Facultad de Educacin

Pedagoga en Ingls

IMPROVEMENT PLAN ANALYSIS

Classroom management

Student: Karin Angelbeck

Teacher: Miss Viviana Rojas

November, 2015

INTRODUCTION
The purpose of this analysis is to provide evidence that I have carried out
the plan of action, in relation to classroom management, that I proposed in the
improvement plan. The analysis also lays out the strengths and weaknesses that I
identified during the implementation of my lesson plan. Furthermore, it provides
changes to improve my teaching experience.
Firstly, the plan of action I proposed was in relation to my lack of classroom
management that had occurred a couple of times when I had implemented in
different classes. The most evident situation took place at Complejo Educacional
Monseor Guillermo Hartl located in Pitrufqun, particularly in the 1 st High. There
were 27 students in the classroom whose ages varied from 14 to 16 years old. The
classroom itself possessed neither an appropriate furniture nor enough space to
enable the teacher working with different sitting arrangements or activities. The
situation that provoked the problem was during the development of one class, I
was not able to control or to manage all the students so that they could be quiet
and working on the assigned activities. As the students went in the classroom they
began to talk with their classmates since they did not know what we were
reviewing and did not pay attention to the whole explanation. This situation got
worse as the class progressed since the classroom was very noisy and I was not
able to make the class fully silent, instead of it I ignored the situation and I
continued doing the activities.
On another hand, the plan of action I proposed was also implemented in a
1st High, but this time in Complejo Educacional Padre las Casas. The class is
composed by twenty students in the 14-17 age range. As my partner and I decided
to divide the class, I was assigned the first period of it, so at the beginning of the
class there were about eight students. While the class was progressing, more
students were joining. In contrast to the situation mentioned in the paragraph
above, this time students had a good behavior and I was able to fulfill the activities
planned using some strategies that I proposed in the plan of action in order to
improve classroom management. It is a real important aspect to consider in every

grades at school because managing different strategies, we can develop a good

performance in the classroom.
PLAN OF ACTION
Objective

To learn strategies of establishing rules in the classroom.

Activities
The activities that I tried used to solve my problems were strategies that
could have been applied at any moment during the lesson.
These strategies were:
1. To use a loud and clear voice when talking to the students in the front
of the class.
2. To use gestures and mimics to get students attention.
3. To talk to disruptive students in private if they are causing troubles.
4. To get to an agreement with the students if they are misbehaving.

PROCEDURE
I used a checklist as a tool in order to evaluate my performance which is
attached below. This checklist contains the strategies I mentioned before, so
after the class I checked if I fulfilled my objective or not.
Criteria

YES

Did I use a loud and clear voice while

talking?
Did I use gestures and mimics to call
students attention?
When I was facing a problem, did I talk
to the students in private?
Did I use offers
misbehaviors?

to

deal

with

NO

Comments
Neither the volume of my voice nor my
energy level were enthusiastic.
Although I used English during my
performance, the strategy was very
helpful to get students attention and
avoid behavior problems.
I did not need to talk to anybody in
private, but I closely talked to some
students to encourage them to work.
Offers were not necessary during my
implementation.

DISCUSSION
According to my performance during the implementation in 1 st C at Complejo
Educacional Padre las Casas, and considering the problem I used to have
concerning classroom management, I can evidence that I fulfilled my objective
proposed in the plan of action which was to learn strategies of establishing rules in
the classroom. Ur (1991) points out that classroom management is closely related
to the idea of discipline. She mentions that it is hard to define this concept in one
single statement, so instead of explaining what it is, she associates some concepts
such as control, respect, norms, punishments, authority or behavior, which give us
an approach to understand what it is. With this in mind, I suggested four strategies
in the plan of action in order to enhance classroom management.
Firstly, concerning the three strategies, my best strength was related to the
use of gestures and mimics to call students attention. Marzano (2013) suggests
that we must use a lot of gestures and mimics, or other devices such lanterns or
catchy object, so as to call students attention and lead it to you. So firstly, I used
some eye-catching resources to establish the rules which were QUITE and
RAISE YOUR HAND. The resources were not only effective to get students
attention, but also to keep the order in the class. Moreover, as the class was mostly
in English, I use a lot of gestures and mimics in order to keep the classroom
management and to let students get what I intended to teach them. By doing this, I
created an atmosphere where I tried to be the center of the class, most of the
students were focused on what I was doing, and I could give the information
making sure there was not misbehavior.
On the other hand, I consider I had a weakness that did not let me fulfill the
first strategy proposed which refers to the use of a loud and clear voice when
talking to the students in front of the class. In relation to this strategy, Marzano
(2013) states that whenever we are in front of a class, our attitude must be like the
one of an authority. Our voice must cover the whole classroom (and if it is not
possible a good strategy is moving around it, making sure that everyone is listening

to you) and what we say has to sound serious and confident. Unfortunately, the
volume of my voice was too calm, it was not loud enough as an authority, I did not
make sure that all students could listen to me, and even though I used a lot of
nonverbal gestures, my energy level was not very enthusiastic. Although I did not
use the strategy proposed, students did not misbehave, but I know that I must
continue working on the strategy in order to enhance the classroom management
in other situations.
Finally, it is crucial to mention that it was not necessary to use either
strategy three or strategy four during my implementation. Strategies three was
intended to talk to disruptive students in private if they were causing trouble.
Concerning this strategies, Harmer (2001) point out that anytime we face a
misbehavior problem that can affect the discipline we should; keep calm and do not
lose control since we might be classified as a temper and aggressive person; talk
with the student/s that are causing troubles in private in order to avoid public
humiliation; act immediately and focus on the behavior rather than in the student.
Strategy four proposed to get an agreement with the students if they were
misbehaving. Regarding this strategy, Ur (1991) suggests that it is a good idea to
offer them something that they cannot refuse, something to negotiate with them. By
doing this the atmosphere of the class gets relaxed and the students and the
teacher feel comfortable with the decision.
In fact, Marzano (2003) points out that classroom management is a term
that covers all kind of methods and techniques that teachers use to prevent
misbehavior or face it when it occurs It is important to remark that even though I
learned strategies of establishing rules in the classroom, which was my objective, I
could not use a strategy at all. Fortunately, the lack of this strategy during the
implementation did not allow students to misbehave. Their good behavior and the
use of my physical movements improved the classroom management. For a next
time I will consider what Ur (1991) mentions in order to avoid any misbehavior we
must plan our lessons very carefully, anticipating any problem that can occur and
preparing a plan B that will be very useful if your students deny doing certain

activities. For this reason, the possible changes I will use to improve my teaching
practice will be not only focused on strategies to avoid misbehaviors, but also on
the lesson plan.
REFERENCES

Harmer, J. (2001). The practice of English Language teaching. Michigan,

United States of America. Longman.
Marzano, R. (2003). Classroom management that works. United States:
ASCD.
Ur, P. (1991). A course in Language Teaching Practice and theory.
Cambridge. Cambridge University Press.