You are on page 1of 5

Stefanie Draper Educ 595 11/26/13 Classroom Management Plan I elie!

e t"at students learn est #"en t"e$ feel li%e t"e$ are in a safe and trusting en!ironment& 'earning ne# s%ills and concepts in!ol!es ta%ing ris%s( and students #ill not ta%e ris%s during t"e learning process if t"e$ do not feel safe in t"e sc"ool and classroom& )s Sc"niede#ind * Da!idson +2,,6- state( .a trusting classroom communit$ is t"e foundation for ot" opening minds to e/ualit$ and for strong academic learning0 +p&21-& M$ ultimate goal is to create a safe learning en!ironment for m$ students& I t"in% t"at m$ classroom management plan #ill "elp to accomplis" t"is goal( as #ell as aid students in de!eloping s%ills of self2control& Students can learn to self2regulate if t"e$ are first taug"t e3pectations( accepta le e"a!iors( and #a$s to self2monitor& It is simpl$ not enoug" for students to e gi!en a set of rules to o e$& 4"e$ need to internali5e accepta le e"a!iors and learn "o# to appl$ t"em& C"ildren also need to e taug"t "o# to self2monitor( ecause t"e$ are not orn #it" t"is %no#ledge& 'earning to self2monitor #ill impact t"eir entire li!es and #ill go a long #a$ to#ards minimi5ing e"a!ioral issues& I elie!e t"at one #a$ to teac" self2monitoring is to teac" c"ildren a out self2reflection and to allo# time for t"em to self2correct& 6er al reminders can also "elp students learn #"en t"e$ s"ould e self2monitoring and self2correcting t"eir e"a!iors& )s a #"ole( m$ classroom management plan s"ould "elp students learn self2control ot" in and out of t"e classroom& Classroom Management Plan 4"e largest and most important component of m$ classroom management plan is

esta lis"ing rules and e3pectations for t"e class& 4"e first step in t"is process is creating a set of classroom rules& C"arne$ +2,,2- ad!ocates for students creating t"eir o#n list of class rules t"roug" a democratic and multi2step process& .Suppl$ing c"ildren a list of rules does not guarantee t"at t"e$ understand or internali5e t"em unless t"e$ are acti!el$ in!ol!ed in appl$ing t"e rules to t"eir o#n e3periences0 +p&11-& 7ased on t"is logic( I plan to #or% #it" m$ students to create t"e class rules( instead of simpl$ ma%ing m$ o#n for t"em to follo#& 4"e students #ill #or% in small groups and create a preliminar$ list of rules and e3pectations for e"a!ior& 4"en t"e$ #ill com ine t"e rules from all ot"er groups into a master list& 4"e students #ill t"en #or% to rep"rase t"eir rules into positi!e statements and narro# t"e list to a managea le num er& 4"e rules and e3pectations #ill e prominentl$ displa$ed on t"e #all and #ill ser!e as a reference and guide for students8 e"a!ior& 4"e component of ne3t "ig"est importance is teac"ing dail$ procedures& In order for t"e c"ildren to reall$ learn and internali5e t"e routines and dail$ procedures of a classroom( it is "ig"l$ necessar$ to spend a lot of time and multiple repetitions in teac"ing t"em& 9a!ing patience and ta%ing t"e time to full$ teac" dail$ procedures ma$ sa!e time and minimi5e e"a!ioral issues in t"e future& In m$ o#n classroom( I plan to !er all$ go o!er t"e procedures and routines& :e3t( t"e students and I #ould participate in role2pla$ acti!ities for eac" procedure& ;or e3ample( I #ould "a!e t"e students do a role2pla$ #"en learning m$ e3pectations for going to t"e restroom( cafeteria e"a!ior( lining up at t"e door( etc& Eac" role2 pla$ #ill include an ideal situation( as #ell as a .#"at2not2to2do0 e3ample& I plan to practice t"ese dail$ procedures e!er$ da$ for t"e first #ee% of sc"ool( and at least once a #ee% for t"e first mont"& 4"e procedures #ill also e re!ie#ed and practiced after e!er$ ma<or sc"ool rea%( suc" as 4"an%sgi!ing rea% and #inter rea%&

