This action might not be possible to undo. Are you sure you want to continue?
SECTION 1: Description of Setting
Working in a consolidated school district that encompasses students from our local and rural areas is affective by means of integrating the needed skills within an isolated environment. The application of social reaction between family and society is vital experiment used in this consolidation process. Our current standardized test scores are beneath average expectation and our district is working vehemently to address the concerns in order to comply with federal law and “No Child Left Behind”. I currently work for the Institute of Community Services, Incorporated. Our head start organization serves the entire north half of Mississippi. We serve 32 counties and within each county we actively serve our community with such programs as male involvement and adult basic education classes. Head start presents its challenges because, as a federally funded program, we are required to have a certain amount of in-kind and strictly adhere to federal guidelines and we are periodically evaluated for effectiveness. Our classrooms are integrated with normal and special needs instructors. In some cases, the special needs children have designated instructors for personal direction. The sociological dynamics of our district empowers us to be diverse and our transparency is fluent in regards to parental organizations that are built upon the policy council made up of parents, PTO, and male involvement programs. My classroom has two tables that are half circles and seat 10 children each. In addition, we have stations like library, activity, arts and crafts, creative thinking, and reading. Each class has 20-22 students (depending on the special
Classroom Management Plan Page 2 of 87 needs ratio) and 2-3 instructors (teacher, teacher assistant and special needs instructor if applicable). I report to a center director and we also have an onsite social worker and nursing team. We partner with the University of Mississippi (Ole Miss University) Child Psychology Department. The students do their interns in each of our facilities. In addition, speech and physical therapists periodically see those children that require their services. We have a united front that works vehemently to ensure that we educate internally and externally. Our system educates parents in skills needed to help their children and to combat the detriments of single parent homes and diversity. Our schools are placed in low-income communities and accommodate on a county basis.
SECTION 2: DATA COLLECTION Reflective Journal Week 1: Rules & Procedures/Education Philosophy
Hindsight is 20/20 and prior to evaluating myself, I don’t think I gave much time to the seemingly minute components of what I do. Interacting with my classmates and doing the research required, sparked my desire to learn more. Though my philosophy of education was sound, it did me the world of good to put it in writing for reference. So often we become complacent in our daily routines and we do things because we are told to do them. The classroom rules and procedures were concise but generalized. We have the rules in place but they were not as affective. Reading the responses of my classmates animated my creative genes. As I worked on the foundational assignment (discussion board), new ideas sparked the fire of understanding and application. Following my philosophy, I feel I am on the right path to self-improvement. In
Classroom Management Plan Page 3 of 87 improving myself, my skills will progress and develop. This will lead to better classroom management. My hope is to do better as a teacher and thereby help my students learn more. Policies and procedures are vital components of initiating philosophy. Learning to teach starts by teaching in order for the students to learn. The struggles of learning while teaching can be difficult; however once we begin to truly study our craft, these obstacles become welcomed challenges. This week answered a lot of questions and created more than those that were answered. My desire to do a better job has been sparked. I hope it will ignite my cognitive skills and creativity to better serve my learners.
Week 2: T-Chart
Looking into the mirror can be both fearful and refreshing. Cataloguing my positives and negative as strengths and weaknesses forced me to look at the one person who can expound on improvement--me. Putting it in writing enabled me to visual analyze myself objectively. Understanding why I am the way that I am and physically seeing my faults empowers me to grow. If I grow, my students will grow. Being honest with me is also very helpful. I can already see progress in life. This exercise invades other relationships in life. Working on me is probably the toughest job ever. It is easy to see the faults of others. The truth is that we each have our own share of problems. Improving perception and communication will be vital to my learning process; therefore, my classroom management skills will also be positively affected. Selfassessment is vital to understanding interpersonal communications. It also helps with non-verbal communication and equips me with the skills to better think before I speak. I am also forced to pay close attention to the attitude that is displayed by me with administrators, parents, peers, and children. It is easy to the changes that others may need to make. On the contrary, it is not so easy
Classroom Management Plan Page 4 of 87 in making the changes within. Learning to write things down gives a visual of what needs to be done. Devising a checklist (and IEP) for me may help in my development. I struggle to make the needed changes in my weaknesses; nevertheless, I will not give up. I have a map and a GPS in this assignment. I hope for strength to stay on the path.
Week 3: Barriers to Inclusion/Class Meetings
Including special needs children has its technical and objective protocols and procedures processed by the IDEA. These rules and regulations are very helpful and applicable to special needs genre of education. With that being said, there are still some loop holes and referendums are needed. With realizing the need for improvement, I am becoming intimately knowledgeable of the barriers to making change. The chain of command of diagnosing and placement procedures seems insurmountable. School policies don’t necessary reflect the concerns of the parents involved. Journalizing and organizing with other teachers, I am developing a paper trail of discovery. By not just talking about it and by documenting the issues and forming a center team to discuss these issues as a team, I am finding that I was not isolated in my thoughts. We can work together to remove many barriers or build bridges to overcome them. Having classroom meetings with preschoolers seemed a bit funny to me. However, when I spoke with my center director about the idea, she influenced me to give it a try. I was worried about the battle of change with the children. But they rose to the occasion. Giving them the opportunity to participate in their education helps them learn. I am learning so much and am thankful for the knowledge and understanding of this unit. We immediately put it into action and I am seeing positive behavioral results. Of course nothing changes overnight but any progress helps. I will have to pray and continue to research to help me and my students.
change takes a purposeful attempt. Asking the right questions lead to a better understanding of the individual child and the class. Asking the right questions will assist in the recovery of order. Understanding the dynamics of the classroom and abiding by the rules of the system should not be detrimental. Abiding by the rules of the educational system—rules that are directly established through federal guidelines—assists in the full understanding of the system as a whole. I should catch them doing well. gives pivotal insight to the effects. The head directs the functions of the body. Rewarding good behavior is great. Even with disruptive children. change begins within. Understanding the causes of bad behavior. Just as it is in all walks of life. Building upon the foundation of those before will assist in the development of contingency plans for the future. Moreover. There is a great challenge for teachers to maintain control in communicating vital expectations and rules. The body of the classroom depends on the direction of the head which is the teacher.Classroom Management Plan Page 5 of 87 Week 4: Teaching Productive Behavior Learning the step-by-step examples in the texts was invigorating. If we are leading in the wrong direction and in the wrong way. The system rules help in acclimating new rules which correlate to the individual classroom. When it comes to improving an already frustrating situation of behavior in the classroom. . Children feed off of our direction. the children will be just as wrong. it is important to know that change does not happen overnight. A teacher cannot make changes within the classroom unless the teacher makes changes within himself or herself.
learning will be easier. I am not so frustrated and I am no longer burned out. Learning continues on a daily basis. My assistant is being taught by me by means of hands-on-training and action. My ability to control bad behavior enhances my capabilities of teaching valuable skills and managing my classroom. I thought I had everything in order. By creating a special needs assessment plan for those students who have IEPs. Being comfortable in the learning environment is vital for the children to learn and the teacher to teach. I was able to make the classroom environment more productive. I am able to understand the lessons that may have been a challenge in the beginning. If everyone is comfortable.Classroom Management Plan Page 6 of 87 Week 5: Reflections Looking back at the previous weeks is a welcomed eye-opener. Researching has been helpful. My co-workers have all been given the word that I am making moves and changes in my classroom. Understanding the various theories (Sornson and Jones v. This error has given me more patience in dealing with my learners. Week 6: Teacher Behavior and Classroom Management Though the role of the teacher was what I thought obvious. How we approach the learning and teaching process should be personal and non-biased. Jones) introduced the comparisons and contrasts of leadership and management. I was disappointed because I did not pay attention to detail. I have learned there is much more to the position and its responsibilities. The students (special needs and normal learners) are bonding better than I expected. We are more organized and our achievements continue to compile. Challenging myself and looking at my documented history enables me to make better decisions. Implementing this plan of action enabled me to see that there is always room for improvement and I cannot always depend on the system to make those changes. I .
The theories have authors and names. one may have to use a combination of them both. Documentation enables the teacher to understand and identify patterns of behavior in order to thwart and prevent future actions that are similar and identical. we think of education as remembering facts. I have applied them for years but did not have intimate knowledge of what I was doing. however. . Week 7: Documentation and Themes/Patterns Documentation can be the foundation for future generations or can cause detriment to a future. I have learned that education is more than remembering facts.Classroom Management Plan Page 7 of 87 always thought of these as synonymous ideas. however. Devising my motto took serious thought. Following the example of the scenario given gave me real-world understanding of the need to motivate all involved. Understanding the needs of my children is important to devising a lesson plan strategy that will enable all to grasp the subjects. That is my new adopted strategy. Establishing my own motto gave me initiative to spread it throughout our school. I had the understanding but did not quite have the necessary knowledge to use it to its full potential. Having this knowledge will equip the teacher with addressing the known and facilitate the unknown aspects that may trigger the behaviors. It has been said that knowledge without understanding is dangerous. Researching the issues of themes. There are several processes of documenting and just as many ways to record present accomplishments for future references. So often. Being observed enabled me to get feedback from my superior. Harris gave me vital input and I was given a thumbs-up for improvement. triggers. I have learned that there are some differences and depending on the environment and the individual affected. Ms. It encompasses moral and social development which enables the child to feel a sense of belonging and help in his/her cognitive development and social behavior.
By utilizing a behavior chart. we must be careful to assess the entire spectrum of behavior. I observe what may be happening at home and have formatted and devised plans of action that are working well. This will also help in assisting the child to learn the needed skills to progress to the next level and enable the teacher to develop an appropriate positive relationship. The nine essential skills for the love and logic teacher were important to assess and understand. Understanding how to ascertain what causes a particular affect can be advantageous to the teacher and the child. I am able to set goals and strengthen my weaknesses. a conglomerate of them all best suits me. With so many options available. In an effort to intervene and then prevent bad behavior. Week 8: Rewards and Punishment/Levels/Disability Discipline When operating and navigating through the craft of teaching. In so doing. I must be patient and not jump to conclusions. Knowledge is important but understanding is better. Applying a theme can prevent prior behavior observations and enable the child to learn a skill that is subliminally taught through various creative avenues to appeal to their individual senses. Having qualitative and quantitative subjective and objective references give the entire picture of the child and the circumstances involved. I have further learned that assessing myself allows me to grow. I learned that for certain students there was a pattern of negative behavior on certain day. Each skill seems to be a necessary component that builds and applies to my skill of choice: Developing positive teacher-student relationships.Classroom Management Plan Page 8 of 87 and patterns gave me a broader perspective of educating others and me. Each child is different and has the right to a good education with the amenities afforded to normal children. .
The criteria are . we can deter negative disruption and disable the growth of unwanted negative behavior. if I don’t include my special needs children in my daily plans and future aspirations. This is a civil rights issue and is vitally important. I will sooner than later crash. we all deserve our fair shake. Inclusion is vital to understanding and integrating fair education for all. Americans with Disabilities Act (ADA). Week 9: IDEA and Section 504 Accommodations In the past. Comparing and contrasting the discipline issues between normal and special needs children gave me greater understanding of policies and procedures. and the specification of Section 504. Following the letter of the law and can become a repetitious and uneventful conduit to complacent behavior. Understanding the underlying objective and somewhat confusing information gave me greater respect for the administrators of our special needs department. The fact that the IDEA was the catalyst to the ADA and the regulations that each have for ensuring that those with disabilities are cared for and provided the needed resources to achieve a common goal as the normal children. has its foundation in civil rights. I have knowledge on who qualifies for assistance under Section 504. The research taught me the reasons for the Individuals with Disabilities Act (IDEA). A positive relationship with a child or with children will equip the teacher to better communicate verbally and non-verbally. I just followed the rules set before me to the best of my ability. As a teacher.Classroom Management Plan Page 9 of 87 These relationships are determined by utilizing the other essential skills. When it comes to rights. By having an appropriate positive relationship. Understanding the rules give me better respect and ability to utilize and follow them.
