PersonalClassroomManagementPlan

JessicaStrydhorst
Feb.16,2017
Philosophy:
Istronglybelievethatmanagingstudentbehaviourisasharedresponsibility.While
studentsareresponsibleforthewayinwhichtheybehave,Iamresponsibleforsettingthemup
forsuccess(intermsoftheirbehaviouraswellaslearning).Ibelieveitismyresponsibilityto
createanatmosphereinmyclassroomthatletsmystudentsknowwhatsortofbehavioursare
expectedandwhichonesarenotwelcomeinthatspace.Thiscultureandatmospheremustbe
maintainedbybothmystudentsandIinthatcorrectionsaremadewhenactionsdeviatefrom
expectations.WhenIupholdmyendofthedeal,Ihavetherighttoexpectmystudentsto
abidebythebehaviourrequiredoftheminmyclassroom.
Mygoalwhilemanagingmyclassroominaparticularwayistocreateanatmosphere
thatisacatalystforlearning.Iftheeventsinmyclassroomoccurwiththeleastdisruption
possible,themostlearningispossible.Ibelievethatgoodclassroommanagementcreatesa
spaceforthemaximumamountofusablelearningtimeinwhichstudentsarenotonly
comfortable,butmotivated.Italsoenablesmetoteachtomyfullestpotentialandforstudents
tolearntotheirs.
Ibelievethatitisfundamentaltoinvestasignificantamountoftime(especiallyatthe
beginningoftheyear)onlayingafirmfoundationforthewayclassroommanagementwilltake
placeinmyclassroom.ThemoretimeIspendonthisattheget-go,thelesstimeIwillhaveto
spendcorrectingissueslaterondowntheroadthatarosesimplybecausenotenoughtimewas
giventoitatthestart.Astimeprogresses,Ishouldbespendinglessandlesstimeon
managementandusingmoreandmoretimeforqualitylearning.Habitsshouldbeformedby
studentsthatallowthisgradualdecrease.However,therewillalwaysbethingsthatcomeup
thatdisruptlearningtime,butIbelievethatthesecanbeseenaslearningmoments
themselves.Classroomlearningismorethancontentlearning.
Inmyclassroom,Iexpectmystudentstorespecteachotherandtobeconsiderateof
eachotherslearningneeds.Iexpectthemtospeakwithkindandencouragingwordstoeach
other,andneverput-downs.Iwouldlikethemtoimaginethemselvesasasportsteam-topush
eachothertodotheirbest,torelatetoeachotherasindividualswithuniqueskillsandtalents
thatcometogethertoaccomplishthegoal(oflearning),andmostofalltoappreciate(and
nevermakefun)ofthedifferencesininterestandability.
 Ibelievethatstudents(andpeopleingeneral)alwaysrespondbesttoregulationsthat
theyareinvestedin.Thisinvestmentmaybeduetotheirownpersonalinputandathorough
understandingofthepurposeandgoalsbehindthoseregulations.Becauseofthis,Iwill
purposefullytakeinputandideasfrommystudentsintostrongconsiderationwhendeveloping
mymanagementsystem.Inadditiontothat,Iwillendeavourtoensuretheyhaveafirmgrasp
onunderstandingwhatisexpectedofthemandofmyselfinordertoupholdthose
expectations.
Mygoalinhandlingmisbehaviouristocreateahealthylearningenvironmenttocare
fortheneedsofallofmystudents-boththosewhoarebehavingandthosewhoare
misbehaving.Ihopetounderstandthestudentsandtheirneeds,tounderstandtheirbehaviour
andwhytheyareactingthewaythattheyare.Ihopetoworkwithallstudentstowardsagoalof
tomorrowbeingabetterdaythantoday.Indoingthis,myclasswillworktowardsthegoalof
learningmoreeveryday-notjustintermsofcontent,butintermsofcharacterbuilding.
