Sei sulla pagina 1di 14

Classroom Management Plan

Preamble:
Children are our worlds hope for the future. Given this important station they need to be
nurtured, and taught to realize their potential. They are also in need of good role models, and
guidance. Many children are lucky enough to receive these important supports from their
parents and home environment, but many are not. In either case, it is my greatest wish to be a
guiding, supportive, caring, and facilitating force for my future students.
Many of my goals as a future educator involve helping my students explore curriculum in
deep and meaningful ways that are also of interest to them. Giving students the power to learn in
ways they are inclined to fosters a motivation, and a curiosity about the world around them. This
curiosity builds to learning about many and varied subjects over course of life. A second goal is
to guide student to use many different strategies to learn. If they find themselves stuck, or
struggling, they will be able to choose from a variety of strategies that fit into the puzzle, and
thus find a solution.
While students need to find motivation to truly learn deeply and meaningfully, they need
to do so in a secure, safe, and respectful environment. As we work together to pursue learning,
they will also learn how to live, and thrive in a protected, and safe environment. As they learn
how to thrive in such an atmosphere, they also learn how to become respectful, and productive
members of a small environment eventually learning how to navigate bigger environments with
respectful, and productive attitudes. These skills will be passed on, and spread to other
generations.
Preventative Techniques:
A. Teaching Procedures
The first and foremost predictor of a successful classroom is having well
practiced, and well placed procedures. Teaching procedures, and practicing
procedures has been shown to increase classroom productivity, and allow for
more time to be spent on curriculum instruction rather than process
instruction, and behavioral management. Not only practicing, but having
procedures posted around the room in strategic places is another method of

assuring expectations are communicated clearly to students. When students


know what is expected of them they are more capable of following through
with what is required in the classroom. This strategy fits into the proactive
management technique outlined by Scott, Anderson, and Alter (2012).
Procedures I plan to teach are:
i. Beginning of School
ii. Lining up
iii. Bathroom breaks
iv. Recess Routines
v. Lunch time
vi. Work time
vii. Handing in work
viii. Working individually, in pairs, or in groups
ix. End of School
x. Routine for every portion of the day (subject)
xi. Moving from once section of classroom to another
B. Team Building
Team building is another integral part of a successful classroom. Team
building helps to build a safe environment for students, and educators. When
students feel safe, they are willing to take risks, and when they take risks they
learn. My classroom will have several beginning of school year team building
activities to begin to build a safe community from the start, and to help
support close relationships from the start. As the year kicks into gear I will
implement a team building activity at least twice a month. Some of the
activities I have really taken to are (use depends on grade level in some cases):
i. Animal call (blindfolded hide-and-seek, when student is caught he/she
makes an animal call assigned by catcher, catcher guesses which peers
theyve caught)
ii. Dance circle (student in a circle, each person takes turn dancing to a
tune for an undetermined amount of time, the rest of the class follows
the it persons moves)
iii. Community Circle (daily class meetings)
iv. Wall of Gratitude
v. Balloon Pop
vi. Three Things in a Bag
vii. Birthday Order (non-verbal)
viii. Snowball fight (on piece of paper 1 thing excited about, 1 thing
nervous about, and 1 unique thing, crumple paper, and toss in air)
C. Cooperative Learning

As part of a student centered learning environment, my students will work in


pairs, and small groups on a regular basis. According to Bickart, Jablon, and
Dodge (1999), as children work collaboratively they acquire social skills in
addition to academic skills. As they experience more and more success in the
academic department, and learn to work together, they grow as a student and
an individual. The collaborative skills gained allow students to be more
successful in their future classrooms, and eventually in their adult work
environment. Some ways that collaborative learning can be implemented are

the following:
i.
Pairs/Small Groups during content instruction
ii.
Small Groups during projects
iii.
More Knowledgeable Other pairing/grouping
iv. Same Skill pairing/grouping
Some important aspects to keep in mind when implementing collaborative
work are: first, students need to be taught how to work collaboratively,
especially younger students. They may not know how to share, or how to
work together. They need to learn how to take turns, and how to share the
work load. Second, they will need to learn how to resolve conflict, and even
minor disagreements. Lastly, they need to learn how to respect students of all
sorts in the classroom, not just their buddies. All of this points to the need for
the teacher to effectively model collaborative work, set very clear ground
rules, and monitor student activity from the beginning. Additionally, I may
need to step in to resolve conflicts fairly, and effectively for all students
involved.