The accommodations consists of education in regular classrooms. and/or accommodations. and/or be regarded as having such impairment. modifications. The behavior can be considered very negative. is an introduction to a plethora of behaviors that are conducive of the home environment. have a record of having such impairment. They form cliques and establish dangerous isolated groups that are borderline gangs. education in regular classrooms with supplementary service.Classroom Management Plan Page 10 of 87 that the child must have a physical or mental impairment that substantially limits one or more major life activities including learning and behavior. Working in a publicly funded federal program that caters to low-income and limited socio-economic single parent homes. or any combination of the former issues. U02a2 Mini-Intervention Plan Getting Out the Anger: Nipping Bullying in the Bud Social interaction is a class of 20 or more can be a challenging experience. special education and related services. these idealized beautiful children can become viciously aggressive. When introduced to an environment of other children their particular age but from different cultural backgrounds. Negative behavior like battling for attention leads to the . These laws are in place to ensure that discrimination against those with disabilities should not occur. They are given more personal attention at home than a teacher can afford to give in the classroom environment. Children are used to the being the center of attention in their home and personal environments.
loud voices. I would like to teach my children to develop sympathy. This disrupts the structure of the lesson being taught and the classroom as a whole. Developing these skills will help with communication and understanding of society as a whole. If they learn to look beyond themselves and appreciate others. Bullying is more than physical and these children witness these negative behaviors in their home environments. As visitors enter the classroom. they will treat each other better and this will improve the classroom environment and the learning process. ugly looks. The struggle to get the attention of the visitor brings out the worst in my children. It didn’t take me long to remember that children are a product of their environment. I often wonder where a child gets this behavior. I will immediately implement my plan by addressing the classroom rules and the roles of the students. . bullying. it oozes into their individual psyche and debilitates their social skills and behavior. I will begin a morning routine of singing the behavioral rules as we do the “Twelve Days of Christmas”.Classroom Management Plan Page 11 of 87 issue of my concern. This is a familiar tune and we will begin to sing the entire scale as a group and eventually give each group an individual rule. This routine will facilitate and perpetuate the lesson plan. Harmful words. respect. my class will immediately begin the battle for who has the best this and look at what I have and my momma bought me this at home. and humility. honor. By continuing what has been established by teaching the rules. Like an infectious epidemic. empathy. The majority of children desire to be the center of attention. and even physical aggression come into play. I find it ironic that bullying begins so early. Inclusive education is vitally important and I must ensure that parent are involved and participate in the planned activities. I have even witnessed the children behaving like they see adults by talking and yelling at each other because one or more may not do or want to do what they are told by the aggressive bossy bully.
3 To introduce children to healthy communication 2. It is important to teach empathy “Do unto others as you would have them to do unto you.1 To stop aggressive behavior 2.1 Applying real life experiences to teach social skills in a non-evasive approach to eradicate misconduct by means of emotional and/or physical abuse between peers and peer groups in the classroom environment. Having this feeling will help them be calmer and nicer to each other.Classroom Management Plan Page 12 of 87 Lesson Plan Getting Out the Anger: Nipping Bullying in the Bud 1.2 To develop alternatives to violence 2.4 To teach how to make positive choices in negative situations .0 Objectives 2. 0. thereby. assisting in their cognitive and social development skills.” Eradicating the idea that misery loves company will help the children seen the positives of life and be aware of how good it feels to be happy. 2.0 Description 0.2 Correcting the negative by introducing the positive is important. Negative behaviors are easily learned and correcting the many attributes and variables within a community of multiple personalities can be difficult.
Classroom Management Plan Page 13 of 87 3. . 3. mean.0 Materials 3.4 Helper (favorite toy or stuffed animal).). happy.0 Activity and Application 4. 4. 4.5 Puppets for Role play 3. 3.3 Construction paper of various colors to create budding flowers with emotional descriptions to plant a class garden (bulletin board) of positive behavior. etc.1 The rules of the classroom are important.2 Introducing various emotions and have the children express when they have felt discussed emotions.2 A color chart that ranges in color and represent various emotions by color range (to assist in learning colors and attributing them to signs in society).6 Markers and Crayons 3. Books like “Arthur’s April Fools” which deals with negative behavior and bullying and other books.7 Color pages 4. This will be a continual process and a daily routine. emphasizing what they are at the beginning of the day. 3.3 Compare and contrast negative and positive behaviors and feeling. 3.1 The use of coloring pages applicable to the contrasts and comparisons of emotions like (anger. nice.
9 Emphasize consequence and rewards in reference to rules.8. .Classroom Management Plan Page 14 of 87 4.7 Puppet show performed by parents and volunteers based on real world experiences.5 Creation of a flower from stem to bud and add petals of appropriate positive behaviors with the colors of their choice which will represent the child.4 Role play with puppets and stuffed animals to further emphasize real world processes. Then this collage of flowers will be an important part of the “Beautiful Life Garden” bulletin board.6 Read books and question what is learned (remembering the characters and how they felt will help establish a foundation of remembrance.1 Module 1: The Same But Different 4.2 Module 2: Hurting 4.8 Teach ways to combat negative behavior in the suggested 4 modules by using the Kia Kaha Curriculum. 4. (Positive and Negative reinforcements). 4.3 Module 3: Put a Stop to Bullying and Negative Behavior 4.8.8. 4.8. 4. 4.4 Module 4: A Cool Community 4.
Journalize the successes and failures and develop contingency plans to correct errors.5 6.9 I don’t have to put up with bullying It is not okay to bully Being mean hurts others and myself Bullying and bad behavior hurt inside and outside I am unique and special The way that I act can help or hurt others People are the same yet different I have rights and responsibilities It’s okay to tell 6.3 6.4 6. Asking each child a question from the current and past modules to see what they remember will see how much of the material they are retaining.2 6.7 6. One on one focus on two-to-three per day students will allow intimate knowledge of their grasp of the curriculum.Classroom Management Plan Page 15 of 87 5.0 Desired Response to Lessons (Messages) 6.10 There are people I can ask for help 6.6 6.8 6.0 Assessment Analyzing individual children reaction to the various levels of the lessons will be the first observatory assessment. 6.11 There are things I can do to stop bullying .1 6.
As I begin to notice patterns.0 Resources Kia Kaha Curriculum “Bully Free Zone” Evaluation of Effectiveness Establishing an Individual Education Plan Checklist for this curriculum listing the desired messages and a numbered scale chart which measures one (1) to five (5) with one being not learned and five representing full understanding.15 I can help make my class a friendly and bully free zone 7. This will work on an individual basis and will positively affect the overall process of education and classroom management. will assist in evaluation.13 Be a friend to have a friend 6.12 I can play safely without hurting others 6.14 I am responsible for my own actions 6. .Classroom Management Plan Page 16 of 87 6. I can better determine the changes that need to be made. Journalizing the individual child’s response to the questions will help track his or her comprehension and enable me to see what changes need to be made.
Germaine. Stacy. I just have to work harder at getting them what they need. It has been a challenge to get them the things they need to feel as though they are a part. and Jasmine are all special children. Tamera. Each child is special and they have different physical and mental disabilities. David. Accommodations Change sitting assignments Print Larger Copies for those with seeing issues Color Code resources like books and toys Restructure the room so I can be closer Work on the language of all involved “these children are not one of them they are one of us” Get better materials and resources Provide better seating No Yes Purchase better books and equipment Purchase new chairs with Yes Introduce better phrases and inclusion statements Yes No Trying to establish which toys best suits the children Still adjusting Yes Yes Implemented To Be Completed Still needs tweaking .Classroom Management Plan Page 17 of 87 U05a2: Mini-Intervention 2 – Tracking Accommodations Accommodation Chart Special Needs Assessment The special needs students in my class range from mild to severe.
changing the room order and stations. I bought some chairs out of pocket. I find that I am doing better by the children but I still have work to do. Funding is an issue but I am working through that. With that being noted. With the plan in writing. If my children are grasping the material better. The children seem to really like the immediate changes that I have made. With it being so late in the school year. Color coding is a little more work than I originally thought. I find that they are learning much better because they are comfortable. I am meeting with the source center to develop a viable color coding system that will be applicable to the needs of my children. providing larger prints. When I go to the educational supply source. Finding the appropriate resources (large prints and toys) has been quite easy. For years. I know that I am doing . and getting better materials have all been implemented. I have added an assessment sheet in each of the children’s IEP and am evaluating their progress weekly. The staff at the source is very knowledgeable and they have great ideas that will work for my children and me. they have what I need. I have just looked over them but I am now somewhat stuck in these sections. Numerical scales are my favorite because they give me a quantitative and objective analysis tool.Classroom Management Plan Page 18 of 87 cushions Heated towels for warmth Yes Changing seating assignments. I have purchased resources for school and for the home. the furniture cannot be bought till next term. I am working hard at adjusting to better accommodate. Implementing the plan has been educational and has presented its share of difficulty. It is still a work in progress.
Developing new routines and changing the room around seems to have an adverse affect for my autistic children. I have also added heated towels to the menu. The new resources enable them to better grasp the skills needed to learn. . They are still adjusting to the new. Tamera. and David are mildly autistic and developmentally delayed. Providing better seating and bigger prints has allowed them to be more comfortable. Following the suggestions of the Each child is evaluated daily and at the end of the week. This is noted on their IEP and assists in any adjustments needed for the following week. and Jasmine Stacy and Jasmine both have Multiple Sclerosis and have issues with their joints. I also ask questions of the children. The simple idea of warm towels helps them get settled and they are ready to learn. This cold weather causes them pain and it is difficult to instruct or to learn in pain. Tamera. Stacy. my assistant and I evaluate them separately and collectively. Germaine. Their motor skills are challenged but they are full of energy. Germaine. David. Much like our grading checklist for this mini-intervention. Better resources indicate better understanding.Classroom Management Plan Page 19 of 87 them a great service. This makes it difficult for them to grab small items and it also affects their sight (side effects from the medicine). “Do you like the new book?” “What can I do to make it better?” These simple questions have great answers coming from my learners. Week 1 There seems to be little affect. I can better grade what needs to be adjusted. The children seem to be positively affected.
I must individualize all plans. I have to plan better. Stacy and Jasmine are happy and are more focused on their work than their pain. He is very resilient. It has taken three weeks but it is finally working. No advancement 2. Germaine and Tamera are getting better at adjusting.Classroom Management Plan Page 20 of 87 I have to be patient and get them used to the changes. I cannot generalize my approach. Little advancement . They seem to be doing a great deal better at understanding the changes made in routine. 1. I realize that there is no set standard in educating children with special needs. He has become difficult to communicate with. they need help on different levels. My physically challenged students are adjusting well. Their learning has seemed to stopped. They are not isolated and they have integrated well. however. I now need to adjust some seating charts. Every child is different. David is not adjusting as quickly. This is a work in progress. I was a bit discouraged. Week 2 Things are looking up. he motivates me to continue the process. Though they may have the same disability. The paraprofessional (University of Mississippi Child Psychologist) gives me guidance. Numerical Scale 1-5. I must be cautious with David. All of my special needs children are adjusting and the regular class is enjoying them better. Week 3 David is finally coming around. My assessment plan coincides with my other assessment.
It is my hope to continue utilizing my processes. I am looking at previous successes and tweaking my plan. social. and cognitive. Learning to develop better relationships enable me to better understand their needs and equips me with the skills to address them individually and collectively. Week 4 All participants have acclimated to the implemented changes. In an effort to better understand and to plan for the future. These adjustments seem to be succeeding and my approach using understanding of the individual children and their individualities is very helpful in teaching them and learning for me. this evaluation occurs daily and weekly. Achievement This scale is used to assess their growth and knowledge of all areas motor. This helps me to set the goals to be reached and devise a plan of action to achieve the goals. Better understanding 5. Once again.Classroom Management Plan Page 21 of 87 3. Getting an understanding 4. Uo7a1: Mini-Intervention 3 – Functional Behavior Analysis Functional Behavioral Analysis Name: Devante Birth Date: 2004/12/21 Age: 5 years 2 months . they differ emotionally. I find that though children are similar.
