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PSII Classroom Management Plan


Name: Jeremy Finch School: Medicine Hat High University Consultant: Sandy Brunelle Teacher Associate: Teague Bates

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning Unit Plan Information on common procedures and expectations Learning Students Names, Other Information Gain access to class lists Any specific information on certain students that would be important to plan around Classroom Rules and Procedures Bathroom breaks Setting up Amount of talking during rehearsals School Facilities and Equipment Offices Photocopiers School Policies and Procedures Absences Exclusions Hats off Organizing Classroom, Materials and Supplies What is the band's set up Where are instruments kept Practice rooms

2. RELATIONSHIP/COMMUNITY BUILDING PLAN


Strategies for Building Positive Relationships 1. Make a point to talk to students 2. Positive reinforcement 3. Learn names 4. Be patient Strategies for Building Classroom Community 1. Reinforce positive attitudes from students 2. Keep the tone light hearted (use humor) 3. Incorporate group activities besides just rehearsals

3. RULES AND PROCEDURES PLAN Classroom Rules


1. Zero playing while I am talking. Finger through parts is okay if what I am saying is not to do with your section 2. Talking is allowed but make sure you are paying attention if I am addressing your section or am giving general comments 3. Be respectful of everyone in the room Explanation of Classroom Rules (and how they will be introduced):
Rules will be introduced on the first lesson. The groups aren't really used to expectations quite as extensive as the first two so it may be challenging to get them engrained.

Classroom Procedures
1. Attention-Getting Procedure -Stand at the podium with my baton at the ready 2. Start-of-Class Procedure -Students come in, set up, and warm-up. I will start when the majority of people look ready (around 5 minutes in). 3. End-of-Class Procedure -I will do a short conclusion and then students will pack up. 4. Question-Answering Procedure -Students need to raise their hands if they are asking a question. If the question is unrelated I may answer it after class instead of right at that time. 5. Safety Procedures -Always watch where you are stepping, no need to trip over any instruments. 6. Other Procedures: homework, lateness, absence, personal electronic devices (iPods, cell phonessecondary level) materials and equipment, clean-up, transition, announcements, etc. Cell phones: a warning to put it away, after that, I take it until the end of class. Always come prepared to class (instrument, music, and a pencil). Explanation of Class Procedures (and how they will be taught and reinforced): These procedures will be started and reinforced on the first day. I will keep reinforcing them throughout the first week but also remind them of them throughout practicum.

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour: 1. Give the student options 2. Don't get into a power struggle 3. Let the student cool off and deal with a situation after class 4. In case of serious offences, exclusions may be needed 5. Don't deal with the student in front of everyone if it's something serious Justification/Explanation of Strategies: Students should be given a choice. They respond more positively to that than to direct orders. Power struggles are pointless and just result in both parties getting agitated. Dealing with a student after we both have had a chance to cool off gives us both a chance to think about what has happened and approach dealing with it in a less agitated state.

3 If a student has committed a serious offence, sometimes they simply need to be sent out of the class. Dealing with students in front of the class give unnecessary embarrassment to the student. Relation of Strategies to School Policies and Procedures: Exclusions are a direct part of school procedures. They are reserved for serious offences or consistent issues that are not being resolved. Students and teachers must fill out a form. The student is not allowed to re-enter the class until they have talked with the teacher

5. REFLECTIONS ON CLASSROOM MANAGEMENT*


(*completed at the end of the practicum)

Successes/Strengths
My procedures worked very well for most of the classes. My Grade 10-12's were pretty good about following the routines I had made for them. Despite the fact that they were used to a much more relaxed system, I was able to adapt my procedures to their class. Was able to build a great report with the majority of my students. The class that I was most worried about (Choir) turned out to be my best class. It was clear that my students respected me a lot. One of the more effective strategies was simply waiting for the students to settle down instead of spending energy trying to get their attention. The students got faster and faster at this and soon I barely had to wait at all. Especially with the Grade 10-12's. My awareness of what is going on in my classroom greatly improved over this semester. That was one of my weaker areas at the beginning but I became more and more alert to everything that was happening in my class. It also helped once I knew my students better since I then knew their tendencies.

Problem Areas/Areas for Growth


I need to make sure I am following through consistently with consequences. The Grade 9's tended to get more rambunctious than the other classes and I should have cracked down harder on them.

Alternative Strategies/Things to Try


In PSIII, I want to try implementing some of these procedures even further. I think it will be much easier since they won't already be rooted in the habits that they had learned throughout the year. My original expectations were simply too hard for the group to adapt to right away so I made some compromises. In my next classes, I probably will not need to make those compromises since I will be working with the students on these procedures from the very start. I want to try implementing a procedure where the students have all of their music out and ready to go for the lesson since I will have the order of what we are playing on the board. This will cut down on transition time. I want to implement a pencil check. At the beginning of class I will get the students to hold up their pencil for me when I call their name for attendance. I could even make this a small portion of their mark.