Idonotbelievethatthereisonerightwaytomanageaclassroom.TheinterventionsI
willusewilldependlargelyonmyexperiencesofarasateacher,thetypeofschoolIamin,and
mostofall,thestudentsthatareundermycare.Someoftheseinterventionstrategieswill
includenon-verbal(purposefulignoringandproximity)andverbalcues.Dependingonthe
situation,thesewillincludecallingthestudentbyname,usinghumor,questioningtheir
awarenessoftheeffecttheyarehaving,sendinganImessage,appealingdirectlytothem,
usingpositivephrasingandexplicitredirection,remindingthemofrules,andattimes,even
thebrokenrecordstrategy.IalsoknowthatIamnotaloneandthatinextremesituations,help
fromtheprincipalorotherscanberequested.Myprimarygoalinusingthesestrategiesisto
interruptlearningtotheleastdegreepossible.
Individualdifferencesamongstudentsareveryimportanttome.Notwostudentsare
exactlyalikeandnotwostudentslearninexactlythesameway.IagreewiththephraseIhave
heardrepeatedlyinmanyofmyeducationclassesthatbeingfairdoesnotmeantreating
everyonethesame,itmeansthateveryonegetswhattheyneed/whatisrightforthem.Ialso
recognizethattherewillbetimeswherefairnessisaluxuryandnotarightandindividual
differenceshavetobesetasideforotherlearningobjectives.TherewillbetimeswhenIwill
treattheclassasoneinordertomeettheneedsthattheyhave.Inallofthishowever,Ifully
recognizethatlearningisoftenachievedbestwhenindividualdifferencesareaccountedfor.

StructuringtheEnvironment:
Ibelievethatthewayinwhichaclassroomislaidout(physicaly)impactsthewaythat
learninghappens.IwanttobeintentionalaboutthewayinwhichIstructuretheenvironment
ofmyclassroom.IknowthatIwillbeateacherwhowalksaroundalotandsoIneedspaceand
alayoutthatallowsforthat.Ialsowantmyclassroomtobesupportiveforlearnerswhoneeda
changeintheirenvironmenttoassistwiththeirlearning.Iwanttoprovideaspaceinmyroom
thatisnotfullofdesksandissetapartandcomfortable.Iliketheideaofpaireddesksand
intentionally(wellthoughtout)assignedseatsthatchangeatleastonceamonth.The
placementofstudentsandwhoispairedwithwhowilleitherassistinsolving,orgiveriseto
additionalmanagementissues.Ialsodesiretohavethewallsofmyclassroomassistmeinmy
teachingandmyclassroommanagement.Idontwantspacetobewasted,butalsonotcrowded
andbusy.IwantstudentworktobeuponthewallsandIwanttheirassistanceinthe
decorationsintheroomandwhatgoesuponthewallsandwhatdoesnot.
Intermsofthenon-physicalclassroomenvironment,Ibelievethatthekeyis
relationshipsandrespect.TherelationshipIhavewiththestudentsisnotoneoffriendship,
butofanauthorityfigurewhocaresforthemandwantswhatisbestforthem,whorespectsthe
studentsandwhothestudentsrespect.ThetypesofrelationshipsIdesiremystudentstohave
witheachotherisalsobuiltonrespectanddetailsareaddressedabove.
FromwhatIhaveseeninmyplacements,difficultiesthataroseinmanagementwere
mainlyduetoafewstudentswhohadconsistentbehaviorproblems.Notonlywouldthese
problemsinfluencethoseindividualsandtheirlearning,butitwasverydifficulttokeepthe
restoftheclassontaskwhenthesedisturbancesoccurred.Inmanycases,thesedisturbances
wereignored.Inmyownclassroom,Iwouldpreferaslightlymorestrictandregulated
environmentinwhichtheseissuesareaddressedrightfromthestartsothatthroughoutthe
courseoftheyear,theybecomefewerandfarbetween.
Idesiretohavemydesk,storage,bookshelves,andalltheotherareasoftheclassroom
organizedinaneasy-to-usewaytoassistinthegoaloflearningforall.Iwanttocreate
opportunitiesfortimetobeusedwellandorganizationiskeytothat.Havingmydesk
organizedisabigpartofthataswellbecausenotonlywillitassistmeinmywork,butitwill
setanexampleformystudentsofwhatIexpecttheirworkareastolooklike.Themore
organizedtheirworkspacesare,thelesstimewewillneedtospendonfindingthingsthatare
notlost,simplymisplacedinthechaos.