D. Classroom Rules
Classroom rules need to be established at the beginning of the year, and
approached again and again throughout the year. If a rule isnt working, it
will need to be changed. The rules need to be: posted where students can see,
be fair, contribute to the positive classroom environment, and be constructed
collaboratively by the teacher and students. Allowing for student to assist in
rule making gives them a higher steak in the classroom functioning, and
allows them to see rules as something everyone benefits from, not just the
teacher (Wilson, 2013). Studies show it is best to have only a handful of rules

for students to remember (three to five), particularly for younger students who
are trying to navigate learning how to be students.
Not only do rule lists need to be keep short, but they also need to present in a
global manner, according to Wilson. Giving rules a global statement allows
for them to apply to many situations. Given the possibly vast application of
rules, itll be best if I model how to follow the rules for students using many
different scenarios. Additionally, give not examples as well as true
examples. Some possible rules to list are:
i.
Respect Each Other
ii.
Be Proactive
iii.
Right Place, Right Time
iv. A Clean Space Is A Happy Space
v. A Friend In Need Is A Friend Indeed
E. Positive Classroom Environment
A positive classroom environment is one in which all students feel secure
enough to take risks, and be their best selves. It is an environment where
every student feels valued, and cared for, and thus willing to do their best.
Building this sort of classroom is very much centered on the attitude the
teacher takes, and how he/she interacts with students, and other school
personnel. Expectations should be high, but students social, emotional, and
academic states need to be considered as well. How I will make the
environment positive:
i. Positive teacher language
ii. Clear Expectations
iii. Rules are present and enacted/taught explicitly
iv. Success is the goal
v. Safe and caring community
vi. Students basic needs are taken care of
F. Class Meetings
Classroom meetings are a wonderful way to touch base with students, and
allow for them to communicate their feelings, and ideas. My goal for my
future class is to have a daily classroom meeting. This however may prove
difficult depending on the schedule, but implementing a quick five minute
meeting either at the beginning of school, or at the end of the day should be
completely manageable.

During end of day classroom meetings students would discuss the major
highlights of the day, and any difficulties faced as a class. A one to five finger
scale could be used to see how student are feeling about how the day went.
One would be good, and five would be bad. A beginning of school meeting
would look a bit differently. The teacher and students could discuss the days
schedule, and take a quick minute to discuss how were all feeling that day.
Again, they could use the one to five finger rating system A select groups of
student would share the why of their feelings. I would most likely take the
students who were three and above to discuss any major emotions they may
be feeling. This will allow for understanding any negative behaviors that may
be seen from these students during the day.
Ideally, my class would have a carpet meeting space where we could move
to, however, in the absence of such a space, students could simply stay at their
desk/table during discussion.
G. Classroom Jobs
Classroom jobs are a super way to help students take ownership of classroom
management. They are also a great way to take a bit of a load off the teacher.
Classroom jobs will differ per grade, but there are some basics that should be
included in any classroom. Below I have listed what job each grade cluster
could be assigned:

K-3

Line Leader
Caboose
2-Lunch Captains
2- Class Helpers (lights, pass out/pick up

papers)
Flag Leader
Messenger (takes and receives items from
outside classroom, absent work in absent
fold)

4-6

1- Class Helper (Lights, pass


out/pick up papers, absent work in

absent fold)
Recess Manager (keeps track of

recess equipment)
Lunch Captain
Flag Leader
Classroom Manager (Keeps room
clean)