Hit a paraprofessional seated in front of him in the Is verbally abusive and disrespectful to elders and peers. this seemed as though this will never end. Overall. Incorporated (Tate County) Grade: 2nd Year Head Start (1st Year in my class) Background Information Devante's behavior can be quite extreme when someone gets in his way or when he is upset.Classroom Management Plan Page 22 of 87 Date of Plan: 2011/01/24 Parent/Guardian: Mother: Samantha Hill Hunt & Father: Julius E. However. he . the line. Hunt School: Institute of Community Services. Prior to implementing the new class meetings and applying new routines. Most involve an attack (one quick hit or push) and then escape (running out of the room screaming). it can take only minutes for Devante to calm down to a level of reasoning. a couple of incidents have resulted in intense fights when his peers or paraprofessional did not back down. there have been18 documented examples of such behaviors since September of last year. School Home Physically pushes his classmates to get to the front of Screams and yells to get his way. If restrained at these times. In order to get his way. Inappropriately touched female paraprofessional and female classmates. A few samples of these types of behaviors are given in the following table. His actions are not particularly rational and some of his behaviors endanger others or himself.
Devante (on a good day) will stop what he is doing but will stop with a physical stomp or a verbal scream. he usually ignores the person and continues what he is doing. It appears to matter little if the person is a peer or an adult. although Devante does appear to respond more positively to young children when they try interrupting him. usually quite loudly with some comment such as "I don’t have to work in this stupid place".Classroom Management Plan Page 23 of 87 back with his fist. At least . Refuses to be rational at times. this was without apparent reason and he used sufficient force to cause the paraprofessional to leave the room in pain Broke pencils and totally destroyed arts and crafts when he was having trouble with assignment Throws rocks (which he brings from home) at others during outside play. Coping Strategies and Patterns When Devante is intent on doing something and someone tries to get him to stop. Devante may simply refuse to recognize the adult or get up and leave the room. threatens to hurt himself and others. If the person becomes more demanding. Has damaged his room and some of his own things when upset Refuses to talk to psychologist when attending prescribed meetings dictated by the school and physician Devante has had difficulties since the sudden death of his grandmother and grandfather in a fatal car crash Elbowed another child in the back causing bruises when angry about the other child winning the game that he was losing. On a bad day at school.
His behavior is extreme at times and he bullies his classmates and verbally intimidates and physically abuses his peers. His mother and father have recently gone through a divorce and Devante believes that they have to be together. if they don’t retreat. At home he may begin calling his siblings names and. You don’t love me anyway! “And may damage something on the way out. leave the home saying "I hate you. However.Classroom Management Plan Page 24 of 87 three times when teachers attempted to stop Devante from leaving the room by standing in front of him or verbally commanding him. He does not appear to be bothered by the fact that the task is repetitive. strike out although his first response is to withdraw or run. he did get into trouble a few times when he intervened in a situation where a larger child was bullying a smaller one. the result was physical. In fact he appears to take comfort in familiar tasks. There are still some unresolved issues and his father has threatened to take him from school when difficulties arise at school even though his father is vehemently working contact with Devante. Development and Function of Student's Emotional/Behavioral Problems Devante has been moved around a great deal. Devante takes a great deal of . Devante has seen and possibly experienced extreme violence from a trusted adult and will. This is one of the few times he will accept praise if gently given. when he feels cornered or unfairly treated. he will complete it and seems quite pleased with himself. On good days he may offer to help his mother with a chore. He may lose interest after a while but. He likes hanging around playgrounds where there are younger children and will sometimes help a child who needs a swing or spin. This is particularly noticeable when Devante is agitated. Devante will work quietly and intently on a task when he knows exactly what to do and has a high chance of success. He has also destroyed items of the family member with whom he is angry at the time. if the task is short.
If any corrections are attempted. Diagnostic Information . a feeling that there is something basically wrong with him. he becomes agitated when faced with a difficult task and may give up easily. Devante survived through his own wit. he may react in an extreme manner. He has learned to take care of his own needs and his brother's needs. Devante was dependant on his grandparents for care because his mother was in the military and his father worked a great deal of the time. This creates conflict when adults want him to "wait" for meals or trips to the mall or theatre. This may tie in with a sense of shame. particularly things he values. Devante becomes quite anxious and agitated while waiting for positive events and may do something that causes the event to be cancelled. and determination. He is also very vulnerable to failure. he is the one who cannot live at home.Classroom Management Plan Page 25 of 87 time getting ready to meet with his parents. He can be very self-reliant and may not always trust adults to come through for him or meet his basic needs. Devante is also very stressed leading up to court cases (dealing with his parents’ divorce) and will become confrontational and defiant over simple requests when a court case is nearing. including nurturance. He is highly self-reliant and has limited experience in meeting the needs or requests of others. After all. His brother was a good leader to him and they were very close. skill. Many people have given up on him in the past and it is not a surprise if someone gives up on him now. He does not connect with adults easily. Through much of his early life. Later. When most vulnerable. During early life. he gets into an argument over simple issues and will sometimes destroy things.
On bad days.Classroom Management Plan Page 26 of 87 Dr. a psychiatrist. Although the medication will be continued and monitored by home and school. Nevertheless. The results compare Devante with students at the same age level. He may become confused if instructions are only given verbally. Weschler Intelligence Scale for Children indicates that Devante’s underlying thinking skills and conceptual understanding are appropriate for his age group. The school psychologist has reported elevated scales on the BASC in both anxiety and depression. Summary of School Performance . but he will benefit from a teaching style that demonstrates and models expectations when a task is given. it has little impact and has him delusional and unresponsive. His nonverbal skills are in the high average range and his verbal skills are in the high end of the low average range. He certainly seems more "down" and defeated when his parents don’t show for visitations or when court cases regarding custody are near. On good days the Ritalin seems to help Devante control his impulsive behaviors. He would be at the low end of the normal range if he were compared with other students in the classroom. it is clear that additional interventions will be required. Sidhu. A trial of Ritalin has been given. A diagnosis of depression would fit with some of Devante’s statements. predominately hyperactive type with some symptoms consistent with Oppositional Defiant Disorder. Devante may need help with some verbal concepts. There has also been some discussion as to whether Devante's behavior is truly related to ADHD or to an underlying depression or anxiety. However. has made a diagnosis of Attention Deficit Hyperactivity Disorder (ADHD). the depression could be more situational than clinical.
his fine motor control is good. Practice in this area would help. His multiplication facts are weak. but his main tool is context. The major problem appears to be in spelling. He has good understanding of mathematical concepts and fairly good addition and subtraction skills. He sounds out the initial letters in a word and then guesses at the remainder of the word. Since he is quite good at using context once he understands the story. His story telling is detailed and the language is appropriate if he knows that he will not be asked to write the story. his vocabulary becomes more elementary and his flow of ideas more stilted. . A program that visually displays the question and answer together and does not show incorrect answers would be most effective for a student like Devante with strong visual skills. He has some trouble with punctuation but responds well when asked to edit material for capitals and periods. Devante may use the basic shape of the word when making a final selection. Once he knows that he will be asked to write the story. Thus his writing appears to be at the grade one level while his capability to develop stories is near his grade level. we can develop basic sight skills through reading words in context rather than in isolation if we insure that background knowledge is accessed or developed. Devante's arithmetic skills are fairly strong. He appears to be selecting vocabulary from the bank of words he can spell and this limits the selection of words and ruins the flow of thought. Commas are a little weak but Devante is not alone in this area. which also affects his division skills. The pictures are quite detailed and the sequencing is appropriate. Analysis can be systematically taught from the words he knows within a story.Classroom Management Plan Page 27 of 87 Devante’s sight words and analytical skills are quite weak. Although Devante’s writing appears quite messy. He is very capable of developing story lines when using pictures to represent the story. There are effective computer programs designed to help students memorize rote mathematical facts.
Classroom Management Plan Page 28 of 87 When spelling. particularly those that are difficult to replace. • Devante needs positive support and specific counseling to deal with grief and depression . However. Initial indications suggest that Devante’s spelling could be improved using the Ves Thomas approach. the limited success he has experienced has come from this approach and Devante will not give up using this approach without a great deal of support and success. • • All children. This could become part of a whole class strategy when introducing new vocabulary. Foster parents need to insure that valuables in their home are not damaged. An individualized program will also be needed since Devante has many gaps in his spelling and needs to relearn critical primary vocabulary. This is not his strength nor is he very successful at it. This verbalization sometimes distracts his peers. there are supports to help find him and help him find a way to return unharmed. which is highly visual. need to be safe in the school. Devante loves to sound out words. Summary of Needs System Needs • Foster parents need to know that when Devante leaves home in anger. including Devante.
• • Devante needs to begin to see himself as a competent learner. . Devante needs to realize that there is a connection between what he does and positive things that happen. • Devante needs to have an opportunity to perform positively in front of his peers.. Personal / Emotional Needs • Devante needs to needs to know that his environment is safe and predictable. visual skills). • Devante needs to have an opportunity to learn in low-risk. highly supportive learning environments that challenge him but provide him with the tools for success in advance.Classroom Management Plan Page 29 of 87 Learning Needs Social: • • • Devante needs to develop a sense of trust in trustworthy adults. • Devante needs to be given a safe opportunity to develop missing skills in a way that respects his underlying sense of shame. Devante needs to learn new social skills and develop positive friendships. so they begin to see him as a competent learner (in turn he may begin to see himself this way).g. Academic: • Devante needs to have an opportunity to learn using his strengths (e. Devante needs to find and more acceptable ways to deal with feelings of shame.
fears. • • Devante needs high support and preparation when new tasks are to be faced. • Devante needs the opportunity to talk to an involved adult before and after parental visits. 2011 is the target date for Devante to meet these outcomes. Student Specific Outcomes (May 21. • Devante needs the opportunity to use his "helping" talents with young children and adults. The team will review progress in each of these areas throughout the school year. 2) Regarding Trust Issues .) Emotional / Behavioral Outcomes (These outcomes should be met by mid-May [some gains may be lost in June when school activities become less predictable].) 1) Regarding Safety Issues • Devante will remain in the classroom for most the school day (6 out of 7 classes) and reduce the number of classroom suspensions by 25%. anxieties) under control.Classroom Management Plan Page 30 of 87 • Devante needs to know that basic needs such as food are housing will be available. Devante needs low stress times to get himself (feelings. • Devante will go outside at noon recess and take part in student activities without harming other students.
Educational Outcomes (These outcomes should be met by the end of April.) 1) Grade Level Learning Devante will be able to meet the grade kindergarten outcomes in all the core subject areas with a score of 80%. • • Devante will be able to go to the office when asked without argument.Classroom Management Plan Page 31 of 87 • Devante will be able to follow directions given by his parent(s) and teachers and do what is requested without major argument. two out of three times. Utilizing our parent network and the parent liaison will help. Devante will ask for help when having difficulty with a task (at home or at school). 4) Regarding Basic Needs • Devante will wait until recess for a snack without asking for one. 2) Filling Gaps in English Language Arts . 3) Regarding Friendship Issues • Devante will have at least two people who he plays with during free times who become involved with him both at home and at school • Devante will receive or make at least two phone calls a week to "friends" or play-dates with peers. • Devante will be able to follow directions given by the classroom teacher without argument two out of three times.