RoutinesandRules
IbelievethattheroutinesIcreateinmyclassroomarereallyasupportsystemforthe
rulesthatareinplace.Goodroutineswillhelptokeepstudentsontrackandcreateless
opportunitiesforrulestobebrokenandforbehaviouralissuestoarise.Intermsofrules,Iwill
becomemoreorlessspecificovertimeandtheywillprobablychangedependingonthe
studentsthatIhaveandtheschoolthatIamin.Overall,Iknowthatmyruleswilladdress
respectandlearningbecauseIbelievethosetobethetwomostimportantfactorsunderwhich
allotherruleswillfall.IdonthaveaspecificlistofwhatIrequireinmyclassroom,butlook
forwardtocreatingtheserulestogetherwithmyclass,discussingwhytheyareimportant,and
comingupwithplansforfollowingtheoneswedecideon.
Ireallyappreciatedtheroutinesthatmyassociateteacherhadcreatedintheclassroom
andIhopetomimicseveraloftheminmyownclassroomsomeday.Iwanteachdaytostartout
inthesamewayinwhichIgettheopportunitytogreeteachofthemandwelcometheminto
ourclassroom.Iliketheideaofeitherquietworkorreadingbeforetheannouncementsstart.
Orputtingariddleontheboardoraquotetorespondtoinjournals.Otherwisethistimeis
wastedanditisidealtouseittobringthestudentsintoalearningspace.Thisway,students
whomayfilterinlatercanjustjoinwithouthavingmissedkeyinstructions.When
announcementswouldstart,whatevertheyareworkingonshouldbeputaway.
TheroutineIdevelopedforstartingDramawastotelltheclassastory.IthinkIwill
continuethisinasimilarwayinmyfutureteachingcareers.Beforethestorybeganhowever,
theyknewtheirdeskshadtobeclearofeverythingexceptwhatIhadlistedtheyneededfor
thatclass.Thenwhenthoserequirementsweremet,thestorytellingwouldcommence.
Otherwise,thetransitionsfromstorytimetowhateverisnextforthatclasscouldhavethe
potentialtobequitechaotic.Notonlydoesthisroutinehelpforclassroommanagement,butit
helpstobuildarelationshipwithmystudents,partoftheclassroomenvironmentthatIhope
tobuild.
AnotherroutineIwouldliketohaveinmyclassistoendeachclasswithanorderly
dismissal.Thewayinwhichthistakesplacewilldependonceagainonthestudentsandthe
schoolitself.IfeelstronglyaboutthishappeningbecauseIbelievethatthewaythatstudents
exitandenterintoroomswillinfluencetheirbehaviourwithinthatroom.Therewillbe
routinesforaskingquestions,forgoingtothebathroom,forgettingadrink,forputtingthings
backwheretheycamefrom,forturningworkin,forgettingworkback,andseveralother
things.Eachoftheseroutineswillbebuiltupandpracticedrightfromthestartoftheyear.I
willhavestudentinputonwhattheywouldlikesomeroutinestolooklikeandcometoa
decisionforwhatwillworkbestforourclassroom.
Frommyexperiencesofar,transitiontimeswerethemostvulnerabletolarge
disruptions.Inresponsetothat,IwillcreatearoutineforhowIexpectthesetransitionstobe
madeandhavethempracticeitmanytimesandmakecorrectionswhenthoseexpectationsare
notmet.Iwillalsohavethemrecallwhatwillbeexpectedofthembeforecarryingoutthe
transition.Incaseofroutinesandrules,Istronglybelievethatrepetitionandpracticeiskey.

BehaviourManagementStrategies:

PreventativeMeasures:

ThemostimportantpreventativeteachingstrategyIcanuseinmyclassroomisto
createlessonsthatarestructured,engaging,allowmystudentstomovearound,bemotivated
andsuccessful,andmaximizelearning.Bydoingthis,Iwillbeabletoreducetheriskof
behaviouralissuesarisingduetoboredomordisorganization.
