Classroom Management Plan Introduction The progressive philosophy of education, in which real world experiences are brought into

the classroom, informs my classroom management plan because I believe in not only giving students the tools to become proficient readers and writers, but also the skills to achieve and think critically in this world. Through management approaches of preventive, supportive and corrective, the progressive philosophy can be upheld using preparation strategies that create a positive, engaging learning environment and clear expectations for the students. pecifically, the preventive approach will allow my classroom to have clear guidelines that students will have constant access to. The supportive approach will include differentiated instruction within the routines of the classroom that allow students to progress while treating one another with respect. !inally, the corrective approach will re"uire intervention by the teacher to ensure that students are held accountable for their actions. In order to successfully implement these three management approaches, I will incorporate aspects of assertive, cooperative, discipline with dignity, synergetic and win#win discipline in my classroom. Pulling pieces of each style of discipline will allow the nature of the learner to thrive because each student will be differentiated for. tudent learning can only occur if the classroom is managed in an effective way where all students are included, and using these management approaches will give my students the best opportunity to enrich their knowledge and comprehension of content. Prevention $pproach The first step in my preventive approach to classroom management will be my room arrangement, which will feature "uadrants of four desks throughout the classroom angled towards the front of the room. In observing various teachers this fall, I have noticed those who pre#arrange their room for collaboration not only save time when students are instructed to break into groups, but it also builds a sense of pride and teamwork within each group. %uilding a community within the classroom will reduce potential behavior issues as students remain actively engaged in their work through collaboration. $nother preventive strategy that I will use in the classroom will be an aspect of assertive discipline in which students will know on the first day of class the specific rules, expectations and procedures for the classroom. $s &ee and Marlene Canter note, 'assertive teachers clearly, confidently, and consistently model and express class expectations( )Canter, *+,-, p. --.. If I expect my students to consistently behave in a respectful manner, then I must always conduct myself in a professional manner demonstrating the responsibility and ethics I would like my students to have. $nother preventive strategy that I will use in my classroom management plan is to greet students at the door on a daily basis, 'rather than entering the room late, after noise and disruption have had a chance to build( ) adker / 0ittleman, 12*1, p. 3-*.. I have seen this preventive strategy work first hand in my co#teacher4s classroom, as it gives students a sense that we are organi5ed and prepared for the day4s ob6ective. It also gives the teacher a chance to get to know their students on a more informal level by engaging them with "uestions that have nothing to do with the course as they walk in.

!inally, a fourth preventive strategy that I can use in my class will be to clearly communicate why we are doing certain assignments to my students. 7ith the new Common Core tandards being implemented, I think it is important to acknowledge to students why we are shifting our focus on certain aspects of the curriculum. If students have an understanding of why they are completing an assignment prior to doing it, they have a much higher buy#in and in turn will retain more of the knowledge they have learned in that particular lesson. Communicating on a daily basis to students will go a long way to preventing many issues that can arise in the classroom. upport $pproach The first step in the supportive approach of my classroom management plan will be to connect and show interest in my students. In order to accomplish this, I believe utili5ing &inda $lbert4s 'Three C4s of Cooperative 8iscipline( in which teachers make students feel capable, connect with their students through acceptance, attention, appreciation, affirmation and affection, and allow their students to contribute opinions on class matters and other school activities )$lbert, 1223, p. +9#+:.. If teachers are to build a rapport with their students, then there has to be some give and take in the relationship. 7hile the teacher is without a doubt the authority figure in the classroom, it is still their 6ob to motivate their students and find ways to differentiate their lessons after getting to know their students4 interests and learning styles. $nother supportive strategy that I will use in my classroom will be to discipline with dignity by treating students with respect. pecifically, refusing to accept the excuses of underperforming students shows that you will not give up on a student and that you genuinely care. $s ;ichard Curwin and $llen Mendler note, 'teachers must take pains, therefore, to keep dignity intact and bolster it when possible( )Curwin / Mendler, *++1.. Curwin and Mendler have done much research on the study of underperforming students, and that is why they firmly believe teachers must recogni5e positive behavior of these students whenever possible. $ third supportive strategy is to use synergetic discipline in which there is e"ual power between student and teacher. <iving students the responsibility of choosing how they want to be tested on a particular unit allows them to have a say and be actively engaged in the design of a course. $s, C.M. Charles notes, synergy 'often leads to increased productivity, creativity, satisfaction and en6oyment( )Charles, 1222, p. 19-.. $dditionally, Charles notes that when synergy is high, 'discipline problems are largely nonexistent( )p. 19-.. %y planning engaging lessons, a teacher makes their life a lot easier by being able to focus more on the content they are teaching and less on behavioral issues. $ final supportive strategy that I will use in my classroom will be to differentiate instruction by scaffolding for those who need it. In watching how my co#teacher differentiates, he often fills in parts or all of certain answers on worksheets that relate to plot analysis. %y doing so, the students see that the teacher cares and wants to meet their individual needs. I have seen great success with differentiation in my classroom, and hope to bring aspects that my cooperating teacher uses into my own classroom management plan.