Materials and Strategies Identification of Safety. to help Devante develop a sense of trust (learning need) and safety (personal/emotional need) • create opportunities for Devante to have low-stress times (personal/emotional need) and more control (personal/emotional need) when he is most vulnerable to emotional stress< • create an environment where some basic needs such as food (personal/emotional need) can be met and where Devante can learn to wait for some needs to be met (learning need) . Devante will demonstrate success in comprehension with regards to what is expected in letter identification and sounds Methods.Classroom Management Plan Page 32 of 87 Devante will demonstrate progress in formal testing of at least one year all applicable cognitive skills. Shared-Service and Educational Goals Multisystem Education and Treatment Plans Safety Goals (goals that address system’s needs): • provide alternative placements for times when Devante is at risk of injuring others or himself • create crisis response supports for the Smiths when Devante puts himself in jeopardy • reduce damage to the Smith’s valuables Shared-Service Goals (goals that address personal/emotional and learning needs): • create a predictable and consistent environment with few changes.
including Devante’s visual learning style. She will chair school- . will manage the school part of the plan to insure that resources are in place and that strategies are successfully implemented. She will convene meetings with parents and outside professionals as needed. the resource teacher.Classroom Management Plan Page 33 of 87 • create opportunities where completion of work is rewarded (learning need) and where Devante can begin to see himself as a competent learner in new situations (personal/emotional and learning need) • create opportunities where Devante can learn new social skills (learning need) and possibly develop friendships (learning need) Educational Goals: • create a classroom environment where students with a variety of learning styles. will manage the community part of the program and insure that resources are available to Devante and the Smiths. the caseworker with Child and Family Services. Sarah Johnson. can successfully learn and present information in the class • introduce adaptive strategies in the core subject areas to help Devante meet curricular goals in these subject areas • develop direct teaching strategies and programs that will help Devante fill the academic gaps in ELA and mathematics Case Management Process Lori Rogers. She will also arrange for additional home supports if they become necessary.
Communication around the program will go directly to the appropriate case manager. The full team will meet monthly until it is felt that the program is progressing successfully. These include respite twice a week and support for summer camps Parents will promise only those things that they will follow through Devante will be placed in a program that has a consistent teacher throughout most of the day • Devante will be taken aside and forewarned whenever changes are to be made to staff or program Create opportunities for Devante to have low stress time • When activities .Classroom Management Plan Page 34 of 87 based meetings to address educational concerns and provide training and direct support where necessary. who will resolve problems at their own level or call a meeting of the full team if necessary. Care Plan for Devante Shared Service Home Environment Goals Create predictable and consistent environments with few changes to help the student develop a sense of trust (learning need) and safety (student’s personal need) Devante is ADHD • • School Environment • Child and Family Services will provide supports so the student can remain in the home in the long run.
E.Classroom Management Plan Page 35 of 87 with (personal need) when he is most vulnerable to emotional stress May be quite parents to insure depressed during that planned these time and get meetings occur as down on himself planned and will He may not respond to positive encouragement when down meet with Devante when parents do not follow through with commitments. (n.) Accommodating for Children’s Special Needs in School: Assistance from Section 504 and Federal Regulations Concerning Learning Disabilities.d. Retrieved . normal one for the day that matches the using a routine or one-to-one • are to be changed Child and Family Services will work carefully with dramatically. Devante will work with a small group References: ANNOTATED BIBLIOGRAPHY Annotated Bibliography: Summarization Bordini.
2011 from http://cpancf. By stating that the lack of understanding often places parents and schools in conflict and jeopardizes a positive school experience for a struggling child. the author. Retrieved from http://canteach..d. Clinical Psychology Associates of North Central Florida infers and conveys information that is indicative of understanding and applicable to compliance to the laws before us. Cause and effect with a .) Classroom Meetings. Executive Director. (n.Classroom Management Plan Page 36 of 87 February 22. this article gives great detail to ensure that the reader grasps the understanding required to facilitating the appropriate approaches to handling those who are considered disabled. and a host of other behavioral problems can be handled preventively. Bordini.asp With direct links to the IDEA regulations and other governmental sites. Can Teach.ca/elementary/fnations89. racism. By approaching the specialized issues of ADHD children and adults and giving pertinent information that is sensitive to the needs and resources allotted to and for ADHD participants. Subjects like fighting.html The process of developing a class meeting environment on behavior issues with which we all deal was discussed. This source informs of the detailed steps that ended and still pursues in the provisions listed in Section 504 of the Rehabilitation Act of 1973.D. Ernest J. name calling. stealing. Ph.com/articles_files/accommodatingchildrenspecialneeds. I better understand the underlying issues that affect the approach of discipline.
Classroom Management Plan Page 37 of 87 step-by-step process was helpful. It emphasizes that “If students are to be involved in making decisions about their lives, we must structure experiences that facilitate decision making.” This emphasis on decision making is key to social development (Can Teach, n.d.). Classroom meetings can seem to be a subject of opinion. This article possesses comments from published educational professionals and enables the reader to understand from real-world experiences. It also gives many links to other sources that further detail vital information concerning the topic. Conners, S. (2010) Section 504, the Americans with Disabilities Act (ADA) vs. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20, 2011 from http:// www.nldline.com/iep_vs_504.htm This article gives detailed information that addresses the issues of Section 504 in reference to IDEA regulations. With references to governmental agencies and valid links to these references, this article is proven to be valid. It also gives pertinent information that enables the reader to better understand the various issues that apply to greater understanding of such statements like “does not qualify” and issues that deal specifically with ADHD and ADD. Understanding the important differences for the parents who feel that their children have been denied services under IDEA guidelines involving specific disabilities is the difference in the definition of “handicap.” In addition, “Children qualifying under IDEA must have specific listed which results in a need for special education. Having knowledge and understanding of the specifics assist parents and educators in better understanding what is needed for the children.
Classroom Management Plan Page 38 of 87 Connie, M. (n.d.) Stepping Out. Retrieved February 25, 2011 from http://teachers.net/lessons/posts/285.html With a variety of links and resources that validate the subject of correcting misbehavior, this site references governmental guidelines with a variety of creative assets that allow the teacher to set a comprehensive pattern of learned behavior. It explains the step-bystep processes with examples that directly relate to the final assignment. Understanding what is needed and the lessons that need to be taught will enable a teacher to devise a lesson plan that will systematically achieve objectives and thereby achieve goals. Respect encompasses responsibility. This site teaches the teacher how to devise plans that give the children an opportunity to assess the choices that they make and why they may need to change their thought process. Focusing on acknowledgement, accountability, and responsibility, the lesson plan allows for fluctuation and enhances the cognitive skills of the students. The subject matter goes beyond rules and consequences; it gives greater understanding to cause and effect. Stepping Out is a comprehensive plan of action to facilitate change within a two week period. Though that is the plan, a teacher may run into unforeseen obstacles. With that in mind, it is best to set the timeline according to the teachers schedule. Department of Education. (2010) Protecting Students with Disabilities. Retrieved February 22, 2010 from http://www2.ed.gov/print/about/offfices/list/ocr/504faq.html Understanding rules and regulations is important. It is also good to understand the cause that facilitates the law and the actions in devising a plan of protection. Such understanding is applicable to grasping the reason for Section 504 and the education of
Classroom Management Plan Page 39 of 87 children with disabilities. Doing the right thing is stabilized on finding and possessing the appropriate information. This site is linked to the federal guidelines and sources that ensure appropriate positive comparison in regards to the subject at hand. The document gives information with dates and revision dates concerning civil rights in regards and inclusive of disability education . By referencing specific articles in the law and putting it in layman’s terms, the information was easily absorbed and respected. It approaches the issue from that of the Office for Civil Rights and refers heavily to the U.S. Department of Education and various Amendments Acts that relate to what is legal and illegal when it comes to disciplining those who are considered (by law and federal regulation) disabled. I got greater understanding of the fact that children who are considered disabled in reference to Section 504 are determined to: (1) have a physical or mental impairment that substantially limits one or more major life activities; or (2) have a record of such an impairment; or (3) be regarded as having such an impairment. Utilizing this scale of assessment enables me to better understand the whys and gives me the ability to comply. The fact that the impairments are not within Section 504 but directs those in question to the IDEA gives further solidity of the Section and its importance to the treatment of disabled children and adults. Edwards and Mullis. (2010) Classroom Meetings: Encouraging a Climate of Cooperation. Retrieved from http://findarticles.com/p/articles/mi_0KOC/is_1_7/ai_110962187/ Social workers and school counselors are vital to the special needs educational process. Relating class meetings to the education process was influential in the development of
Classroom Management Plan Page 40 of 87 my lesson plan. It also helps with formatting an effective IEP for each child. The emphases on the classroom setup were highlighted. Noting the expectations of the teacher should be reflective of the resources and environment available was to establish great reward when the classroom is effectively organized (Edwards and Mullis, 2010). ESR National. (2009) Twenty Kinds of Class Meetings. Retrieved from http://www.ethicsed/consulting/meetingideas.htm Having the option of clustering the special education classes seems to be growing. Program services can be maximized and better monitored and corrected if everything is on one site. This allows for better monitoring and team assessment. This will help the children and the parents grasp the needed skills for them. There are twenty kinds of class meetings emphasized in this article. The kinds are listed with examples of the subject matter. This helps in organizing what is best for your class. In addition the integration of the various options is phenomenal to planning and creating the ideals of classroom management (ESR National, 2009). The reference to other sources and links to other sites give some foundation on the information relayed. Knowing this is not just subject of personal opinion but a subject that has been debated by many organization and proven through the process of research is important and gives solidarity. Kia Kaha. (2009) A Bully Free Zone--The Kia Kaha Curriculum for Middle Primary. Retrieved from http://www.police.govt.nz/service/yes/nobully/kia-kaha/zone.html Applying a curriculum to behavior is something we already do; however, there was not enough emphasis in letting the children participate in classroom management. According to Kia Kaha (2009), the step-by-step process should be followed and a outcome
Out of district placement is also an option mentioned but would not be applicable to my local Mississippi area.com/od/specialeducation/p/specialedrooms. This site has comments and resources to validate the effectiveness of the plan.htm Inclusion is important. P.” By addressing the minute components of negative behaviors assist in understanding the end result of bullying. though this is usually what we do in our system. Retrieved February 14. Mesher. Noting the fact that there are different levels of inclusion and a variety of variables in consideration of what level of inclusion will work best was great information. This led me to research targeted curriculums that would assist in the transition with easy implementation by introducing specific modules were helpful. Mauro (2010) mentions the option of the self-contained class would be helpful for those who may need special classes and for the familiarity of similar peers.D. It is developed by a documented Ph. 2011 from http://www. (2010) Documentation in an Elementary Classroom: Teacher-Researcher Study. The instructional information pertaining to the resource room and classroom environment was also informative.Classroom Management Plan Page 41 of 87 indicative of success should be seen. has a variety of applicable information for further research.internationaljournaloflearning . Mauro. The best out there was “A Bully Free Zone.about. Preventive measures must be taken to thwart the increase of bullying that we now see in our schools. Retrieved from http://specialchildren. (2010) Choose the Right Special Education Placement for Your Child. Educating them early through rules and procedures is vital to their cognitive development. Mainstream placement is not always the best.
Classroom Management Plan Page 42 of 87 This article gave the results of a research done in utilizing documentation in the classroom and its uses in the future. Namka. gave practical information that is applicable to real-world experience. Merryfield. it is important to create that environment for maximum productivity (Namka. DVD. Knowing that this subject has been universally studied gives me the sense that it is vitally important to the teaching process. and a host of other publicized professionals and the results of their research on the matter. Her initial introduction related the behavior in the classroom to the ability to teach and learn. Her program of handling negative and bullying behavior entitled “Get Your Angries Out . As a teacher.com/bullylessons. Issue 2 on pages 57-62. This source gave reference to governmental accounts on health and the skills necessary for children to understand and retain these needed skills. It is fortified by the International Journal of Learning and gives great reference to Erikson.nichey.htm The simple approach of Dr.Bully Behavior Lesson Plans” gave practical examples of dealing with behavior in the classroom environment. Retrieved from www. References to other validated sources prove validity. Environment is vitally important. I like the article because it introduced the idea that multimedia components such as video. Retrieved from http://www. L. and voice recordings are considered documentation. . NICHCY. 2010).org/educatechildren/placement/pages/disciplinereg. Lynn Namka. licensed psychologist.angriesout. This information was concluded and intimately addressed in the International Journal of Learning Volume 14. (2010) IDEA’S Regulations on Discipline. Muhr. Maykut. (2010) Helping Children Stop Eggs Ons and Bully Behavior Lesson Plans.
