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Liz Brekke EDUC 132 Classroom Management Plan When it comes to education the United States does not

have a centralized system. Policies are set by powerful institutions usually controlled by members of the dominant group. Teachers are asked to instruct and discipline children on their own accord, with respect to the wishes of the district when establishing classroom management schemes. I have learned effective classroom management skills; such as having a strong teacher voice, allowing the student to be part of the discipline process, and building relationships with parents and students, that I plan to implement in future teaching. Classroom Management Options According to James Johnson there are three distinct types of teacher attitudes when it comes to classroom management (Johnson). I will first discuss the non-interventionist and interventionist attitude toward classroom management, then the interactionist attitude. The non-interventionist choses to implement a choice theory style of classroom management. Choice theory contends that people choose most of their behaviors to gain control of other people or themselves (Johnson). The first challenge for the teacher is to identify the inappropriate behavior, and determine which need the student thinks is being met by that behavior, and think of appropriate replacement behaviors. The teacher then has the student come up with natural consequences that will result from their behaviors. Finally the student will design their own plan as to how to correct the misbehavior and prevent it from happening again. I love

the thought of the student being the active agent when deciding consequences and replacement behaviors, so that they can learn from their mistakes for future instances. The interventionist point of view implements an assertive discipline style approach to classroom management. The teacher has the right to determine what best for the student and they expect 100% compliance. An interventionist would believe that student should prevent a teacher from teaching or keep another student from learning (Johnson). This utilitarianism style approach requires a clear classroom plan, with students explicitly knowing what behaviors are expected of them and clarify what students can expect from their teachers in return. Students cannot be expected to guess how a teacher wants them to behave in all situations; disruptive behavior is a plea for someone to care enough to make him or her stop, so show them that you care. To make assertive discipline more democratic the teacher can involve the students in the rule-making process. A weakness of this classroom management approach is that long-term implications of rewarding behaviors, as suggested by assertive discipline, is that children obey because of positive feedback or because they are told to do something by and authorities figure. The last attitude toward classroom management is the interactionist approach; this is my favorite of the three. The interactionist practices conflict resolution in their classroom; teaching students how to recognize problems and solve them constructively (Johnson). Students are taught to be student manager and learn specific skills that enable them to solve their problems with minimal assistance from an adult. Both teacher and student share in the structuring and reinforcement of discipline policies. These roles help students learn to contribute to school and society as a whole. Treating your students with respect and dignity will intrinsically enable strong self-esteem within the student. An interactionist teacher needs to

examine how their actions of social and instructional nature may have helped trigger misbehavior. Being conscious of teaching the importance of considerate behavior and communication is key to this classroom management approach. Explanation of Approach to Classroom Management Strategies that I have learned to achieve effective classroom management include having a strong teacher voice, implement routines and policies the first day of class, and to build trusting relationships with students. As strong teacher voice is assertive but not stern. Student need to know that you say what you mean, and you mean what you say. As a teacher you never want a threatening tone in your voice, this can turn students away from you, not showing you their full potential. When in the classroom teachers should always keep their cool. Students see anger and yelling as a sign of not being in control, we should remind ourselves to not allow our emotions get in the way of the message we are trying to convey to our students. Policies in the classroom will be things such as late work policy, tardy policies, and disrespect policies. I plan to give students three options for consequences to having late work, tardies, and inappropriate behavior. They will be involved in determining which consequence bet fits the misconduct so that they can examine their actions and come up with a solution. Since I will be working with a non-traditional student population each student could have their own set of consequences and exceptions to the rules. Routines are very beneficial in special education and ESL classrooms. They provide students with a familiar structure to follow when entering class, lesson transitions, and leaving the classroom. To avoid misbehavior in the first 5-10 minutes of class I will have a brain warm

up right at the beginning of class. Student will see the question or video on the board right when they walk in and will know to grab out their notebooks to get started. Getting these routines down at the beginning of the year is crucial for classroom management success. Students will gradually become familiar with the classroom routines and by mid-semester classroom transitions will be student facilitated. This is where the layout of the classroom comes to play. I plan to have an area with cubbies for students to store their books/notebooks in for the class, so they know right where to go to find their belongings. I will implement a file cabinet with student folders or portfolios, along with worksheets and handouts for those students that were absent. I would have an art station where art supplies could be found when needed. I would hope that my classroom would have computers for students to work at, as well as an extra table in the back for one on one instruction or independent study time. I will have a classroom library present so that students can explore topics more deeply outside of their given textbook. Ideally I want my classroom to be set up in a U type formation, so that every student can see the board and is practical for movement in the classroom. Building relationships based of respect and self-awareness with and among students is part of hidden curriculum that teachers teach. Students from different cultural backgrounds and educational skill levels dont often pick up on social cues; its our responsibility to teach them effective social skills with practice and role play in the classroom. We should discuss with students what the qualities are of a good friend or an able contributor to society. When these qualities are put on the forefront and exposed to students everyday they in return will begin to unconsciously foster traits such as responsibility, politeness, and appropriate behavior in specific settings. The goal of teaching is to make students feel competent and able to succeed, by

