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WATSON CLASSROOM MANAGEMENT PLAN

Guiding Principles
I believe that classroom management is important to create a positive and efficient classroom. I
believe in the referent authority method; it fosters a positive relationship between student and
teacher. It will give the students some ability to interact with me so that I can help with their
learning. I feel strongly about the collaborative management type of classroom because it is
important for students to have some input on their learning. This method gives students some
control of their learning in some areas, but in other areas I will be leading their learning.

WATSON CLASSROOM MANAGEMENT PLAN

Foundation Strategies
Defining a Behavioral Problem
A student who distracts others and themself from participating in learning is a student,
who I would say, has a behavioral problem. I believe that a behavior problem is any behavior
that interferes with someones ability to learn or interferes in my ability, as a teacher, to properly
educate the students. I think that in some instances what constitutes a behavioral problem can
change on a day-to-day basis. For example, two students are talking in class while the rest of the
class is trying to complete a worksheet. The talking is disrupting the students around them and
therefore that is a behavioral problem. The next day the students are still talking, but the other
students are able to complete their work with no problems. I would classify the students talking
as not a behavioral problem. Overall I think that using the CALM model is a great way to decide
whether or not something is a behavioral problem and if it needs to be addressed.
I believe that defining a behavioral problem is one of the most important skills for an
early years teacher. In early years, there is a lot of tattling and small events that are brought to a
teachers attention. The ability for a teacher to take a minute and evaluate the information that is
being given, and than either act appropriately is critical for a teachers success. If I am
responding to every issue that is brought to my attention, big or small, than there will not be any
time for actually teaching the students. I do believe that using the CALM model is going to be
important for me. It will ensure that I at least consider the possible problem, but it allows me to
carry on if I believe that there actually is not any behavioral problem occurring. For an early
years teacher to be successful, I think that it is necessary that they can separate the problem and
the non-problem behaviors.

WATSON CLASSROOM MANAGEMENT PLAN

The implementation of defining a behavioral problem starts on your first day in the
school. I think you have to start all students on equal footing regardless of what may be in their
files or stories you have heard from other teachers. Therefore each time they exhibit a problem
behavior you will have the ability to approach it with a clear mind and not have previous events
clouding judgment. It will take some self talk to yourself to remind you that you need to evaluate
each instance that may be an issue, and truly decide whether it is a behavioral problem. When
monitoring your problem behaviors, I think that deciding on what is a behavior problem will
actually become quite easy. Once you have implemented deciding on what you define as a
problem behavior and what is not, it will be easy to pick up on. If you have implemented it and
are consistent on what you expect of students, they will display the problem behaviors less
frequently. When a behavioral problem shows up it will be easier to tell because the other
students could police it themselves or will make it obvious someone is expressing a unexpected
behavior. The whole process starts with you being consistent every day, and paying attention in
your classroom to catch any behavioral problems and put a stop to them quickly. If it is allowed
to happen once, it will surely happen again and again until the teacher is able to put a stop to it.
The earlier that it is stopped the easier it is to rid of that problem behavior. To maintain it you just
have to be consistent in how you handle the situations. If you stray away and make snap
judgments on everything your students will notice and most likely you will be disciplining for
issues that are not that big of an issue. Another thing to help maintain is just the self-talk that will
give you constant reminders to do it.

WATSON CLASSROOM MANAGEMENT PLAN

Indicators of Being Bullied


A child that is being bullied displays many signs of what they are going through as long
as one knows what to look for. A child may not purposely display these signs, but the distress
that they are experiencing shows through in a variety of different ways. I think that the indicators
change for each child depending on their personality, the severity of the bullying and how long
the bullying has been occurring. To recognize these factors a teacher has to have a good
relationship with their students to know how a child normally acts to be able to see when a
change in their behavior occurs. The indicator may be hardly noticeable initially, but it is
important to catch it at this stage, as the bullying will continue until someone intervenes on the
situation.
The ability to recognize the indicators of someone that is being bullied is going to be an
important skill for me to learn in my development as a teacher. With bullying becoming more
prevalent and more kids being affected, it is going to be important that I can minimize the
instances of bullying or recognize the indicators early. Early recognition of indicators can lead to
a quicker intervention with the bully and bullied. I need to be aware and familiar of a childs
personality and how they perform in school to be able to see signs that bullying may be
occurring. In relation to an overall classroom management plan, it is important to keep bullying
under control as it can seriously affect the dynamics of the classroom. Some kids may start acting
out if they are being bullied which could disrupt classroom behavior, while others may be scared
to be in a group with someone who is bullying them and cause them to not participate to their
full potential. Most important to me is stopping the bullying from occurring. I will care about
each one of my students and seeing someone go through the struggle of being bullied is painful
and something that needs to be stopped immediately.