She even informs on the process of documenting and the stages of those who document. These are noted in the discussion board.naeyc. In assessing the actual laws and regulation. H. She also highlighted proven formats that work in the classroom to ensure that efficient and correct documenting is done.Classroom Management Plan Page 43 of 87 This nationally syndicated website and print official. Dealing with discipline in disabled children has to do with civil rights. 2011 from http://www.pdf.org/files/tyc/file/seitz.) The Power of Documentation in the Early Childhood Classroom. This went with the subject of relationship. Knowing the audience and the purpose are variables that should also be considered. (n. this site proves to be accurate and verbatim. The stages of documenting are: (1) . also known as The National Dissemination Center for Children With Disabilities. I like the suggested topics to document. Retrieved February 11. NAEYC. approaches concerns and actions from the governmental approach and the understanding of federal laws applicable to the search criteria. With links that relate to a plethora of other reliable governmental sources give the believe that they are a legitimate organization.d. By recording vital information like the overview of an event and photographs of the children at work the teacher can retain vital reference for future projects. This extensive article which is published by a well-known educational source. was very informative. It highlighted the importance of effective communication. Seitz. This is an issue that is ongoing and should be handled with care. This gives the step-by-step processes of first determining what is considered in to be acceptable as a disciplinary action and gives the regulations on how to assess and the acceptable approaches to correcting the behavior or finding appropriate and proper placement.
further fortifies its validity. Stanford University.behaviormodel. affecting the entire educational infrastructure. (2010) Triggers Tell People to “Do it Now!”. and (6) Documenting decision making. We must approach each situation with respect to understanding the triggers that may set patterns in behavior. Better information usually results in better decision making and outcomes. (3) focusing on children’s engagement. Behavior is influenced by emotion. Retrieved February 8.d. 2011 from http://www. Shearston.org/triggers. including governmental agencies. The article’s list of references and additional links to other reputable sources.).currentliving. thereby.html Better understanding the subjective care of those with disabilities and better grasping the triggers for which to look out equips me with the resources to handle and intervene while devising and implementing plans to help thwart unwanted behavior. Our approaches to education and implementing plans can be positive and on the other hand can prove detrimental. The information gathered from various researchers and their results in greater understanding of characteristics that influence behavior is vitally important.com/categories/mental. I have learned that this is a serious subject and I need to take care to do a better job. (2) Exploring technology use.health/sherstone/care. Emotions are the underlying variables that can affect the ability of the child to comprehend. The mind is the portal of understanding. I Care…But Not That Much!. Retrieved February 22. 2011 from http://www. (4) Gathering information. (5) Connecting and telling stories. P.Classroom Management Plan Page 44 of 87 Deciding to document. (n.html .
(3) Is it appropriate for me to use punishment. Teacher Vision. and (3) Signal which possess both high ability and motivation. Stanford University enlightens the reader on three types of triggers: (1) Facilitator which possess high motivation and low ability. Understanding the Bogg Behavior Model gives greater understanding of how to motivate a child to give better behavior and when bad behavior can be used to get good behavior out. .Classroom Management Plan Page 45 of 87 Stanford University is a highly respected institute of erudition that has done several studies on various levels. The simple trigger of blinking the lights or turning them off will allow all the children (normal and disabled) to understand they are too loud and should be quiet. Answering questions like: (1) How do I determine the methods of control are appropriate without violating the rights of students with disabilities mandate. (2) Spark which possesses high ability and low motivation. In assessing BJ Fogg’s Behavior Model. It also informs that educators can give triggers to obtain desired behaviors. (2010) How to Manage Disruptive Behavior in Inclusive Classrooms. Triggers are universal but more pronounced in those with disabilities.html?page=2 When it comes to frequently asked questions concerning developing a plan to manage disruptive behavior while dealing with inclusion. Retrieved February 23.com/classroomdiscipline/resource/2943. and many others. 2011 from http://teachervision.fen. (2) How do I use reinforcement strategies to reduce disruptive behaviors. They focus on known educational information to be the foundation of their research opportunities. Teacher Vision gave precise and easily understandable information that is linked to other vital articles and governmental resources that will assist in my final project.
however. Documented records can save in the long run.org/Issues_Advocasy/Resource_Pages_On_Issues_One/Special Special education inclusion is a topic that is rapidly escalating in the field of education. 2011 from http://teachervision.Classroom Management Plan Page 46 of 87 The responses were vitally important and easily understood. Teacher Vision. It further assists in documenting classroom discipline and regulating and recording such things as physical accidents and injuries. This is a site that has been proven influential in researching various subjects in education. (2010) Special Education Inclusion. Retrieved from http://www. These documents can be used for future research and make it easier for future learners.weac. It gives links to other viable sources and is very well organized and documented. with the appropriate chart. Defining the issue and giving various options pertaining to placement is important. Highlighting the federal guidelines in the Individuals With Disabilities Act (IDEA) gave .com This site gave a plethora of examples of the types of forms that are generally used in documentation. Charting behavior on a daily and weekly basis can be a challenge. one can be more organized and understand the use of the data displayed. Wisconsin Education Association. Retrieved February 15. The questions were timely and the responses enabled me to better understand the importance of knowing what to do in order to stay within the law and to better understand what is at stake when making the decisions that can facilitate positive growth or end my career and cause a civil rights movement. Recording correspondence between parents and administrators is vital for the protection of all involved. (2010) Behavior Management Forms.
"Insanity is doing the same thing over and over again expecting different results. morality and ethics are vitally important to other means of development. The legal cases and battles that help develop the act gives the historical information that leads a direct path to understanding where we are today. Education is dynamic." With this thought in mind. "We must not be just simply good but we must be good for something. SECTION 3: PHILISOPHICAL FOUNDATION Henry David Thoreau once said. Teachers have to learn before they can teach. Education without understanding is futile. Understanding our purpose will enable us to fulfill our role in education. In life. Abraham Maslow simplified the process of understanding needs. In learning. 2010). It also summarizes research done by the Wisconsin Education Association Council. we get a greater understanding of what we are good for. . Reinforcement is vital to development (Negative and Positive)." Learning from your students and their reactions to your teaching will effectively help the teacher and the students to excel. Being a good teacher will influence the society of tomorrow. there are teachable moments and we should hold dear to our hearts the learning moments.Classroom Management Plan Page 47 of 87 me in-depth understanding of what is required (Wisconsin Education Association. Learning the history of the Civil Rights Movement’s motivation in establishing the act was great. The IDEA has strict guidelines in dealing with the protocols of special education. I find it pertinent that emphasis should be placed on being willing to learn in order to teach and a great teacher must be willing to learn. Albert Einstein said. Though there are structured means of formal education at various levels and ages. Education is life-long and can be applicable by means of formal and informal process. This site also gives affective programs for successful assessments and maintaining student retention and attendance.
Classroom Management Plan Page 48 of 87 Endurance. Studies show and • SEATING CHART In an effort to facilitate teamwork. . Ensuring all have the equal opportunity to excel and succeed at all skill levels. documentation. With this frame of thought. creating a plethora of opportunities for future successes. respect. Life – long learning is the key for any teacher to be successful and remain progressive for future ventures of life. thereby. relationships. All of us are equals and it is important that we communicate with and respect each other. The chain of learning is reinforced with the circular design of the classroom. Life learning is our purpose. and belief are the foundations for building a well rounded contributing member of society. Addressing things like class meetings. hope. the students are met with the understanding that a chain is only as strong as its weakest link. and disruptive behavior patterns and themes enables better understanding of the full spectrum of the educational process. the room is designed to solidify and fortify the thought of understanding that we all rely (directly and indirectly) on each other.
Classroom Management Plan Page 49 of 87 TEAM CONFERENCE TABLE TEAM CONFERENCE TABLE TEAM CONFERENCE TABLE TEAM CONFERENCE TABLE With teamwork at the forefront of the future. the seating chart will allow the students to retain their individuality and meet at their assigned conference table to collaborate on assignment and class/team projects. .
4. Respect the rights and property of others. No arguing in class. remain in your seat until you are dismissed. In addition. 5. 3. 8. At the end of the period. Concerns and/ or appeals must be discussed with teacher privately before/ after class or submitted to teacher in writing after class. This meeting will be held in the last 15 minutes of the class period. encourage good things. chewing and grooming in our classroom. Be in your assigned seat and prepared to work when the final bell rings. drinking. 2. 6. the parents are asked to sign a Behavioral Contract. The rules set forth in this plan are founded on the principles of our school system and are in compliance of the IDEA and ADA to ensure that all (normal and special needs) children have an equal opportunity to education and promotion. (If we are not assembled due to unforeseen circumstance—i.e. it is pertinent to implement weekly classroom meetings to address the issues of the week. It contains the rules and consequences listed below: Classroom Rules: 1. 7. In order to enlist transparency.Classroom Management Plan Page 50 of 87 • Rules and Procedures In an effort to involve the parents and the rules and regulations of the external community. this will be an opportunity to assess the week’s progress from the students’ point of view. Be courteous to your teacher and your classmates. inclement weather— the class meeting will be held on the first resuming day of return). Raise your hand and wait to be recognized before speaking. and address bad things. . Follow directions the first time given. Abstain from eating. This contract serves as a medium of responsibility and parental notice of what the classroom environment should be.
Classroom Management Plan Page 51 of 87 9. Upon following the necessary and regulated rules. This behavior will result in an immediate consequence. 4th Offense: If the problem persists after a detention. 2nd Offense: A 2nd verbal warning will be given and may be accompanied by a telephone call to the parent/ guardian. 3rd Offense: If the problem persists after a verbal warning. unless the discipline code calls for a referral. . 12. 11. students will be given a detention. Do not write on the classroom desks. *Note all matters of disciplinary actions with regards to special needs children will be contingent upon the directives given by the IDEA and ADA. If a conference is necessary. it will be scheduled through Guidance. Enter and exit through the designated door located in the rear of the classroom. Heads must remain off the desks at all times. Destruction of property will not be tolerated. which will be accompanied by a telephone call to the parent/ guardian. 10. a discipline referral will be given. Violation of these rules will result in the following consequences: 1st Offense: A verbal warning will be given when a minor classroom or school rule is broken. A printed copy of this information will be promptly distributed as needed to all applicable parties. the disciplinary implementations will go as regulated. There must be an assessment and referral.
asp Daily Classroom Procedures Students must bring the following to class each day: loose-leaf paper. (n. Be aware that binder checks or quizzes may or may not be announced beforehand. please submit these to the teacher in writing by placing them in the designated student inbox on the back table.html Bordini.) Classroom Meetings. 2011 from http://cpancf.d.d.ca/elementary/fnations89.Classroom Management Plan Page 52 of 87 Can Teach. In addition. binders must be in class every day.) Accommodating for Children’s Special Needs in School: Assistance from Section 504 and Federal Regulations Concerning Learning Disabilities. . Handouts will be numbered like pages in a book. A model binder located on the student work table in the back of the room will always be available as a guide. pen. textbook. Retrieved from http://canteach. and one for class notes in the second quarter.com/articles_files/accommodatingchildrenspecialneeds. the class notes section will be organized by date. one for handouts/ class work in the first quarter. (n. three-ring binder. Please organize and keep all work in this binder. E. pencil. and a one-inch. students need to obtain five dividers: one to separate the two nine week periods contained in one semester. highlighters. however. one for handouts/ class work in the second quarter. Make sure the binder is numbered and in the same order as the teachers'! If students have any specific requests or concerns (such as an updated progress report). Retrieved February 22. one for class notes in the first quarter. therefore.
