Classroom Management and Student Guidance Plan

By: Christine Frawley

EDT 474 Section D
Kindergarten- Third Grade


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Section 2. Explanation of Your Core Beliefs About Children, Teachers, and Education: In
Section 2 you are to explain with clarity and detail your basic beliefs and values about the
following questions and topics. Your responses to the following questions in Section 2 should be
based on your personal experiences and your informed professional opinion!

a. What assumptions do you make about the inherent nature of children [e.g., at birth, is every
child inherently good-or are some children born evil-or is every child neutral in this
regard?is every child born with a disobedient will that must be broken?]

I believe that every child is born generally neutral, though every child is different in his or
her natural mannerisms. Meaning that some children when first born might cry more than
others, and other children are louder than some naturally. That being said, some children
may seem evil, but it is my belief that these are learned behaviors, or the product of not
having enough limits.

b. To what extent can children learn self-control [physical, emotional, intellectual, and
behavioral]? What actions by significant adults [especially parents/guardians and PK-6 teachers]
promote a childs development of all domains of self-control?

I believe that children are fully capable of learning physical, intellectual, and behavioral
control. I do not feel that anyone is able to control his or her emotions in regards to what
someone is feeling, but it is possible to control reactions to feeling. However, the extent of
the control learned is based on age and the influence of close adults. When an adult models
the correct behavior, it can have a profound impact on a child. An example would be the
teacher saying, I feel sad that I lost my pack of crayons. This demonstrates a feeling and
reason for the feeling. Adults can help children learn to process by asking them what they
feel, why, and what to do. If this modeling and scaffolding takes place, I believe that
children can learn full control.

c. What meaning do you ascribe to learning? How do children learn? Based on your current
understanding, explain your definition of learning and then explain the basic processes by
which a child learns any particular knowledge or skill.

To me, learning is anything that is a new piece of information to a child. Whether it is how
to tie the laces of a shoe, how to interpret facial expressions, or how to add numbers
together. Children learn by discovery, and experiencing things first hand. Children need to
have hands on experiences or simulations because children cannot understand things that
do not happen to them directly. When children learn, they take new information as is or
process the new information if it does not agree what he or she already believes.
d. What can/should a K-3 teacher do to promote healthy psychosocial development?



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I believe that the most important way to promote healthy psychosocial development is to
model interactions within a safe environment. This means greeting every child when they
enter the classroom, always speaking in a calm manner, speaking with children about a
behavior in private, and demonstrating how to interact with peers. Children do not
automatically know how to interact with a classmate at recess when something goes wrong
or the child does not like something, but this is learned in the classroom when a teacher
facilitates scenarios that teaches children the correct way to respond. This will happen
more naturally for children when the atmosphere of the classroom is one that is warm and
safe. When teachers take the time to establish meaningful relationships with each child in
the classroom, respect becomes mutual and this atmosphere will develop.

e. What can/should a K-3 teacher do to promote healthy intellectual growth and development?

It is so important as a teacher to know how each student prefers to learn, and how each
child learns best. With this information, it is critical that children are given a choice in how
he or she completes an assignment. This not only gives children agency, but also allows
each child to demonstrate knowledge to the best of his or her ability. Also, the content that
children are learning should be within each childs zone of proximal development. Material
needs to be challenging so that each student progresses, but it should not be so hard that
students are frustrated. I believe that as a teacher I need to provide my students with
opportunities to discover information, and use the least amount of direct instruction
possible so that students are learning at his or her own pace.

f. In what ways might the relationship between a teacher and a student affect a childs learning
and development?

I believe that the relationship between a teacher and a child and the childs learning are
directly related. I couldnt stand my one teacher Mrs. Stowe. I cant remember anything I
did that year, and I dreaded going to school every single day. On the other hand, I loved
my teacher Mrs. Kleindienst and can remember every topic we covered, and can still quote
some of the things she said. To this day I love Mrs. Kleindienst and always look forward to
the next time I get to see her. Therefore, I believe that the relationship a child has with his
or her teacher will directly determine his or her success in the classroom.

g. In what ways might the school-home relationship affect a childs learning and development?