WATSON CLASSROOM MANAGEMENT PLAN

The implementation of recognizing indicators of a child who is being bullied starts with
my first contact with the students. I need to be able to develop a relationship with the students,
that they feel like they can trust me and bring their problems to me. Also a good relationship with
the students will allow me to pick up on their tendencies and behaviors that help with
recognizing indicators. I will also have a lesson that educates the students on the effects of
bullying and be an advocate against bullying. Although those are not related to recognizing
indicators, they could be steps to limit bullying, which is even better than having to recognize
that bullying is occurring. Monitoring the indicators will be a daily procedure. It will come with
good observation skills in and out of the classroom. A good practice of monitoring the indicators
is to try and find a time to ask a child one on one how they are doing. Most children are still very
honest and willing to tell information at a young age, they just need someone they trust to tell it
too. That is why the good relationship with the students is such a crucial part of my classroom
management plan. A way to maintain this will be to have an anti bullying week in the classroom
as well as reminders throughout the year. I would also like to establish a drop box that students
can put messages in that they are too scared to bring up in person. This can give kids who may be
too scared to ask for a one on one meeting with you in person an avenue for them to
communicate with you. Bullying is not going to be just an issue at the beginning of the year, and
continually observing and communicating with your class about bullying and potential bullying
situations can be very important to prevent bullying from happening in your classroom.

WATSON CLASSROOM MANAGEMENT PLAN

Prevention Strategies
Teacher Expectations
Teacher expectations are very important to the development of students. The teacher has
to be conscious of making sure that they have high expectations of all students. The teachers
expectations will differ for individual students, but it is important that each student knows that
the teacher has set high expectations for them. If a student realizes that the teacher has lower
expectations of him/her, that student will stop trying to work at their best level and only work
hard enough to meet the teachers expectations. This can be very harmful for the development of
a student. The student is no longer being challenged or trying to improve, they are now at a
standstill in their development process. It can also be a problem in the students motivation. They
will be not as motivated to do work because they realize that the teacher does not believe in their
ability to produce work that is equal to the rest of the class. That is why we have to ensure that
we are communicating high expectations for each and every student.
This will be very important for my classroom management plan, because as a physical
education teacher, it is easy to have favorites and ignore the other students. The ones that play
sports and are athletically gifted are the students who generally grab all the attention and time of
the teacher. I have to make sure that I push and expect the same for all students. I may have to
put in more work for some kids to reach my expectations, but it is going to be important that I
maintain high expectations for everyone and push all my students to achieve them. Especially in
physical education, it is easy to lower expectations for the non-athletic, but I have to have high
expectations of everyone. I also have to be able to provide an environment that will facilitate all
of my students reaching the expectations set forth.

WATSON CLASSROOM MANAGEMENT PLAN

To implement what my expectations are for each student, I believe that having a
discussion on the first day of school is a very effective way to let students know what is expected
of them. By doing it on the first day, it does not allow students to have the excuse that they did
not know what was expected of them and not put forth their best effort. If implementing this in a
classroom setting, I believe that it would be beneficial to have this talk at the start of each
different subject. That way it is really clear to students what they need to do to be successful.
I think the best way to monitor my expectations of the students is to look at the quality of
work that the student is producing. If I look at the sample they have produced and it is starting to
get worse, than I know that I am not doing a very good job in pushing the students to reach my
expectations. Another very good way to monitor is if you can convince another teacher to come
in and observe one of your classes. That teacher can look at how you interact with students and
see if you are maybe favoring some students and lowering expectations for others. It is important
that a consistent message is given to the students so that their development has a positive upward
slope from beginning to end of the year.
Finally maintaining expectations over a whole year can be a challenging task. That is
why, teaching physical education, I would have a personal reminder in my daybook once or
twice a week and a reminder to have a class discussion at the beginning of every month. The
personal reminders will keep me cognizant of having equal and high expectations for all
students. The discussion at the beginning of the month will let the students know that I have not
forgotten about my expectations for them, and gives the students a reminder of what level they
need to be working at. If I were in a classroom setting I would have the discussion at the
beginning of every unit. To put this in a classroom management plan takes time and effort, but if
used effectively will provide great benefit for the students development.