Retrieved from http://findarticles.com/p/articles/mi_0KOC/is_1_7/ai_110962187/ ESR National. (2009) Twenty Kinds of Class Meetings. however. tests will be announced at least two days in advance. Semester exams constitute 1/5 of each student’s semester grade (refer to Student Handbook). If a student is absent the day before a test. we will have weekly classroom meetings to be held on each Friday to ensure that we recap the week and set the schedule for next week.gov/print/about/offfices/list/ocr/504faq. 2010 from http://www2. Retrieved February 22. There will be class officers and the class will elect their representatives. (2010) Classroom Meetings: Encouraging a Climate of Cooperation. Expect to follow all scheduled test dates. Testing days for English are Wednesday and Friday. Department of Education. Please refer to the Course Objectives syllabus for a detailed general guideline. Retrieved from http://www. Keep everything in a binder as study guides for semester exams! . Exam Procedure Semester exams will be given at the end of the each nine week grading period.ethicsed/consulting/meetingideas.htm Assessments Tests and Quizzes Policy Quizzes may be given at any time. he/she will still be expected to take the test on the announced day.Classroom Management Plan Page 53 of 87 In addition.html Edwards and Mullis. (2010) Protecting Students with Disabilities.ed.
Do not procrastinate with make-up work. Students who are in attendance and do not complete class assignments cannot make them up at a later date and will receive a zero for the missing assignment(s). or essay. otherwise. Failure to do so will result in a zero for the missing grade. Any late assignments shall be penalized a letter grade per day late. This document should be customized to meet the needs of students and teacher preferences for daily classroom procedures. plan to visit before or after school. quiz. go to the student work table. refer to the class calendar. Special arrangements can be made for extended absences.Classroom Management Plan Page 54 of 87 Make-up Procedure When a student is absent. Then. The goals of this document are to improve workflow and ensure students . Students may also visit the teacher before the last bell at the beginning of class or two minutes before the end of class to discuss missed assignments and/or to schedule a time to make up a test. it is his/her responsibility to obtain make-up work the first day back to class. and obtain missing handouts from the model binder. Make-ups will only be given during class if the situation permits. quizzes or assignments. tests and exams as well as make-up procedures. so please refer to the course objectives first to see what assignments you have missed. This sample teacher letter provides students with guidelines of teacher expectations for classroom policies and procedures. Make-up Expectations Students will have equal class time missed to make up any missed tests. It is difficult to converse individually during class. After four days late. which is an average of five points per day late. the highest possible grade is half credit.
Further. Mauro. In addition.Classroom Management Plan Page 55 of 87 and teachers share a common understanding of policies and procedures. staff and administrators to provide a constructive learning environment. Retrieved February 11. they enjoy a more organized classroom environment.d.htm Seitz. special needs children will be handles with care and in compliance to the IDEA and ADA regulations. . It’s not the minute or two gained that’s important.about. Classroom Discipline: 1. Effective discipline entails maintaining codes of behavior for students.pdf.naeyc. (2010) Choose the Right Special Education Placement for Your Child.) The Power of Documentation in the Early Childhood Classroom. Effective discipline also encourages self-discipline and responsibility in every member of the Panola County community. (n. 2011 from http://www.org/files/tyc/file/seitz. when teachers set up clear expectations of policies such as described in this letter. that there’s little time to waste or spare. Start class immediately.com/od/specialeducation/p/specialedrooms. Retrieved from http://specialchildren. H. SECTION 4: CLASSROOM MANAGEMENT PLAN • Discipline Plan Discipline Procedures: Discipline refers to the total school environment and its relationship to student behavior. It conveys to students that this is a place for serious work. rather it’s the tone that is set.
g. Plan well. sharpening a pencil). to set the pace. Avoid becoming involved in a discussion with one student. Be in control of words and actions. Even if you win now. no teacher.. Have several procedures for situations or problems that are routine. particularly over matters relating only to him/her. When you deal with so many students in the course of the day.Classroom Management Plan Page 56 of 87 2. Spot both of these types and keep them busy. Don’t be reduced to an exchange of insults or sarcasm. Children instinctively and wholeheartedly despise sarcasm. The teacher should set the tone of the class. Students should know what’s expected of them. which needs require the teacher’s permission and which do not (e. can succeed with a class if there’s the slightest tinge of sarcasm infecting the relationship. they’re more likely to make trouble. 4. Arrange to speak with him/her at a later time. Have a full period of work planned. If . 6. When small problems arise. 5. while the rest of the class just waits. don’t be involved with one student when you should be starting class). you lose ultimately. (Also. The others won’t wait quietly for very long. where items they need are located. particularly a contrary one. Remember that some students work faster than others and that poorer students often cut corners and therefore consider themselves “finished” sooner than expected. keep them small. get students out of the habit of approaching you at the very beginning of the period with individual problems. When students have free time. 3. Don’t permit any one student. not everyone can live up to your expectations. no matter how gifted.
ISS Room In School Suspension Room (ISS) is an in-school suspension given to students as an alternative to sending them home. 8. When tempers flare. Make arrangements to meet later— with or without a third party present. businesslike. There’s a “mirror” or “echo” effect in human interaction. don’t attempt it. sensitivity. seek help. and consistent. they should have nothing to do with the overall mood of the class. hostility elicits hostility. it’s in your best interest to do so. Sure. Some problems may require solutions not at your disposal. whereas kindness and respect elicit kindness and respect. If a problem really is too difficult to handle. Make arrangements for a later meeting.Classroom Management Plan Page 57 of 87 every teacher disappointment becomes a major issue. respect. as you deem advisable. but these procedures should be quick. there should be procedures for dealing with a forgotten pencil. If it’s possible to settle difficulties with a student without involvement of administration. If you know that a matter can’t possibly be settled at once. Don’t debate with a student or criticize him/her in front of the class. suffering in silence. then the class becomes a battlefield. and kindness are of the essence. A teacher really has no right to demonstrate any other behavior. When larger issues arise. 9. Manners. It is the last step before notifying parents that their student’ s behavior is . this isn’t to say that teachers are supposed to be martyrs. people can’t reasonably settle anything. However. tact. try to de-escalate. 7. The more people involved the bigger and more complex the issue becomes.
Classroom Management Plan Page 58 of 87 unacceptable and that the student has been sent home for a designated length of time. Student will remain in their seat in ISS Room unless given permission to move by the supervisor. Students who are assigned ISS room might not be allowed to participate in any extracurricular activity that day. 5. 6. 11. An administrator must refer a student to ISS Room. Students will complete all assignments sent to them by their regular teacher. Students will not talk to one another unless given permission. while trying to motivate the student back into his/her regular program. The ISS Room instructor will be of resource value to the student. 7. . Students will report to ISS Room at the designated time with all necessary materials needed to complete assignments. Violation of any of these rules may result in an immediate out-of-school suspension. 10. 3. 8. 2. Students are expected to follow the established rules while assigned in the ISS Room. Students will not eat except at designated lunchtime. 1. 4. the student will either read or work on alternate assignments given by the ISS Room Supervisor. If all assignments have been completed. Students are allowed one restroom break in the afternoon except in case of emergency. Failure to complete them will result in an additional ISS Room assignment. or a suspension. Students must be issued a destination slip by the room supervisor before leaving the ISS Room. All assignments will be collected and returned to the classroom teacher for credit. which will be determined by the supervisor. 9.
Student must remain in his/her seat at all times while in the ISS Room. Use of the lavatory shall be limited to the restroom in the health room. 6. and those whose conduct is extreme enough to warrant it. 2. each student must work on an assignment from a classroom teacher or an assignment from the ISS Room Resource Instructor. Out-of-school suspension will still be given to those students who do not follow the ISS Room regulations or do not attend. 4. 7. All assignments will be collected and returned to the classroom teacher for credit. 13. Any student spending School Suspension time in the ISS Room will have their parents contacted and notified of their child’s behavior. .Classroom Management Plan Page 59 of 87 12. While in the ISS Room. 5. 3. Student must be referred to ISS Room by an administrator. In-School Suspension: 1. In-School Suspension Assignment Request form (pink) distributed to classroom teachers for the student being placed in the ISS Room are to be completed and returned to ISS Room as quickly as possible. Student will not be permitted in the halls except to use restroom facilities. Students will be allowed to return to their regular schedule upon completion of their assigned time in the ISS Room.
Teachers should not use the hall area outside their classroom door as a time out area. The ISS Room instructor will be of resource value to the student. Teachers may have an agreement with neighboring teachers (Buddy Room) to use that room for time out. 10. 9. Students will be allowed back into their regular scheduled class only upon completion of their assigned time in the ISS Room. 3. A limited number of resources will be provided in the ISS Room to aid the student in the completion of assignments. If your child merely has a 504 Plan (required by . 11. If the student does not abide by the ISS Room regulations the parent will be notified and the student will receive an out-of-school suspension. Special Needs A child may be in various categories in reference to special needs and a determination of what the regulations depend on this assessment. while trying to motivate the student back to his/her regular program. Teachers should identify and use a time-out area in their classroom.Classroom Management Plan Page 60 of 87 8. Time out: 1. 2. Use these rooms judiciously.
Section 504 does not include these protections (Conners. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20.Classroom Management Plan Page 61 of 87 law) and this child misbehaves in school. To be eligible for special education services.com/iep_vs_504. 2010). Section 504 does not include a clearly established “Prior Written Notice” requirement. Under IDEA the child has the right to a fair and appropriate education. it is required that he/she be evaluated. Before a child qualifies for special education services under IDEA. even if expelled from school. the Americans with Disabilities Act (ADA) vs. 2010) Conners.htm . an evaluation must consist of all of the following: o Special medical concerns addressed by the treated physician o Interviews with parents and school staff o Information from parents o Special tests which must include all areas related to the suspected disability(Conners. According to the IDEA. it is necessary to prove that the child in question has a disability that interferes with his/her education and performance. These safeguards include written notification before any change of placement and the right to an independent educational evaluation at public expense. However. the school may decide that the child’s behavior is not related to the disability and the child can be expelled from school. IDEA includes intimate and systematic systems of protocols and procedures designed to protect the child and the parents. (2010) Section 504.nldline. 2011 from http:// www. S. Section 504 and ADA do not provide these protections.
Retrieved February 23.behaviormodel. Stanford University. The latter is designed to guarantee that children with disabilities will not be discriminated against. A child who receives Section 504 protections has fewer rights than the child who receives special education services under the IDEA.org/educatechildren/placement/pages/disciplinereg. (2010) How to Manage Disruptive Behavior in Inclusive Classrooms.Classroom Management Plan Page 62 of 87 NICHCY. 2011 from http://www.org/triggers. (2010) IDEA’S Regulations on Discipline. (2010) Triggers Tell People to “Do it Now!”. It is important to know that Section 504 is a broad federal civil rights law that protects all individuals with a handicap. Retrieved from www.html?page=2 • Accommodations Following the federal guidelines presented in the Individuals with Disabilities Act and qualifying a child as disabled ranges by the use of defined variables.html Teacher Vision. IDEA only applies to students who require special education because they have one of the specified types of disabilities.com/classroomdiscipline/resource/2943. It means the child has been identified as having unique educational needs related to his/her disability and is entitled to an Individual Education Plan (IEP) to meet their needs. The child who receives special education services under the idea is automatically protected under Section 504. Retrieved February 22. Under Section 504 the child with a disability may receive accommodations and modifications that are not available to children who are not disabled.fen. These accommodations include but are not limited to: .nichey. 2011 from http://teachervision. It is best to understand that “Special Education” under IDEA does not mean placement.
this does not mean that the administration is not ready to support the teacher when difficult situations occur. The Individuals with Disabilities Act (IDEA) What is the Difference? Retrieved February 20. the Americans with Disabilities Act (ADA) vs. it is desirable for the teachers to handle their own classroom problems because it strengthens their prestige.htm • Learner Conflict Resolution The following statements attempt to present some points of view which should be helpful to the teacher in establishing respect and good rapport with the students. . visual motor skills o Standardized tests answers written directly in the test booklet and transferred onto answer sheet by teacher and/or other educational professional. Conners. 2011 from http:// www. When possible. Teachers should always notify the office when extreme or unusual situations develop. however. o Preferential seating o Allowing the child to leave the classroom 2 to 3 minutes early to avoid crowded hallways.com/iep_vs_504.nldline.Classroom Management Plan Page 63 of 87 o Shortened or time altered assignments o Frequent breaks to facilitate control over inadvertent behaviors or habits due to impairment or disability o The use of word processor programs due to fine motor. o Class notes provided rather than having the student copy from chalkboard or overhead. (2010) Section 504. S.