In order to minimi5e un#anted e"a!ior and maintain classroom management during instruction time( I plan to utili5e different met"ods of pre!ention& I #ill continuousl$ #or% on t"e p"$sical arrangement of t"e room and design learning e3periences t"at can "elp pre!ent or minimi5e classroom management issues& =it" respect to t"e p"$sical arrangement of t"e room( I plan to e a le to see into all areas of t"e room& I also plan to arrange des%s into groups& =einstein( Curran( * 4omlinson2Clar%e +2,,3- state( .In addition( t"e p"$sical setting can promote social interaction and prosocial e"a!ior& Des%s arranged in clusters( for e3ample( allo# students to #or% toget"er on acti!ities( s"are materials( "a!e small2group discussions( and "elp eac" ot"er #it" assignments0 +p&211-& 9a!ing t"e students8 des%s in groups #ill allo# t"em to interact #it" t"eir peers t"at t"e$ ma$ not "a!e ot"er#ise& 4"is arrangement #ill allo# t"em to de!elop "elping e"a!iors ecause t"e$ #ill e s"aring materials and #or%ing #it" eac" ot"er on assignments& 'essons and learning e3periences #ill e designed in order to minimi5e pro lematic e"a!iors& >ne #a$ to accomplis" t"is goal is to ma%e lessons engaging and rele!ant to t"e students8 li!es& )s teac"ers( #e s"ould tr$ our est to encourage moti!ation for learning& I elie!e t"at if a student is moti!ated to learn( t"ere #ill e less c"ance of disrupti!e or pro lematic e"a!iors& During less engaging lessons( students #ill e reminded of t"e class e3pectations and #ill e gi!en a c"ec%list of self2monitoring strategies to use& In m$ classroom( I #ill also allo# for more time for transitions et#een acti!ities& =ood +2,,1- discusses t"e importance of "a!ing ade/uate time for transitions& 4"e aut"or states t"at since c"ildren do not e3perience time t"e same #a$ as adults( #e often need to reali5e t"at t"e$ ma$ need more time to mo!e from one tas% to anot"er& ="en #e rus" students t"roug" transitions( t"e students ma$ not full$ understand #"at is eing as%ed of t"em and t"e$ ma$ feel li%e t"e en!ironment is

c"aotic and unpredicta le& 4"ese rus"ed transitions ma$ undermine m$ goal of a safe and sta le learning en!ironment& Discipline Plan M$ discipline plan follo#s t"e same plan in place in m$ cooperating teac"er?s classroom& ="en a student does not follo# t"e rules or e3pectations in t"e classroom( "e/s"e #ill e as%ed to .reset0& ;or a .reset0( t"e student #ill stop tal%ing and #"at t"e$ are doing( put t"eir "ead do#n on t"eir des%( and t"in% a out #"at t"e$ s"ould e doing instead of t"eir current e"a!ior& )fter t"ree resets( t"e student #ill recei!e a .refocus0& ;or t"is stage( t"e student #ill ta%e a refocus form to anot"er teac"er?s classroom( fill it out( and "a!e t"e ot"er teac"er sign it& 4"e refocus form as%s t"e student a out t"e pro lematic e"a!ior( moti!ations e"ind t"e e"a!ior( and "o# t"e$ can c"ange it& 4"e ne3t stage after t"e refocus forms #ould e a parent p"one2call or conference& 4"is and t"e follo#ing stage #ould "a!e in2sc"ool conse/uences for t"e student #"ic" #ould li%el$ include a form of communit$ ser!ice& If t"e e"a!ior is !er$ se!ere( t"e c"ild #ould recei!e a sc"ool e"a!ior report t"at goes to t"e principal and is signed $ t"e parents or guardians& 4"is plan follo#s a similar structure to t"e time2outs descri ed t"roug"out multiple c"apters of C"arne$ +2,,2-& 4"is procedure follo#s a consistent and predicta le pattern t"at students are a#are of and can anticipate& 4"is plan also gi!es students t"e room to ma%e some mista%es( ut imposes conse/uences on more serious e"a!ior issues& 4"is plan s"ould "elp students de!elop self2control and learn to self2regulate ecause it gi!es t"em a c"ance to c"ec% t"eir e"a!ior against e3pected e"a!iors& 4"e .resets0 demonstrate to students t"at t"e$ are not e"a!ing according to t"e class rules and e3pectations& It allo#s t"em to ret"in% and c"ange t"eir e"a!ior efore t"e$ recei!e an$ conse/uences& )s t"e e"a!ior continues or escalates( t"e student #ill recei!e more conse/uences& )s students

learn to self2regulate and understand t"at t"eir actions "a!e conse/uences( t"e$ #ill ecome more producti!e mem ers of t"eir communit$&

@eferences C"arne$( @& +2,,2-& Teaching children to care: classroom management for ethical and academic growth, K-8 +@e!& ed&-& AreenfieldB :ort"east ;oundation for C"ildren&

Sc"niede#ind( :&( * Da!idson( E& +2,,6-& Open minds to equality: a sourcebook of learning activities to affirm diversity and promote equity +3rd ed&-& Mil#au%eeB @et"in%ing Sc"ools&

=einstein( C&( Curran( M&( * 4omlinson2Clar%e( S& +2,,3-& Culturall$ @esponsi!e Classroom ManagementB )#areness into )ction& Theory nto !ractice( "#+C-( 2692216&

=ood( C& +2,,1-& $ardsticks: children in the classroom, ages "-%" : a resource for parents and teachers +3rd ed&-& 4urner ;alls( M)B :ort"east ;oundation for C"ildren&