WATSON CLASSROOM MANAGEMENT PLAN

Teaching for Understanding


Teaching for understanding is a teaching practice that teaches students to understand what
they are learning, and not just retaining it for a test and than forgetting it. This is not a common
teaching method, especially as a student moves through high school and university. For kids to
understand what they are learning, they have to be able to explain the details and provide
examples for it. What is currently going on in most schools, is giving students lots of information
and have them memorize it for a test. Once that test is written, the students forget all the
information they just learned. If we can teach the students to understand the material, they will
be able to remember the information for a much longer time. The important thing to realize is
that this process will take a lot more time and you may not be able to cover everything that you
want to cover. It will take some sacrifice and extra planning to determine what absolutely needs
to be covered.
This is going to be very important to my classroom management plan because I want to
be able to teach students so that they can take the information and apply it in the future. One of
my main reasons for becoming a teacher was to help educate our future and make a difference in
their lives. I will not be able to help educate them if I am just teaching them to do well on tests. I
need to be able to have them grasp the concepts and apply them in different scenarios. I believe
that teaching for understand is a great way to teach and more teachers need to get on board with
it. If we examine the curriculum, I am sure that there are areas in there that can be cut out or have
less time spent on them. It is better for the students to fully understand some areas than have
been tested on and forget all of the information. I will strongly encourage all teachers to change
their way of teaching to teaching for understanding. I believe that the students will learn and
remember so much more this way.

WATSON CLASSROOM MANAGEMENT PLAN

The implementation of this plan comes much before students walk through your door.
Teaching for understanding will require lots of planning and consultation to figure out what is
going to be taught. Before implementing this I would have a discussion with the teachers in the
upcoming grades to figure out what areas that they absolutely need kids to be educated in. Taking
this information I would than devise a yearly plan on what areas I am going to teach and what I
am going to have to cut out. On the first day of school, I would explain to the students what I am
trying to do with my teaching strategy. This will give students an understanding of why the
teaching method is most likely different than they have become accustomed to and why I believe
it is more beneficial to them.
My monitoring will come in the form of tests. It will not be the standard multiple choice
test, but more of a long answer type question. The question will be very open ended and the
students will have to create scenarios to explain what they know. Another way to monitor it is to
have discussions in groups. I think I would use larger groups of about six to eight students and sit
in on their conversation and prompt discussion when needed. By listening to their discussion I
would be able to have a checklist and evaluate how deep their understanding is of the topic.
Maintaining this type of teaching could be hard work. Especially if the students are not
taking to it very well and pushing for the standard testing measures. I believe that it is important
to stay strong to your beliefs and keep reiterating the benefits for the students. While it does take
more time, I believe that reminding yourself to have a positive attitude towards it and the
benefits it offers is going to be key in pushing forward while using it as a teaching method. There
will be criticism, but as long as you portray how strongly you believe in it the results will speak
for themselves and people will buy into the idea.

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Intervention for Common Behavior Strategies


Planned Ignoring
In a classroom setting there is going to be a variety of behaviors and instances that are
going to come to the attention of the teacher. A teacher well equipped with classroom
management skills is going to know what strategy to use in each scenario. Planned ignoring is a
good strategy to use for the less severe behaviors and ones that are more a nuisance than a real
disruption in the classroom. Planned ignoring is completely ignoring a behavior that is occurring
in a classroom. It involves not even acknowledging something has occurred, such as a whistle or
a student blurting out an answer. You will carry on your teaching or activity as if nothing had
happened. The belief behind this strategy is that by not acknowledging that something has even
happened, you are not providing reinforcement for that behavior. The lack of reinforcement
should lessen the frequency of the behavior occurring. A problem with this strategy is that
classmates are likely going to respond to the behavior that gives that reinforcement that the
student is looking for. That is why using it for only small behavioral issues that cause minor
disruptions is best for this strategy.
This is most important to my overall plan because in early years there tends to be a lot of
these minor disruptions such as talking out of turn or making noises. Preferably I would like to
be a physical education teacher and students usually have a lot of energy and excitement when
they come to the gym. With all this energy and excitement, they sometimes forget the rules such
as waiting your turn to talk and not screaming. Once I have established the normal rules for the
gym, the use of planned ignoring will help reinforce what behaviors are expected in the gym. By
ignoring a student who blurts out the correct answer and than asking another student to give the