Onepreventativemeasuretakeninmyplacementclassroomwastopreparetheclassfor
upcomingeventsinthebookwewerereadingoutloudtogethertoallowthemthepreparation
timetheyneededinordertoreactinamatureway.Bywarningthemandshowingthemwhat
weexpectedthemtobehavelike,theyweremuchmorelikelytoactmaturelyandnotreactto
thematerialinappropriately.Iwillcontinuethispracticeandotherslikeitinmyclassroom.
TherulesandroutinesthatIhaveinplacewillalsobepreventativemeasuresthatare
taken,especiallybecausemystudentswillbeinvolvedintheircreation.Ifmystudentshave
practicedandknowwhatisexpectedofthem(intermsofbehaviour),theyaremuchlesslikely
todisobeythem.Myownbehaviourandmyconsistencyisalsokey.Iftheyknowtheycan
dependonmeandthatmyreactionsarerationalandconsistent,itwillinfluencethewaythat
theybehaveandpreventunnecessarybehaviouralissues.
AnotherpreventativestrategyIwillengageinistomovearoundtheclassroom.Doing
sowillhelpmetomeetstudentneedbutalsogivetheproximitythatsomestudentsneedto
stayontask.PraisinggoodbehaviourisalsoanotherwayinwhichIcanpromotethatbehaviour
andpreventonesthatdistractfromlearningandgoagainstthecultureofrespectandlearning
inourclassroom.
 Knowingmystudentswellandbeingabletorecognizewhentheyneedextraassistance
willalsohelppreventmisbehaviour.TherewereseveralstudentsonBehavioralIEPsatmylast
placementwhohadaveryhardtimemanagingtheirownbehaviours.Sometimeswhenitis
obviousatthestartofthedaythattheyarehavingabadday,theyweregiventheoptiontogo
totheresourceroomanddotheirworkorcooloffthere.Doingtheirworksomewhereelsewas
helpfulnotonlytothatindividualstudent,butitallowedourclassroomtorunmoresmoothly
withlessdistractionfortheotherstudentsbecauseofbehaviourproblemsthatoftenwould
occur.

SupportiveMeasures:
TherulesandroutinesthatIhaveinplacewillalsobesupportivemeasuresthatare
taken.Onesuchroutinetouseishavingaplanforwhentheyhavequestionsandwhenthey
needhelporarestuckonaquestionortask.Thesewillalsoassistinkeepingthestudentson
taskorbringingthembackontaskwhentheirmindswanderandbehaviouralissuesaremore
likelytoarise.Duringmylastplacement,Igotintothehabitofhavingstudentswhoareusually
boredorlookingforattentionandoftencauseddisruptions,tobemyhelpers.Iwouldaskthem
tohandoutfolders,helpmestaplethings,etc.NotbecauseIneededthemto,butbecausethey
enjoyedtheresponsibilityofbeingahelperandgettingtodothatoftengottheantsynessout
ofthem.
Therewasagroupof3boyswhowereclearlytheclassleaders.Oftenwewouldtalkto
thembeforeclassabouttheimpactthattheyhadontheclassandremindthemthattheir
classmateslookeduptothem.Whentheycauseddisruptions,theyknewthatwewere
disappointedinthemandoftenapologizedbeforeweevenhadachancetopullthemasideto
discusswhathadhappenedbecausetheyknew,duetoourpreviousinteractions,thatwe
expectedmoreofthemthanwhattheyhaddone.
AnothersupportivemeasureIwilltakeistochangethepaceofclassroomactivitiesand
engagetheirinterest.Iwillshowinterestintheirworkandprovokethemwithchallenging
questionsandgoalstomeet.
Incaseswheretheirattentioniswanderingortheyareabouttoengageinorhavejust
beguntoengageinoff-taskbehaviour,Iplanonusingnon-verbalcuessuchaseye-contactand
thelook,andmyproximitytogetthembackontask.Iamalsoastrongbelieverthatafirm
namebeingspokencandoaworldofgoodingettingandbringingastudentsattentionbackto
whereitneedstobe.