Corporal punishment is not allowed. Classroom guidelines (i.. Many problems will be avoided if staff will stand at the classroom door.e. prepare thoroughly and be ready to begin instruction immediately. materials needed for the class. 5. 4. posted or distributed to students. grading procedures. The measures taken to maintain control should be directly related to the nature of the infraction. take a daily interest in each student and his/her needs. Always try to determine the facts and reach a decision without evidence of anger or irritation.) are to be written. etc. cooperative students. it is better to send the student to the office rather than upset the entire class. greet students as they enter. 3. Let students know you’re there for them and ready to help them succeed. Use “Disciplinary Referral Slip” and. Establish certain realistic standards of behavioral expectations from the first day of school. and a copy made available to the assistant principal upon request. if desired. call the . Just as it is easy to like well-adjusted. when there seems to be no possibility of immediate solution. It is many times more difficult to regain status that has been lost than to maintain it from the outset. it is easy for students to accept the same qualities in teachers.Classroom Management Plan Page 64 of 87 1. Let the students know what is expected of them and then adhere to these firmly and fairly throughout the year. Participation in school activities outside the classroom makes students realize that the teacher is interested in them and helps build good student-teacher relationships. Occasionally. 2. Slight and infrequent irregularities in conduct should be expected and not taken too seriously.
each other and to conduct themselves in an orderly and responsible manner during all school functions. and obey school rules. (2010) Helping Children Stop Eggs Ons and Bully Behavior Lesson Plans.com/categories/mental.htm Shearston. 2011 from http://www. Use physical force only when deemed necessary to protect or ensure your safety or the safety of others. I Care…But Not That Much!. school property. use appropriate language. Retrieved from http://www. monotony. NEVER TELL A STUDENT to “get out” or that he/she cannot return.com/bullylessons.d. Analyze the situation and do not make one student the victim of a class problem. See that the student has definite directions. unsatisfactory group attitudes are a reflection of poor planning. Namka.health/sherstone/care. lack of vitality of interest on the part of the teacher.angriesout. 8. Generally. (n.). Retrieved February 8. Students are expected to follow instructions of all staff members. . L. the certainty of consequences is a greater deterrent to wrongdoing than harshness. 6. Generally. or a measure which causes the student to lose self-respect intensifies a problem rather than solving it.Classroom Management Plan Page 65 of 87 office to tell who is being sent. is absolutely not allowed. 7. Alertness on the part of the teacher is essential at all times.html Student Expectations: 1. Students are expected to be respectful to adults. The use of sarcasm. 2. cooperate with requests. P. ridicule.currentliving.
cigarettes.). complete and hand in assignments on time.. including lunchtime. Students are expected to walk in the halls. and are to refrain from smoking. 4. making good use of class time. CD players. Students are expected to eat only in the commons except where permission has been given. pagers. 9. etc. no handholding. radios. 6. Students are expected to leave all contraband items at home (i. . (Running. 10. and assist in keeping the school clear of litter. kissing. 5. 7. Students are expected to be in class on time. tape players. Students are expected to display appropriate behavior (i. shoving. Any exception must have written authorization through the office.e. 8. Assignments missed during an absence are to be made up. squirt guns.e. Students should not leave the classroom to go to the lavatory or drinking fountain except as given permission by the teacher. cell phones. Students are expected to wear appropriate clothing and shoes. Students are expected to request an appointment before going to see counselors. Students are expected to remain on the school grounds from the time they arrive in the morning until their regular dismissal time at the end of the school day. drinking and the use of drugs on school property. Appointments will be made outside of class time.Classroom Management Plan Page 66 of 87 3. and tripping are dangerous and are not allowed). with necessary materials. magic cards.. or other intimate physical contact). alcohol.
Pant legs cannot be so long that they drag on the ground. neat and clean to ensure the health and safety of all students. footwear must be worn at all times. these items will be confiscated and reported to the appropriate authorities. If the child possesses any paraphernalia. Students are expected to follow dress code policy at all times. Wisconsin Education Association. Pants must be work evenly. Student’s dress and grooming shall be modest. Belts are to be worn in the belt loops. 12.Classroom Management Plan Page 67 of 87 11. This is a direct violation of our county’s “Indecent Exposure” law. pants that sag below the hips will not be allowed. the observable behavior they want from students. Retrieved from http://www. self-respect. For safety reasons. Teacher Expectations: 1. Teachers are expected to provide a positive learning environment where self-discipline. or illegal items or substances. The total learning climate of a school is important to the educational process. Teachers are expected to know. Inappropriate clothing will not be allowed. 2. Students are expected to have a destination slip when in the hall during class time. No part of the belt should be hanging.weac. and belief in one’s own abilities are emphasized. In addition to the above. . (2010) Special Education Inclusion.org/Issues_Advocasy/Resource_Pages_On_Issues_One/Special Dress Code North Panola Junior High wants to ensure that student behavior and dress are appropriate. at all times.
destination slip. 6. Teachers are expected to systematically reinforce the appropriate behavior of all students. should be models for students to emulate. 5.. Teachers are expected to be punctual and prepared for bell to bell instruction in the classroom. and for five to ten minutes after school. Teachers are expected to systematically set limits when students do not behave properly and provide consequences every time a student chooses to behave inappropriately. between classes. Teachers are expected to be at their classroom doors by 7:40 a. A student should never be told to get out of class and/or never come back. 11. 4. Teachers are expected to develop clear. and consistent in enforcing district. 9. Teachers are expected to inform students of their classroom behavior policies. school and classroom policies. or office request with any student leaving the classroom. brief. Corporal punishment is prohibited by school policy (unless the parent signs the document allowing responsible CP). 7. Teachers are expected to send a referral form. Teachers.m. . Teachers should be firm. 10. in this regard. fair. written classroom behavior policies only for those rules they intend to enforce. These policies should compliment school and district student behavior policies. They should enforce all school rules. 8.Classroom Management Plan Page 68 of 87 3. Teachers are expected to respect students and student rights.
and parents. Administrators are expected to make use of internal and where appropriate. 7. 2. Administrators should supervise implementation of district and school behavior policies so that they are fair and consistent. outside agencies in dealing with behavioral problems. Administrators are expected to deal with discipline referrals expeditiously and provide feedback to teachers concerning dispositions of discipline referrals. Administrators should provide in-service (i. students.. 5. Teachers should be willing to contact and meet with students.e. . and students in developing effective school behavior policies. 6. and other staff members and elicit their cooperation in dealing with discipline concerns. Administrators should utilize staff. Administrators are expected to clearly communicate district and school behavior policies to staff. informational speakers) to help staff with behavior problems. Administrative Expectations: 1. parents. parents. 3. 4.Classroom Management Plan Page 69 of 87 12. Administrators are expected to firmly support the faculty and establish district and school policies. classroom management skills.
a student is. Administrators are expected to assist the teachers in developing appropriate programs from students with behavioral problems.Classroom Management Plan Page 70 of 87 8. Administrators are expected to be aware of cultural differences in students and provide the staff with this information. by his/her behavior. You may find this in the “Behavioral Ladder” page of this staff handbook. disrupting the instructional program to the detriment of himself/herself and/or others. . Procedures for Handling Discipline: 1. the teacher will take appropriate action under the terms of the school disciplinary procedure. 3. Student disciplinary procedures shall exist for each school district. The building principal will provide the teachers with the written classroom discipline procedure at the beginning of each school ear. in the judgment of a teacher. 2. 4. When. All teachers are expected to accept a share in the responsibility for the control and discipline of students in the total school environment. Teachers shall adhere to the procedure. Any modification of the student disciplinary procedure shall be reviewed with the school faculty prior to implementation. 9.
The Behavioral Contract should be used in reference to the rules and consequences within the classroom environment. pushing. Name-calling 4. Talking out in class 2. be it for disruption or other reasons. Each teacher is responsible for developing an appropriate classroom management plan which includes classroom procedures and consequences prior to the start of school. The plan is to be submitted to the assistant principal for approval and to be discussed with all students the first week of school. Running. It is important to understand that there are a variety of personalities within the confines of a classroom. 1. Nuisance Behaviors: These behaviors include infractions that are disruptive to the teaching process and class climate. will be rendered based on severity. the teacher will take appropriate action under the terms of the school disciplinary procedure. Not following teacher directions (insubordination) .Classroom Management Plan Page 71 of 87 5. Upon removing a student from class. tripping in halls 3. These rules are district wide and should be respected in cooperation with the classroom. Special attention during a class period.
the appropriate referral must be used. Chewing gum or eating candy The following procedures will be followed for nuisance behaviors: Step 1: The teacher isolates student if possible and deals with the student on a one-to-one basis when convenient. Consequences should be explained to parent. A telephone number and time the teacher can be reached should also be included in the letter. Step 4: Referral made to counselor for possible administrative action. Rubber bands and paper wads 7. then a letter should be mailed home to identify the problem and consequences. If a parent contact is not possible within a reasonable time. Classroom consequences should be established and clearly defined if behavior continues. Step 2: Teacher calls parent and discusses problem. . and the consequences for continued disruptive behavior will be outlined. When a student is referred to a counselor.Classroom Management Plan Page 72 of 87 5. Step 3: Use of buddy room/team intervention. staff conference with parent/guardian. Step 5: Discipline referral filled out. Excessive tardiness (See Tardy Policy) 6.
Request for help from other staff members should be made when needed. Drug and alcohol abuse When the behavior of a student is so detrimental to the classroom atmosphere and destructive to the teaching process that immediate removal is required. should be referred to an administrator. The teacher should also not hesitate to call the office for assistance. . in your opinion. Examples include: 1. Assault 5. Fighting 3.Classroom Management Plan Page 73 of 87 Any behavior outside the classroom that is. or behaviors such as those listed above occur. Harassment/Intimidation 6. the following procedures should be taken. inappropriate. Step 1: The staff member should gain control of the situation as quickly as possible. Severe Disruptive Behavior: Severe disruptive behavior is that requiring immediate attention. Profanity directed toward a staff member 2. Vandalism 4. Smoking 7.
Stanford University. (2010) Triggers Tell People to “Do it Now!”. The parents will be contacted.html .police. (n. Seitz.behaviormodel. Retrieved from www. Retrieved February 11.naeyc. The administrator may involve the staff member and/or parents in a conference with the student.) The Power of Documentation in the Early Childhood Classroom. 2011 from http://www. P.html Mesher. H. Retrieved from http://www. suspension. All consequences shall be consistent with the district policy.govt. Appropriate consequences such as detention. and alternative education programs will be determined at this or subsequent conference. 2011 from http://www.org/educatechildren/placement/pages/disciplinereg.Classroom Management Plan Page 74 of 87 Step 2: The student should be escorted to the office with a written discipline referral. the staff member should consult an administrator.nichey. and by a staff member if the student is not likely to report to the office or may cause further disruptions. ISS Room. (2009) A Bully Free Zone--The Kia Kaha Curriculum for Middle Primary.pdf.org/files/tyc/file/seitz. 2011 from http://www. Kia Kaha.internationaljournaloflearning NICHCY.d.nz/service/yes/nobully/kia-kaha/zone. Retrieved February 14. On all referrals to the office. (2010) IDEA’S Regulations on Discipline. *Note: All infractions (minor and severe) will be properly documented and reported and will be used in any arbitration and placement plans. custodial work. Retrieved February 22. (2010) Documentation in an Elementary Classroom: Teacher-Researcher Study.org/triggers.