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same answer, the student who blurted out will hopefully realize what they did not do correctly
and remember that for the next time.
The implementation of planned ignoring will be hard to implement because it is easy to
even look in the direction that you hear something going on. Even by looking in the direction of
the behavior, you are providing reinforcement for that behavior. Initially implementation will
take some explaining in some instances as a kid could say, I said the right answer first, but you
will have to explain to them that you did not hear them because they were not displaying
appropriate behavior. In an instance like that it is important to explain it initially, but other
situations it would be best to just ignore the behavior entirely in the hopes that it would stop
occurring.
Monitoring the effectiveness of this strategy could come from my own recollection or
notes. I would use a logbook system to keep track of who is displaying the unwanted behavior
and the frequency of that behavior. That way after a certain time period, there can be a reflection
on how the planned ignoring is working. As a teacher there is so many things to think about
during a day, it is sometimes hard to remember what has happened, so the logbook lets you
reflect on facts. If the behavior is reducing in frequency, the planned ignoring is working. If there
is no reduction or even an increase in these minor disruptions, planned ignoring is not working
for that group and a new strategy is needed.
The maintaining of this strategy may not be as important as some other strategies. If after
a while planned ignoring is working, it may not be needed much more as those small behaviors
may be almost eliminated. For those that still remain a good way to make sure you are keeping
up with it is by looking at the logbook you are using to monitor the strategy. If the number of
entries has decreased to zero, you know either your class has become angels or you have stopped

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keeping up with the process. It would provide a good reminder to get back in the habit of using
planned ignoring effectively.
Explicit Redirection
Explicit redirection is a good strategy to quickly remind students of what the expected
behavior is. The benefit of explicit redirection is that it is a simple and clear command to the
student that does not allow the student to respond. This is slightly different from other strategies
that try to have students self regulate the behavior by taking hints from the teachers behavior.
Explicit redirection places responsibility on the teacher to regulate when to use it. Although
explicit redirection is a very good strategy, it does come with some faults. The first fault is that it
can cause confrontation because you are singling out an individual student. That can cause
embarrassment and anger. If the student is angered and chooses to go back against the teacher,
the teacher must be prepared to take a more severe line of discipline with that student. Constant
confrontation can decrease the quality of relationship between teacher and student, which we
know is essential to being a good teacher with good classroom dynamics.
The use of explicit redirection is a good strategy to use in the gym, especially when it
comes to students not following safety guidelines. It gives a stern and clear command that
explains what they are doing is wrong and what they should be doing if they want to play the
game safely. When it comes to safety there is not time to try and use a strategy like planned
ignoring, you have to change the behavior quickly and explicit redirection allows that to happen.
Another way that it is important to my plan is if the behavior keeps occurring over and over,
explicit redirection can be a little higher on the hierarchy and show students that enough is
enough.

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The implementation of explicit redirection is a good strategy to use when you have a
good relationship with your students. They will realize that you are not singling them out for the
purpose of humiliation, but for the benefits of the classroom environment. To implement it, you
will have to take some time to study and test for when it is appropriate to use. I do not think
anything special is needed to implement it, as it is very direct and obvious on what you are trying
to change and what the new behavior should look like. When implementing try and be consistent
in your tone so that students are aware that you mean business and they have to change
something.
Monitoring explicit redirection will be important to your classroom dynamics. The first
way to monitor your use of explicit redirection is to have someone observe your class to see how
often you are using it, and the situations that you are using it in. If that number is high for
situations that could better be resolved by a strategy lower on the hierarchy, than that is
something you must evaluate and try to change. The second way that is beneficial is to selfmonitor the reaction of the students. You will be able to tell that you are maybe using it too often
if they tend to start being angry or defiant when being told the new behavior. If that is the case,
you must evaluate whether or not you are using the strategy appropriately.
There will always be a time to use explicit redirection, but one must be careful on how
frequently to use it. Especially with certain students, they may not respond well to the stern
commands. There may be a time where a teacher will want to move away from using explicit
redirection if it is proving to be ineffective. If wanting to maintain it for longer periods you will
have to be careful not to overuse it. So the main component of maintaining it will be selfreflection to not overuse and abuse the effectiveness of explicit redirection. If it is overused,
students will start to feel singled out and that will damage the relationship with the students.

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Intervention for Chronic Behavior Problems


Relationship Building
The ability for a student and teacher to have a positive relationship is a key piece in
dealing with behavior problems. A lot of times the students who are acting out in class would
really benefit from a close relationship with a teacher. They currently do not have a positive adult
role model in their life and a teacher could fill that void. By establishing a relationship with a
student who displays chronic behavior problems, the student will now be more likely to model
the teachers behavior. Teachers can only influence a students behavior and not control it. It will
be much harder to influence the students behavior if there is not some kind of relationship
present. By allowing a positive relationship to develop, the teacher will now have an easier time
focusing on the positive qualities of the student rather than the negative. These positive qualities
can be used to further strengthen the relationship with the student because it shows them that you
recognize good things about them. While building relationships with chronic behavior students
will not be easy, it is important that the teacher be persistent in trying as the relationship will be
important for trying to change the behavior.
Positive relationships will be important in all of my teaching, not just for dealing with
chronic behavior problems. I believe that a quality relationship with students is an integral part of
being a good teacher and getting the most out of students. A good relationship with students will
lessen the occurrences of them acting out because they will value that relationship. The most
important part of having a good relationship with students is that they will not be afraid to come
for help. It could be help with schoolwork or social problems, but having a trusting relationship
with a teacher is critical for students in todays schools. I feel if I can be that teacher I will also
be able to get the most out of my students.