Messenger

H. Classroom Arrangement
According to Bickart, Jablon, and Dodge (1999), the arrangement, and
structure of the classroom can convey a lot to students. When items are at
student eye level students receive the message that they will be safe and
comfortable, and that they belong to the class. When items are neat and
labeled students understand what is expected of them. Additionally, when
areas are set up for group work, student understand that they are there to make
friends, share, and work together. I plan to arrange my classroom in the closest
to the following ways:
i. Learning Centers which will also double as play areas, will be
arranged so that students will receive a message of collaboration. They
will be labeled whenever appropriate, and short instructions will be
provided in writing. If needed, pictures will be provided with the
labels.
ii. Desk/Tables- Will be arranged in clusters so that students may work in
pairs or small groups. Tables functioning as desks will stand alone
since they are inherently collaborative. Desks will be placed in groups
of three or four.
iii. Decor/Furniture- Will be placed at eye level for students, and will be
places neatly in the classroom. Whenever possible there will be no
visual barriers in the classroom, i.e. students and teacher will be able
to see the entire classroom at a glance. If able, there will be bookcases
that separate sections of the room. For example the library may be set
up with bookcase in a square design.
iv. Rules and Expectations Will be posted in a central location where all
will have access to it. They will also be written in a simple format for
all students to understand. Pictures will be supplied with rules and
expectations whenever possible.
v. Bulletin Boards-Will be neat and orderly. They will contain work done
by student, and will change on a regular basis. Students will have
power over what they want to share on the bulletin board.
vi. Smart Board/White Board- Will not be placed at center of the room,
but will be in a position that is simple for students to view.
vii. Content Related Decor- Will be placed in a grouped fashion around
the room, i.e. language arts will be grouped with language arts, math
with math, and so on. In lower grades word charts, and sight words
will dominate language arts as well as a short numbered description of
how to write a sentence (1st grade), how to organize a paragraph (3rd
grade), and so on. The room will be rich with words, and text. For
math the room will contain shapes, colors, measurements, timeline,
etc. For older grades language arts, types of writing may be displayed,
vocabulary words, pieces the class is working on. For math there may

be step by step instructions, order of operations, number line, shapes,


and even formulas
viii. Garbage Cans-Will be places at regular intervals around the classroom
if possible. If there arent enough pails, there will be a garbage
available at a central location.
ix. Supplies-Art supplies, math supplies, and paper supplies will be placed
in one central location with labels. The central location will allow for a
more orderly retrieval of supplies when needed. There will be a pencil
box for lost pencil. Students will be able to retrieve a lost pencil from
the box when needed. The pencil sharpener will be kept at a location
conducive to teacher only use for young students, and a central
location for older students.
I. Engaging curriculum

In order for curriculum to be engaging it must be developmentally


appropriate for students. This can mean twenty seven different things for a
class of twenty seven. Thus the curriculum needs to be differentiated for
students. In order for students to be engaged they also need to know the value
of what they are learning. In this capacity, it will be my job to learn the
interests, and learning styles of my students to allow for activities that capture
the interest, and thus motivate my students to learn.
For some student presenting curriculum orally is helpful. For some they would
prefer to read. Yet, other students may are more kinesthetic in their learning.
It behooves any teacher to apply these different types of learning into every
lesson to captures student interest, and ability.
J. Building Classroom Community
The above points all contribute to creating a classroom community of
learning, respect, and success. Children need to feel valued, safe, and capable
in order to take charge of their own learning. I plan to implement a weekly
Student of the Week while working my way through the class roster. During
that week the chosen student will share stories about themselves, their likes
and dislikes, and will even complete a ME poster to share with the class.
Peers will be able to share respectful comments, and even ask respectful
questions of each chosen student.