highlighting their strengths and not backing down when times get rough students know that you have their back and will in return trust you and your educational methods. As a teacher I will have to demonstrate mindful communication, which takes patience, commitment, and practice. Mindfulness means being aware of our own and others behaviors in the situation, and paying focused attention to the process of communication taking place between us and dissimilar others (Ting-Toomey, 1999). I have to be conscious of my verbal and nonverbal cues in the classroom, as well as negotiate shared meaning of the language being used in our interactions. When teaching in diverse cultured classroom I will create a set of classroom rules along with the students so that they are engaged in creating our own classroom culture and will be held accountable for communicating appropriately despite how they may communicate with other outside of school. When communicating with parents I will ask them which method of contact they would prefer, be it by telephone, e-mail, or physical notes sent home with the student. Working with such a diverse group on students in special education and ESL courses requires me to be mindful of the familys outlook on education and future goals for their children. I will make it a priority to arrange either home visits or classroom visits with each family to get a sense of their home life and perspectives on education.

Connection between My Educational Philosophy and Classroom Management I believe students learn best through social interaction as well as confidence in their academic success. The majority of my teaching philosophy stems off a social constructivist theories, such as Albert Bandura and Lev Vygotsky, with the combined notion of progressivism.

Bandura talks about reciprocal determinism, which is the determination of an individuals behavior due to their environment and mental representations, or beliefs (Schunk, 2000). As teachers we have to set a comfortable classroom environment so that student can feel open to new ideas and voice their opinions. Through these interactions other students will begin to gain deeper understanding and formulate their own opinions on the matter at hand, engaging every student in the classroom. This is another Banduran belief that vicarious learning, learning by observing experiences of others, is a key component in cognition. We often times hear the saying, Do as I say, not as I do, and never question how effective that method is. Students will learn social and behavioral skills best through example. Teachers that choose to use public shame in the classroom may wonder why they have bullying issues or lack of participation from their students. If we model appropriate professional behavior, our students in return will acknowledge that they are held up to that standard as well. I believe the ultimate goal in teaching is to make our students feel that theyre capable of achieving their goals and are responsible for the exploring, planning and execution of sources to achieve those goals. These are characteristics of a self-regulated learner; these are students that can make plans about how to behave to produce certain outcomes, rendering them active agents in their own development. By holding students accountable for their actions in a behavioral contract students will feel responsible for their actions and will be aware of the consequences that follow. Vygotsky stresses using cultural tools to connect with our students, by constructing and internalizing shared meaning of the subject matter we can relate and build onto the preexisting knowledge of the student (Schunk, 2000). Using real life examples in the classroom, outside services, and media we are better able to assimilate the new information presented with

preconceived notions already present in the student and truly get through to them. I will act as a facilitator in the classroom and allow frequent opportunities for debate and discussion; this is where Vygotsky talks about the power of language in learning, every individual has a voice and it is our responsibility as teachers to let every student exercise the right to voice their opinion. Student will feel empowered when they are actively participate in creating classroom rules, policies, and behavioral expectations and consequences. In-conclusion classroom management takes a majority of the teachers working day; by finding ways to implement rules and policies in the classroom we can prevent these problem behaviors from occurring. Each child acts out for their own reasons, its our job to distinguish these behaviors and actively formulate different options to satisfy the need theyre trying to get met, with the input and participation of the student. Ive learned that students dont care what you know, until they know that you care. My main purpose for teaching is to make sure my students know that I care about their success, and I want to set them up for future achievement both inside out outside of the classroom. Johnson, J. A. (n.d.). Foundations of American education: perspectives on education in a changing world In (15t ed., pp. 123-126). Peason Education. Schunk, Dale. Learning Theories: An Educational Perspective . 3rd. New J e r s e y: M a c m i l l a n P u b l i s h i n g C o , 2 0 0 0 . 2 4 4 . P r i n t . T i n g - T o o m e y, A s s o c i a t i o n t e l l a . C o m m u n i c a t i n g A c r o s s C u l t u r e s . T h e Guilford Press, 1999.