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The implementation of building relationships with students comes with the teacher
making the first step. They must be friendly every morning and go out of their way to establish
the relationship. I am going to need to have a positive mindset about creating this relationship
and look past the chronic behavior. The most important part in establishing the relationship is
going to be showing students empathy and being consistent in your approach. By being
consistent it shows the student that this is not a one off to try and stop the behavior, you really
are serious about creating a relationship. Once the student realizes you are serious the buy in
from them will come a lot faster.
Monitoring the quality of relationship is a hard thing to see. One way will be to watch
how that student continues to interact with you. You will have to watch if his behavior has
changed over time and whether that is natural change or as a result of the relationship souring. It
will be a really hard thing to monitor, but if the chronic behavior starts to resurface that may be a
sign that the relationship is suffering.
Maintaining a relationship is going to be critical for the continued trust of the student. As
a teacher I am going to have to stay committed to that relationship and make some decisions that
are in the best interest of the relationship instead of myself. A key to maintaining it is to keep a
positive attitude about the student even in tough times. This relationship, especially early on, will
be fragile and one wrong move could wreck it. Another way to maintain a relationship is to have
random sit-downs with the student to see how things are going. In this meeting you could also
ask for things that you could do better to make school more enjoyable for him. This type of
meeting would be beneficial, as it would show the student that you continue to care about them
and value their opinion.

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Recognizing When Outside Assistance is Needed


A really good classroom teacher can usually handle all behavior problems in their
classroom by using steps on the hierarchy, but they also know when they need additional help.
Sometimes there are students whose behavior problems do not respond to strategies on the
hierarchy, or there are more severe problems in place. When this is the case, the teacher should
look for outside assistance to remedy the problem. At the point of seeking help, the teacher has
exhausted all of their options and an outside professional is needed. Another sign that outside
assistance is needed is when there has only been a slight behavior improvement and the behavior
continues to disrupt the teaching and learning environment. To seek the help of a specialized
professional the teacher must go through a referral process for that student. A referral is more
urgent when the behavior is more distracting and deviant.
This is important to my classroom management plan because at some point I am going to
have to recognize that my skill set is not good enough to help a student with behavior problems. I
am a person who has a very stubborn belief that I can solve most problems, so using this
guideline will be important for when to recognize when to seek help. This is also an important
strategy to use because it makes sure that you have tried everything possible before asking for
help. Administrators and professionals are very busy people and they are going to want to know
that you have done all you can for the child before bringing the problem to them. For my plan
this is important knowledge to have because over a teaching career I am bound to have some
students that I can just not reach or solve their problems on my own. It is important that I know
what to do when this happens and not give up on that student or keep trying things that already
have not worked. My goal as a teacher is to help all my students to the best of my ability and
sometimes seeking outside assistance is needed to accomplish that.

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The implementation of recognizing when to use outside assistance will come once you
have tried every strategy that you have in your skillset. To implement it you will have to involve
first the principal and the parent as well. Bring the idea to the principal that you feel that your
methods are not going to work and you believe professional help is needed. The principal will
likely agree with you if you have tried all other methods and they will help get the professional
involved. The parent needs to be involved as well as they need to be aware that their child is
being passed on to a professional and the parent may have some strategies that are helpful as
well.
To monitor when outside help is needed I would use a logbook. Once you recognize that
a student has some chronic behavior problems, I would document all the different strategies that
you have tried to fix this. By doing this you can reference to see if there is a strategy that you
forgot you tried already. When you go to seek the help of outside assistance you will have a clear
record book of what you tried and what sort of worked or what did not work at all. This record
book will likely help convince the principal you have done all you could and more help is
needed.
To maintain you ability to recognize when outside assistance is needed, I think you need
to reflect on your logbooks. I think each time you have a new student that shows chronic
behavior problems, you should start a new logbook. That way you can compare to past logbooks
to see what strategies you used. It is also a way to double check that you have in fact used all the
strategies. By doing this you can ensure that you are not letting the student down by not trying
everything possible and it is an appropriate time to look for help.

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