Rules of the classroom also play a big part in helping to create a


community. The very language of the rules sends a message. Because of this
it is important to enforce rules, and state them in a caring manner.
Having a rotating job chart allows each student to help the community as
well as take responsibility for their share of the classroom, and through this
feel connected and responsible for the class. Along with classroom jobs,
classroom meetings provide yet another way for students to band together and
take responsibility for what is happening in the classroom, positively or
negatively.
Other ways to build classroom community include celebrating each students
differences, and their similarities. The ME poster helps with this aspect. As
a teacher, spending time with my students out of the classroom will help build
a relationship of caring. I plan to spend at least two days a week at lunch with
students. I can also plan recess time to allow students to stay in if desired.
Students will also be allowed to earn one on one lunch time with me. During
this time I can have individual interactions with my students. One simple way
to allow for this indoor recess is to let students ear good behavior tickets.
The tickets can be exchanged for time with me, or any other desired activity
within reason. One last way to help build a classroom community is to have
fun with students; laugh, be silly, and plan activities that allow for celebrating
our classroom.
Supportive Techniques:
A. Guiding Techniques
Techniques for guiding are numerous. Student cannot simply just see their
way through the curriculum, and classroom activities. There are many
techniques out there but some that I plan to use are:
i. Modeling- this allows students to see how to do something whether
curriculum, or behavior based. As a teacher it is my job to model
behavior, process, and how tos for students. They will model what I
show them because its what they can concretely understand. I will
model rules, respectful speech, thinking, and process for my students.
ii. Procedures- Are another helpful way to allow student to know what to
do. I will teach not only management procedures, but content
procedures as well. Both are extremely important for guiding students
to the learning objectives.

iii.

iv.

Noticing students doing well- Rather than giving attention to students


who are off task, or misbehaving, I will take time to notice students
who are following directions, and are on task. This sort of guidance
needs to be done regularly, and should be the primary means of
communicating behavior expectations.
Flexibility- is very important in the classroom. If we as teachers
expect our students to be flexible we must model this for them. Also,
allowing for times of difficulties without harsh punishment can really
help students feel more cared for, and valued. Also, managing 25
students means things are not always going to run like clockwork.
Teachers need to be able to make room for outside input.
Student may show their learning on their own fashion.
Students may contribute to the conversation, and learning
environment.
Change a routine when it isnt working.
Allow for more, and sometimes less time for activities then
plan.

B. Circulate Around the Room


Using this technique is helpful in seeing every student, and allowing every
student to see me.
i. As I am teaching through any subject, or allowing students to work on
their own, in pairs, or in groups, I will walk around the room to view
work, and progress. I will pay close attention to students who are
known to struggle.
C.

Proximity
I will use my proximity to students to send a message of either, I am here for
you if you need help, or Im right here, get back on task.

D. Time on Task
It is important to monitor the amount of time spent on a task for students.
Young students cannot focus for long chunks of time whereas older students
can. A good rule of thumb is to expect focus from students for about a minute
for every year old they are. Kindergarten through first grade can generally
listen to instruction for ten to fifteen minutes. Under these circumstances it is
important to plan short increments of instruction, then student action, and then
to repeat this process until the class is through the objectives for the day.
Older students can focus for twenty to thirty minutes, but will then need a
small activity break.
E. Body Language
It is important to:
i. Keep face neutral or friendly
ii. Body open (arms not crossed, legs neutral)
iii.
Shoulders should be upright, and not slouching. (conveys sleepiness)

iv.

Head should be up, and eye contact should be made with students.

Intervention Techniques:
A. Conflict Resolution
i.
When students are experiencing difficulty with one another, as a class we will
have a group discussion (without pinpointing struggling student) to discuss how
to resolve the conflict. Ways students may practice conflict resolution:
a.Role play solutions.
b.
Write Apology notes.
c.Draw pictures of how it should bad situations could be made better.
B.