Intervention $pproach The first corrective strategy I will use in my classroom is to take an assertive approach in dealing with cell phones in the classroom. In today4s society, I think it is unrealistic to say students should not ever have their cell phones out in class. 7ith that being said, I will only allow students to have their cell phones out in class when I feel it can benefit learning. !or example, taking a picture on their phone of the weekly agenda, storing password information for computer access on their phone, or looking up a word they do not understand on their phone4s browser are all acceptable usage of a phone in class. =owever, I will tell students when they are able to use their phones in this manner, and if I have not given them permission to do so, then I will have a 5ero tolerance policy for cell phones in class. It order to hold students accountable, I will take their phone in a calm, matter of fact manner and give it back to them at the end of the period the first time I see it. The second time it occurs, it will go to their $P, and by then they will have learned their lesson regarding technology in the classroom. $ second approach to intervention is to use a win#win discipline strategy where discipline is not something you carry out against students, rather it is something you help them ac"uire. $s >agan, >yle, and cott write, 'over time, the win#win process empowers students to make behavior choices that serve them beneficially and that are compatible with the interests of the class( )>agan, >yle, / cott, 1229, p. *:1.. Teaching students self discipline aligns closely with my educational philosophy of progressivism because we are preparing them for the real world and a skill they will need in order to be successful in it. 7hile teaching self discipline is an option, we know that the carrying out of conse"uences is inevitable. In specifically dealing with $88?$8=8 students, the cooperative strategy of 'target#stop#do( presented by &inda $lbert, in which you target the student by name, identify the behavior to be stopped, tell the student what they are supposed to be doing at the time, and give a number of how many more times that will be tolerated, has proven to be very effective. Carrying out these directions in a calm, respectful manner will allow students to differentiate their conse"uences for $88?$8=8 students. $ final corrective strategy that I will use in my classroom management plan will be my overall disposition in dealing with disruptive students. I think it relates a lot to public speaking in dealing with a heckling audience member, in that you do not want to be confrontational or allow the audience member to get under your skin. The same goes for dealing with a misbehaving student, in that you have to be firm in your delivery while not giving any sign that you are agitated or flustered. >eeping a calm demeanor when students are disruptive will demonstrate to the class that I will always be calmly and confidently in control. Conclusion The preventive, supportive and corrective approaches to classroom management all must be considered in order to create a positive learning environment. %y incorporating aspects of assertive, cooperative, discipline with dignity, synergetic and win#win discipline, I feel as though I will be able to create my own uni"ue discipline that

best suits my classroom. @ver time, I know my classroom management plan will have to evolve, but my goal will always remain the sameA to develop a respectful, humble group of students who are driven to think critically and add value to whatever career path they take. Teaching is so much more than developing proficient readers and writers, and I hope that I am able to accomplish that through a fair and focused classroom management plan.