I believe that it is critical that there be a positive relationship between school and home. It
is my expectation that parents show children that school is important, whether the parent
is home to help with schoolwork or not. If a child feels that his or her parents dont value
school, or that the teacher doesnt value the childs family, then the child isnt going to be
as successful as he or she could be. I firmly believe that communication between parents
and teachers should be constant, and everyone should be informed of what happens in the


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classroom, and what goes on at home. This way, both the teacher and parents can best help
the child to grow in all areas of life.

Section 3. Statement of Your Core Beliefs and Practices Related to Student Guidance: In
Section 3 you are to explain with clarity and detail the basic beliefs, values, and strategies that
serve as the foundation of your overall approach to your work and relationships with children.
You should base your responses on: the knowledge and skill you read about in the EDT474
required textbooks and class conversations; what you have learned in other courses; lessons
learned from life experience; and information learned during field placements, etc. In this
section be sure to include the following:

a. Based on the knowledge and skills you have learned thus far in your academic career and life
experience, what can you identify as your Top Ten Beliefs and/or Strategies About Student
Guidance? First, succinctly state the belief or strategy in your own words; second, identify the
source [at least five of your Ten Beliefs and/or Strategies must come from the Guidance of
Young Children textbookfor each of these, include the page number]; third, briefly explain
your reason for choosing each Belief or Strategy; and fourth, briefly describe how you could use
this Belief/Strategy in your own classroom.


1. My first belief is that it is important to help students maintain their dignity (327).
Too often students are publically humiliated for the mistakes they have made, and
are punished in front of the entire class. The shame a student feels from this type of
experience can last a lifetime. In my classroom, I will always talk to students
privately about their behavior. This way, the child knows that I respect them, and
they will respect me.
2. It is important to set limits clearly (327). This is crucial in a classroom so that every
child knows what is expected, and how to act in every type of situation. I will do this
in my classroom by involving all children when setting limits, and making limits
short, clear, and understandable. Every limit that is set will not only be fair, but in
place to create a safe environment for all children.
3. I believe in teaching students behavior that is helpful and meaningful (328). This is
important because often children have not yet learned how to appropriately ask for
help, or how to properly express feelings. I will teach this by modeling how to ask
for items, and teaching children how to express what they are feeling in a way that is
not harmful to those around them. An example of this would be to teach children to
say that they are sad because someone said something hurtful to them instead of
sitting in a corner crying without anyone knowing what has happened.
4. To me, it is very important to teach children new skills and be ready to guide them
when practicing (328). This is important when helping children apply a new skill.
Though children may have just learned a new skill, it doesnt mean that they will
always remember when to use it. I will use this strategy in my classroom by teaching
a skill (such as taking turns) and then enforcing this in the classroom by reminding
students when they interact with other students in the classroom.


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5. Another strategy that I believe is important is to be able to take ownership of ones
problems (329). This is important for children to learn. When a child hears an adult
own a problem that they have, it becomes easier for children to come forward with
their own problems. This is important because adults cant help children if they
dont know what is wrong. I will own my problems in my classroom and say, I
have a problem with ________. I will also actively listen to all concerns my students
express in order to best help them.
6. I firmly believe in giving children immediate feedback that is meaningful (329). Too
often children are told good job and they dont even know why something is good
or what that something was. Therefore, in my classroom I will give positive
feedback that is directly related to what a student has done, such as congratulating
them on remembering to use a new skill.
7. It is always important to actively listen to what children are saying (332). I will do
this by remembering to listen to every word the child says without interrupting, and
to listen for what message the child is trying to convey. This is important because
interacting with a child in this way will make them feel valued and important.
8. I believe in teaching children how to solve their own problems (333). This is
important because children need to learn how to collaborate and work together to
reason through problems and how to solve them. I will use this strategy in my
classroom by posing possible problems and having the class come up with solutions.
Then, I will have students use this strategy when conflicts arise when students work
together.
9. An important strategy for me as a teacher is to realize when students are getting
stressed or anxious (333). This is important because every behavior by a child means
something, and it is my job to recognize when there is a problem. In my classroom, I
will continually observe my students so that I know when they become frustrated,
why they are frustrated, and what I can do to minimize these negative feelings.
10. I believe in teaching children how to manage their emotions in a responsible manner
(334). This is important because children need to learn how to express their
emotions, especially anger, in a way that is not harmful to other students. I will do
this by modeling correct ways to use words to express feelings.