Sardis.Classroom Management Plan Page 75 of 87 • Lesson Plan Outline North Panola Middle School. Resource Distribution Give one or more worksheets to student when you send him/her to detention or send him out of the room or put him aside from other students because his behavior was not accepted. This plan must be brought to you before you should accept the student back in class. RESPECT LESSON o Respect (giving and receiving) . and movies that reflect correcting negative behaviors. II. GRADE LEVEL: 6-8 I. After the student copies down the lesson (as many times as you want them to write it) have them write/devise a plan on how they can change their behavior to be allowed back in class. MS. USA Activity Time: Time ranges based on achievements (anticipated two weeks) Concepts Taught: Discipline behavior modification Materials Needed: Applicable printouts. pencils.
When you are rude. 3. When you automatically treat people with respect. . put people down. o We all need and deserve to be respected. Don't argue or fight with someone who is obviously not feeling good about him/herself. 2. That is why we always have to remember to treat people with respect. talk negatively. When you don't feel good about yourself. Title your paper "Respect". However. or insult people. No one is immune to having things go wrong. or can tell that they may not be feeling much respect for themselves. but I do not have the right to express it. Don't say negative things. we cannot respect others when we don't respect ourselves. Be sure to put your name in the right hand corner of your paper. even if we are not feeling very good about ourselves. you are hurting your respect for yourself as well as for others. everyone loses. Don't say things in anger-count to ten before I speak or don't say anything until the anger has passed. o Everyone needs to feel good about themselves in order to get along with others. o We all have bad days. 5. When someone does not feel good about himself or herself. 4. Overlook it when someone is trying to tease me to get me mad. o How can I treat people with respect automatically? 1. you help everyone feel better about themselves. I have a right to my opinions.Classroom Management Plan Page 76 of 87 o Please copy onto a separate piece of paper. he or she speaks and acts in ways that hurt others. Ignore them when they say or do something that hurts my feelings.
so it is vitally important to make every minute count. I understand that it is okay to talk: • • • If I raise my hand and the teacher calls on me. Treat others as I would like to be treated. When the teacher is talking. I understand that time is one of the most valuable things we have. my classmates or to myself. If talking is necessary to complete my assignment. That is not fair to my teacher. 2. .Classroom Management Plan Page 77 of 87 6. Put myself in the other person's place and try to understand what their point-of-view is. When a student is asking or answering a question. Always try to think of everyone as doing the best they can-see everyone as the best that they can be. When I talk or goof off or disrupt the class. Be sure to title it "Talking Lesson" and put your name on the top right-hand corner of your paper. If it is free time and I have completed my assignments. Fortyeight minutes is so little time to do all the things we need to do in class. TALKING LESSON Directions: Copy the lesson onto a separate piece of paper. 8. But I know that I must not talk: • • 1. I am wasting valuable learning time. III. 7.
What can the TEACHER do to help you stay out of trouble and to help you succeed in her class? V. using most of the words in the question in your answer. 1. When the teacher has instructed the class to be quiet.Classroom Management Plan Page 78 of 87 • 3. TIME OUT LESSON . Why was it wrong to do what you did? 3. What can you do differently in the future so that you will not get into trouble? 4. THINKING ABOUT BEHAVIOR LESSON Answer the following questions in complete sentences. so I will copy this paper as many times as it will take to show you that I have learned this lesson. IV. An administrator and/or your parents could read them in the near future. What did you do that got you into trouble? 2. I can see that learning how to talk only when it is proper to do so is very important. Please think carefully about your answers.
I understand that I choose how to use this time. I am missing out on valuable learning time. Instead of learning. I am copying this lesson. When I behave disruptively. I not only keep the teacher from doing her job. o I am here copying this because I was sent out of the room. I am also keeping students from getting the best education possible. When I behave disruptively. I can get an education and learn more about myself and the world around me. Be sure to title it "Time-out Lesson" and put your name on the top right-hand corner of your paper. I understand that I made a decision to behave unacceptably in class and the consequence for this was being sent out of the room and points are deducted from my grade this week. She needs to plan the English lesson and then do everything possible to help students understand the material. Every student in America is offered 12 years of free education. o I understand that the teacher is responsible for many things. o I understand that school is a place for learning. o I understand that the other students in my class have a right to the best education possible. I was sent out of the room because __________________________________________. I understand that I have the . or I can waste this time. The teacher has a big job because it is not easy to help a class full of students. No other country in the world offers this to their students. This is not fair and I don't have a right to do this. This isn't fair and I don't have the right to do this.Classroom Management Plan Page 79 of 87 o Directions: Copy the lesson and fill in the blanks with your own words. I understand that right now. I am making it hard for the teacher to do her job.
Classroom Management Plan Page 80 of 87 power to make good decisions or bad decisions. and school rules. this plan of action best enables a teacher. they can be addressed on an individual and group basis (depending on the problem).d. M. (n. By implementing the Behavior Contract. We must have some sort of autonomy and if there are problems. When I make good decisions I am rewarded. In school. Reaching children on a group level can be challenging. district. a scale of . Implementation in respect to the district is vital. 2011 from http://teachers. By specifying minor and major behavior problems. I will _________________________________________________________________ ________________________________________________________ o These lessons were taken from the North Panola Middle School Hand Book. By having class meetings and acknowledging the issues (good and bad). state. I understand that I deserve a good education and I have the power and responsibility to make this happen. the parents will be aware of the expectation of their child. Retrieved February 25. Classroom management must be influenced by school policy. the children will be more likely to follow the rules and will be able to better accept the changes due to occur in their promotion. Connie. this means getting a good education and feeling good about myself as a student. Parental involvement is important to implementation and success. in the classroom setting. All credits go to this school.) Stepping Out.html Conclusion: By adhering to the current federal. to maintain control and influence individual and group development. This plan also lists the expectation and duties of the teacher. local. When I return to class.net/lessons/posts/285.
Classroom Management Plan Page 81 of 87 measurement is formed. Classroom management seems a bit more doable when the rules are in writing. Sincerely. Having a plan of action and a scale by which to determine consequence will assist in the easy flow of dealing with consequence and reward. Patrice Hoskins Teacher Attachments: “Behavioral Contract” and “Acknowledgment/Acceptance Form” .
If there are any questions.Classroom Management Plan Page 82 of 87 Behavioral Contract Student Name: ____________________________________ Date: _________________________ Room:________________________ Teacher Contact Information: Teacher Name: _____________________________________ Voice Mail: _______________________________________ Conference Times: __________________________________ Dear Students and Parents/Guardians: Welcome! With parents' help and support. He/she is expected to do so promptly and with a good attitude. Each time that __________________________________________[Student name] does not meet these . this will be an interesting and productive year. please do not hesitate to call. please return the signed recognition form at the end of this packet. _____________________________________________ [Student name] will demonstrate good behaviors each day at school. ______________________________________________[Student name] is expected to follow the teacher's directions the first time she asks him to do something. In order to ensure that parents have read and understand the following information.
and procedures. policies. Follow directions the first time given. 5. 9. No arguing in class. drinking. 6. 10. Raise your hand and wait to be recognized before speaking. Do not write on the classroom desks.Classroom Management Plan Page 83 of 87 expectations. following natural rules of etiquette and respect to all parties involved. Enter and exit through the designated door located in the rear of the classroom. Concerns and/ or appeals must be discussed with teacher privately before/ after class or submitted to teacher in writing after class. chewing and grooming in our classroom. 4. 2. remain in your seat until you are dismissed. thereby. Abstain from eating. 12. Be in your assigned seat and prepared to work when the final bell rings. Heads must remain off the desks at all times. Destruction of property will not be tolerated. Any negative responses should be in written form. Respect the rights and property of others. 11. At the end of the period. . Be courteous to your teacher and your classmates. he/she will receive a tally mark for the day on the tracking sheet. 3. 8. We understand and will assist in the facilitation of the classroom and school rules. This behavior will result in an immediate consequence. 7. These tally marks will determine the rewards and consequences that ___________________________________________[Student name] are responsive to the behavior displayed. The following classroom rules are foundational to the understanding and enactment of this contract: 1.
pen. 2nd Offense: A 2nd verbal warning will be given and may be accompanied by a telephone call to the parent/ guardian. binders must be in class every day. Be aware that binder checks or quizzes may or may not be announced beforehand. and a one-inch. students will be given a detention. Make sure the binder is numbered and in the same order as the teachers'! If students have any specific requests or concerns (such as an . textbook. the class notes section will be organized by date. In addition. which will be accompanied by a telephone call to the parent/ guardian. highlighters. one for handouts/ classwork in the first quarter. 4th Offense: If the problem persists after a detention. Daily Classroom Procedures Students must bring the following to class each day: loose-leaf paper. however. therefore. If a conference is necessary. students need to obtain five dividers: one to separate the two nine week periods contained in one semester. Handouts will be numbered like pages in a book. it will be scheduled through Guidance. Please organize and keep all work in this binder. 3rd Offense: If the problem persists after a verbal warning. A model binder located on the student work table in the back of the room will always be available as a guide. unless the discipline code calls for a referral. a discipline referral will be given. one for handouts/ classwork in the second quarter. one for class notes in the first quarter. and one for class notes in the second quarter. pencil. three-ring binder.Classroom Management Plan Page 84 of 87 Violation of these rules will result in the following consequences: 1st Offense: A verbal warning will be given when a minor classroom or school rule is broken.
Then. go to the student work table. Make-ups . or essay. Please refer to the Course Objectives syllabus for a detailed general guideline. Tests and Quizzes Policy Quizzes may be given at any time. refer to the class calendar. If a student is absent the day before a test. quiz. tests will be announced at least two days in advance. Semester exams constitute 1/5 of each student’s semester grade (refer to Student Handbook). so please refer to the course objectives first to see what assignments you have missed. Testing days for English are Wednesday and Friday. Expect to follow all scheduled test dates. however. please submit these to the teacher in writing by placing them in the designated student inbox on the back table. Keep everything in a binder as study guides for semester exams! Make-up Procedure When a student is absent. It is difficult to converse individually during class.Classroom Management Plan Page 85 of 87 updated progress report). it is his/her responsibility to obtain make-up work the first day back to class. he/she will still be expected to take the test on the announced day. Exam Procedure Semester exams will be given at the end of the each nine week grading period. and obtain missing handouts from the model binder. Students may also visit the teacher before the last bell at the beginning of class or two minutes before the end of class to discuss missed assignments and/or to schedule a time to make up a test.
We agree to the terms of this behavior contract as set forth above. Do not procrastinate with make-up work. plan to visit before or after school. Any late assignments shall be penalized a letter grade per day late. the highest possible grade is half credit. Students who are in attendance and do not complete class assignments cannot make them up at a later date and will receive a zero for the missing assignment(s). Failure to do so will result in a zero for the missing grade. After four days late.Classroom Management Plan Page 86 of 87 will only be given during class if the situation permits. Special arrangements can be made for extended absences. which is an average of five points per day late. Make-up Expectations Students will have equal class time missed to make up any missed tests. otherwise. ___________________ [Teacher Signature] ___________________ [Parent Signature] . quizzes or assignments.
It is expected that I assist in the efforts to maintain the designated learning level of my child and if there are any problems. I hereby verify that I have read and understand the rules and procedures of the classroom. I realize that I am a vital part in the proficiency of my child and welcome the challenge of utilizing the resources of conferences and meetings to ensure the safety and development of my child. I will communicate in writing or via telephone with the teacher. ACKNOWLEDGEMENTS: _______________________________ ______________________________ (Parent 1 Print) (Parent 1Signature) _______________________________ ______________________________ (Parent 2 Print) ______________________________ (Parent 2 Signature) .Classroom Management Plan Page 87 of 87 Acknowledgment/Acceptance Form As the parent/guardian of ___________________________________________ [Student name]. All matters will be discussed with courtesy given to confidentiality.
Classroom Management Plan Page 88 of 87 (Date) .