Classroom Management Plan

Jordan Ryder 1

Who/Where This plan will be used in my classroom for High School students grade 9-12. I will be teaching Marketing and Business classes, as well as coaching DECA. It will also be incorporated into the school store attached my room, that is run by students in my class and students involved in DECA. Personality Impact As a teacher, I think it is good to actually listen to what you students have to say. What they do, think, say, and how they act, matters. I am pretty intuitive to peoples emotions and I think this is a good quality to have as a teacher. I can tell if someone is having a bad day and adjust my interactions with them accordingly. The same goes for a student that may be fired up or being testy. I think this can be good for behavior management because I have a good sense of things before they happen or how to diffuse things before they do. I know it doesnt always work that way, but can definitely help. Another trait of mine is being outgoing and able to talk to anyone. I have had experience bartending for 7 years and that has helped me be able to talk to just about anyone. It also has helped me be able to handle some harsh situations. With teaching, this can be good because I know how and when to command attention and how to act when it doesnt happen the way I want. Management Style As identified in the classroom management style worksheet, I scored high on the Authoritative section and believe that it is pretty spot on to the way I see myself as a teacher. I want to have set rules and routines, but I also want to foster creativity and individuality amongst my students. I love talking with people, so I want to allow my

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students to speak too. Along with teaching Business I want my students to be competitive at DECA. I believe an authoritative approach of genuine interest, encouragement, and high achievement motivation will help. One thing in the Laissez-faire management style I can relate to is caring for, and being concerned with my students emotional well-being. With my Dance Team girls, I allow myself to be open to listen to them if they need to talk about things unrelated to Dance. I feel it is important for students to trust you and feel like they can open up to you if they need to. I do, however, believe that a line between person and professional life has to have its boundaries. I feel like I have a pretty good idea of when I can pass along students personal concerns once it becomes apparent that it could cross between personal and professional. All in all, I think due to my experiences as a coach and the role I currently have at my familys place of business, I have a pretty good handle on when to be a friend and when to be an authority figure. Classroom Setup My classroom would consist of high top, lab-type tables that can seat 2 wide. Chairs would be cushioned to provide comfort and support. I think the high-tops are a bit different and allow for me to come around and be at the students level to see their work. Tables would be inverted with sections and rows between each table and an aisle down the very middle. This set up allows for students to turn their chairs around while working in groups of four, and the size of the table allows work space. Along the back of the room, there is a row of computers with a printer in the middle. My desk would be on the inside far end of the computers and would be high-top also, just because I like those kind of tables/desks.

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Jordan Ryder 3

I dont necessarily care for a seating arrangement for most of my classes because with the projects and DECA competitions, students will be moving around and working with many different students. The school store is also attached to outside wall of the room with a sliding door. This is a space separated away from tables, so it isnt a distraction. I want the walls to be a happy shade of green. I really like green and I think the right shade isnt too distracting or drab. I want to have posters and framed quotes about doing great things and competition. In relation to my management plan, I think an inviting environment with encouraging dcor items is important to inspire students to do great things. The dcor needs to be focused, though, so it isnt too distracting in itself. A room a student feels comfortable in is one that they want to be in. Routines One routine I want to incorporate is having a daily bell ringer activity that is relevant to my Business and Marketing classes to get students interested in the day and know they have 5 minutes at the beginning of class to talk to friends. I believe having the bell ringer tied to a current event will get students talking, but also act as a transition point into daily lessons. Classroom jobs will also be established so each student is responsible for doing certain tasks each day. These tasks can range from collecting papers, to making sure the printer has paper in it, to putting away supplies. I think having these tasks hold the students responsible for how their space looks and functions for their own benefit.

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Jordan Ryder 4

Instructional Approach For my classroom, I will embrace project-based learning because I believe in a business world it is best to learn through experience. Supported by lectures, my students will be involved in projects such as simulations or community involvement. I believe these will be beneficial because it helps the students feel like a real person in real world situations, instead of a teacher-student environment. Teaching based on problem solving and inquiry is another approach that I find important in a business classroom. Inquiry-based teaching asks students to be experts in their fields, and goes hand-in-hand with my project-based learning approach. I believe it gives them the experience as experts to make their own decisions and respond to the outcomes. These two as well go hand-in-hand with the decision-making model. This model involves looking at the project as a whole from clarifying a problem, to assessing alternatives, to actually making a decision and assessing the outcomes. I believe this model helps each of my projects throughout the whole process. Group Management Techniques: I have a pretty loud, high-pitched, nasally voice that can easily be heard over lots of things. With my experience in subbing, my first approach is just speaking loudly. Secondly, I think flicking the lights off for a few seconds is a simple approach that usually gets most peoples attention long enough to redirect their attention. I also am on board with getting a level above them to gain and redirect attention. I believe all three of these are simple and allow enough time to gain or regain control of the group.

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Jordan Ryder 5

Individual Management Techniques: If a student is disruptive or talking I would most likely initially intervene by either stopping talking and wait for them to respond, or make some type of remark that gets their attention. If it continues to progress, I would have the student come and sit next to me. Most students respond to close proximity and discontinue their disruptive behavior. After it becomes apparent that their behavior is going to continue in an inappropriate manner, I will put the rest of the class on task and ask the student to meet me in the hall. I think that talking to the student to find out why they are acting out is important. Hopefully, the student will be responsive to my questions, and if not, I will remind them of my classroom rules and consequences. Like I have mentioned before, I believe in giving them options to decide. I would let the student know their options for consequences and give them the choice to return to class without consequence or decide on what will happen if they continue their actions. As they return to class, I believe it is their responsibility to choose how they are going to act. When it comes to a situation where I cannot control, I would discretely call a male teacher or get another teacher to help intervene. I have had experience with people not wanting to deal with me being a female and sometimes it takes a bigger, taller, stronger person than me to say Hey, whats going on with you? Reminder Situations When allowing time in class to work, I tend to remind them they will have time to work independently prior to beginning the lesson to help keep them on the task at hand. Students like the freedom to work during class, but dont always like to sit through tasks

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that need to be done ahead of time. Reminding them about free time later, keeps them on task now. I have used this procedure and have had success with it. I also want to allow students the freedom to interrupt a lecture if they have questions, or to clarify an idea or topic. Each time I begin a lesson, I will remind students not to be afraid to ask questions if they need clarification. Corrective Situations: I think that students are attached to their technological devices. I cant even imagine how many times I will have to remind students about cell phone use during class. Calling a student out may not be the best practice, but Im not afraid to casually say something and continue with my lesson. I believe in using your manners at all times. If a student asks for a hall pass or supplies without using manner, I would remind them about my rules and have them ask again using manners. Implementation I really like the idea of involving students in making rules and consequences. By involving them, I think they are more willing to follow what they have decided instead of feeling like they have to do it because I said so. Once the class votes on rules, I will clearly post them in the room. I think I could also incorporate the framed quotes I want as dcor as a support to our classroom rules.