One-On-One Conversations
When conflicts/difficulties are not easing, I will sit down with involved students
and have a conversation directly, in a sympathetic manor, about conflicts.
C.
Sit Out During Class
i.
Students who make further decisions to misbehave will lose activity times, and in
some cases receive a breather, so as to allow for thinking time. Students will be
given a think sheet that will help them process what is happening. The think
sheet will include:
a.What is happening?
b.
Who is involved?
c.How can I make a different choice?
d.
Do I need to apologize?
D. Collaborative Problem Solving (As outlined Ross Green in his book titled Lost At
School,2009)- Students at a minor level of behavioral difficulty will move through
the above named process. For students who seem to have a deeper difficulty with
behavior, a more collaborative problem solving technique will be used. The student
will sit down with me to, first, identify the issue, and its root. Second, find a solution
that will benefit me as well as the student. Third, progress monitor the initial
solution, and try again if needed.
i.

Procedures:
A. Student Work
i. Students will be given assignment verbally (K-1), and in writing (2-6). To
help with homework reminders, I will have students fill in a daily planner
that they can reference at home.
ii. For second through 6th grade, rubrics will be provided with any major
assignments that are worked on. Copies of the rubric will also be made
available in student work folders.
B.
Progress monitoring
i. Certain monitoring will be completed on a by unit basis. The end of every
unit will be accompanied by either a project, or performance based
assessment. Certain subjects will be a paper and pencil test, and other will
be more project based.

ii. Certain objectives will be assessed more informally through discussion,


and teacher observation of skills.
C.

D.

E.
F.

G.

Transitions
i. K-3 students will be given at three minute notification prior to a transition,
and once the ten second mark is reached they will have started to clean up
their area to prepare for a new activity. Students who have difficulty with
transition will be given a five minute notification.
ii. 4-6 grade students will be given a timer to follow while working. Once the
timer reaches 2 minutes, it is time to clean up.
Beginning of the Day Routine
i. Carpet/Desks- take roll
ii. Class Meeting time-take homework, discuss feelings, and happenings.
iii. Review of daily schedule in writing at a central point in room, and
verbal discussion.
End of the Day Routine
i. Discussion of any final questions about homework/daily classwork.
ii. Reminders about weeks events in class and around school building.
Absent Students
i. There will be an absent fold placed on each absent students desk space
when they are out. Any assignments, or papers passed out will be placed
in the folder, and given to student upon return.
ii. Long term absence will be given work previous to absence to work on
while gone. If long term absence wasnt planned, I will gather planned
work to give to the office for parents to pick up.
Various (bathroom, pencils, etc.)
i. Bathroom break students will be required to request a pass. In addition
they will sign the break chart with a time (to monitor avoidance issues).
ii. Pencil Sharpening- students will be given two minutes to sharpen pencils
before works begins. Any students who breaks lead while work is to be
done will find a sharpened pencil in the lost pencil box.
iii. Drinks-Students will be allowed drinks at recess, and after P.E. only unless
circumstances require modification (heat wave, dehydration, excessive
activity in class).
iv. Classroom Quests- Students will be asked to remember quest behavior
unless otherwise specified.
1. Voice off
2. Body Quiet
3. Raise hand to share/ask questions

Communication with Parents/Guardians


A. Weekly Notes Home
i. What we are working on as a class in every content area

B.
C.

ii. Tips for how to help students with each content area
iii. Upcoming school events
iv. Positive events from the past week.
Phone calls to parents
i. Good behavior
ii. Areas of concern
SEP Conferences
i. Review what class has been working on.
ii. Examples of childs work.
iii. Test results
iv. Positive anecdote about child.

References
Bickart, T., Jablon, J., & Dodge, D. (1999). Building the Primary Classroom.
Portsmouth, NH: Teaching Strategies, Inc, and Heinemann.
Green, R. (2009). Lost At Schoo: Why Our Kids with Behavioral Challenges Are
Falling Through the Cracks and How We Can Help Them . New York: Schribner
Books Compnay.
Scott, T., Anderson, C., & Alter, P. (2012). Managing Classroom Behavior Using
Positive Behavior Support. New Jersey: Pearson.
Wilson, M. (2013). Teasing, Tattling, Defiance and More. Positive Approaches.
Turners Falls, MA: Northeast Foundation for Children, Inc. .

Potrebbero piacerti anche