuss with them the behavior, and ask the parent how we may be able to work together to help the student. (Good & Brophy) If the student has done something that is disrespectful to another student I will have them try and work out the problem on their own. If necessary I will talk to the students individually about what happened, making sure to get both sides of the story. I will make sure that I am sitting at the students eye level so they do not feel as if I am towering over them in an authoritative way. (Rynolds) If the class has a whole is breaking one or more of the limitations we will have a class conference and review the classroom expectations. In addition to rules and procedures I believe that the classroom environment plays a large role in classroom management. (Morrison) Students need to have enough room to be able to move between objects in the classroom so they are not bumping into other students or objects that may cause friction within the classroom. (Good & Brophy) Shelves that may block certain areas should be low enough that

the teacher is able to monitor the students, but high enough that it gives the students an area where they will not be distracted by the rest of the classroom. (Morrison) Transitioning is another important area to look at when you are creating a classroom management plan. These are times when that most of the behavioral issues may take place. Let the students know when a transition is about to happen so they can prepare to stop what they are doing and get ready for the next stage of the day. This is where material helpers come in handy so there is not a lull when the teacher is passing out any paperwork that the students will be needing for the lesson. (Hemmeter, Ostrosky, Artman, & Kinder)

Section 4: Parent Communication Plan Parents and other caregivers, are an important part of the any classroom. Parents will be invited to come to the classroom during the school open house to meet me and get acquainted with the classroom. I will let the parents know how often and in what way I will communicate with them throughout the year. I will be communicating with the parents through weekly newsletters that will be sent home on Fridays in the students folders, and through email allowing those parents without internet access to any important information. (Mariconda) For this part I will use the term parent, but it represents all of the caregivers that the student may have. In the newsletter, I will let the parents know what the students learned that week and what is coming up the next week. I will let them also know about other important events, such as field trips, class activities, and assessments. During parent teacher conferences I will let the parents know about their childs progress, any accommodations or home assistance the child may need. I will also try to answer any questions or concerns the parents may have about their child. If the parent has a concern about their child I will let them know the steps that have already been taken to help their student and work with the parent to come up with other solutions to help the student. (Mariconda) Often times parents receive only negative reports about their students behavior when they do get feedback. I will send home positive feedback about their child and only send home any concerns I may have about their behavior or academics when it is necessary. Parents will also be able to keep up with their students behavior progress by logging onto the Classroom Dojo program where I will be keeping track of any good or bad incidents that may have occurred that I may need to evaluate at a later time and make adjustments to my teaching or the classroom environment.

Requirement 5: References and Bibliography Bibliography

Good, T. L., & Brophy, J. E. (n.d.). Looking in Classrooms (10th ed.). Hemmeter, M. l., Ostrosky, M. M., Artman, K. M., & Kinder, K. A. (n.d.). Moving Right Along... PLanning Transitions to Prevent Challenging Behavior. Beyond the Journal, 1-7. Mariconda, B. (n.d.). Five Keys to Successful Parent - Teacher Communication. Retrieved Febuary 14, 2014, from Scholastic: http://www.scholastic.com/teachers/article/five-keyssuccessful-parent-teacher-communication Morrison, G. S. (n.d.). Early Childhood Education (Custom Edition for Central Piedmont Community College ed.). Pearson Custom Publishing. Murray, B. (n.d.). 30 Classroom Procedures to Head Off Behavior Problems. Retrieved from Scholastic: https://www.scholastic.com/teachers/article/30-classroom-procedures-headbehavior-problems Petty, G. (2006). Evidence Based Teaching. Rynolds, E. (n.d.). Guiding Young Children: A Problem- Solving Approach (4th ed.). School- age Children Guidance Technical Assistance Paper #1: Developing a Child Guidance Policy For School-Age Child Care. (n.d.). Simonsen, D. B., & Fairbanks, M.S, S. (n.d.). What Every Teacher Should Know: Evidence Based Practices in Classroom Management. Retrieved from http://www.apbs.org/Archives/Conferences/fourthconference/Files/Simonsen_fairbanks.p df. Simonsen, P. D. (n.d.). Evidence-based Classroom Management: Research to Practice. Retrieved Febuary 13, 2014, from http://www.pbis.org/common/pbisresources/presentations/D5Simonsen.pdf References Chapman, Dr. Green, Dr.