Correctivemeasures:
Ibelievethatinappropriateandundesirablebehaviourshouldbedealtwithand
correctedconsistentlyandwiththeleastamountofdisruptiontolearningpossibleina
classroom.Incaseswhereclassrulesandroutinesareviolatedandmystudentsdonotmeetthe
expectationsofbehaviourthatwehaveagreedupon,thencorrectivemeasuresneedtobe
taken.Thesecorrectivemeasuresshouldbeconsistentandlogical.Aboveall,Ibelievethatitis
veryimportanttostaycalmindealingwitheverysituationinmyclassroom.
Ibelievethatmostcorrectivemeasureswillalsorequireatimetodiscusstheactions
calmly,respectfully,andprivately(notnecessarilyalone)withoutanyraisedvoices.For
example,therewereseveraltimesinmyplacementwheremyassociateteacherandIsimply
ignoreddisruptionsthatwereclearcallsforattentionandinmostcases,thestudentrealized
thepurposefulignoringandgotbacktowork.Lateron,wewouldtakethemasideanddiscuss
thisdisruptionandhaveadiscussiononwhatabetterwayforthemtohavetheirneedsmet
wouldbeandmakethemawareoftheimpacttheirdisruptionscausefortheclass.
OnecorrectivemeasurethatwasusedseveraltimesbymyassociateteacherthatI
wouldprobablyuseatsomepointinthefutureistoreacttoaclassroomdisruptionbysimply
sayingtothestudentorstudentsresponsibleGiveme5_(duringbreak/afterclass)_.They
knewthatthismeantthattheyhadtostayinforthefirst5minutesoftheirbreakandsit
silently.Ifargumentensued,Giveme10wasdoledoutandtherewasneveranyarguingafter
thatwassaid.Attheendoftheirtime,myassociateteacherandIwouldusuallyaskthemwhat
theythoughthadgonewrongandshareouranalysisofthesituation.Then,shewouldusually
endbythetimebysayingsomethingalongthelinesofyoutookmytimeandthetimeofyour
classmates.Youpreventedmefromteachingandyoupreventedthemfromlearning.Sonow,
youwillgivesomeofyourtime.Maybenexttimeyouwillbemorelikelytoseethevalueof
timetootherswhenyourownistakenawayfromyou.
Inusingcorrectivemeasures,Idesiretobeconsistentbutfair.Sometimesdifferent
situationsanddifferentstudentsrequireflexibilityinthewayinwhichthatbehaviouris
corrected.Asateacher,Idesiretoknowmystudentswellenoughtomakethesedecisionswith
wisdom.Iwillfocusonthesituation,stayawayfromusingwordslikealwaysandbebriefin
mysummaryofwhatiswrongandwhatwillhappenasaresult.Ineverycase,fittingthe
consequencestothesituationandstudentisveryimportant.Illogicalconsequencesorones
thatdonotfittheseriousnessofthesituationwillundermineauthorityandrespectbetween
thestudentsandmyself.

Overall,Idesiretobeateacherwholearnsfromhermistakesandstrivestobeabetter
teachertomorrowthanIwastoday.Idesiretobepatientbutfirmandbuildarelationshipof
trustwithmystudentsandaclassroomenvironmentinwhichtheyareabletolearnwelland
feelsafe.IknowthatthereisnotjustonerightwaytomanageaclassroomandthatwhoIam
asateacherwillbechangingallthetimeandsowillmystudents.EachdayIwillworkto
becomemoreflexible,wise,organizedandprepared.
IknowthatinallofthisIamnotalone.NotonlydoIhavethesupportofotherstaffand
administration,butamcaredforbytheGodwhomademeandmystudents,whoteachesme
newthingseverydayandgivesmewhatIneedtojoyfullyprovidehischildrenwithwhatthey
need.Icareformystudents,eventhoughIhavenotmetthemyetandbeingpreparedtoand
developingmythoughtonhowtomanagemyclassroomisonewayinwhichIcancarefor
themstartingnow.