b. What role/s do you expect to play in the lives of your students?

I expect to wear many hats with my children. I want to be a storyteller that helps
childrens imaginations run wild. I want to be a detective that helps students find answers.
I will be a loving adult who cares about every detail of every child. I will be the friend who
listens to my childrens stories. Most importantly, I will be my childrens teacher, which
encompasses all of these things.

c. What legacy do you hope to leave imprinted in your students minds, hearts, and souls?

I want my students to remember me as someone who loved. I want my students to think of
me and know that I was someone who never gave up on them. I was always there to listen
to every story, and smiled every single day.


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d. What needs of your own do you anticipate getting met by your work as a classroom teacher?

I often do not feel that I am important or valued unless I have been able to help others and
bring a smile to their face. I anticipate this need being met by my students every day. When
I left my latest field placement, some of my students burst into tears, and I have never felt
more loved in all my life.

Section 4. Classroom Management: Procedures and Routines--Section 4 should include a clear,
detailed explanation of how you will manage the following aspects of classroom life: Your
response for each question below should be 3 or 4 sentences. Remember, the following routines
and procedures should be designed to assure that they are attended to in an efficient manner,
using the least amount of time possible!

a. When the school bell signals the students to enter the building, where will you be and what
will you be doing for the first 3 minutes of the school day?

I will be just outside the door of my classroom greeting each child as they walk through the
door. This way, they start their day off with a smile, and get a chance to tell me anything
the feel is important for me to know. Only once all of the children that I can see have
entered my classroom will I then go inside to join them.

b. How will you manage students lunch tickets and/or money?

Each day, students will move their nametag (designed by theme i.e. stars, cookies, etc.) into
a pocket labeled buying or packed so that I know what each child is doing for lunch.
Next to the buying pocket will be a bin with an envelope for children with their names on
it. Students will put their money into these envelopes right at the beginning of the day
before they have time to loose it. Then, when lunchtime comes, they may get their money
on the way to get in line.

c. How will attendance be taken?

On my door will be Velcro strips. Each child will have a nametag on this Velcro strip. This
is the nametag that the children will grab in the beginning of the day to tell me if they are
buying or packed their lunch. The nametags not moved will tell me who is not here.

d. How will morning announcements be made?

Morning announcements will be made after every child has settled in. This means that
unpacked, lunch and attendance taken, and morning work all finished. I believe it is
important that all this be done so that the children can hear what I have to say without
being distracted by trying to get things done.

e. How will you collect students homework?


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In the same section as the lunch selection, will be a bin that students can put in their work.
I prefer this method to calling students to turn work in individually because if a student
hasnt completed the work I dont want them to be publically shamed. This also makes my
students responsible for turning in their own work. Finally, this way saves time since
students are turning it in as they walk in the door.

f. How will students line up at the door to leave the classroom for another part of the building
(music, lunch, etc.)?

I believe that if I set the standard that students should line up quickly and quietly, that
students may line up in any order they wish. However, I would have a line leader for the
day/week so that every student has a chance to lead the line, which I believe to be a
valuable skill that needs to be learned. When students realize they are all going to get to the
same place at the same time, they also learn that where they stand in line does not make
them any better or worse than the person standing in front or behind them.

g. How will you manage use of the rest rooms by students throughout the day?

I will have class restroom breaks when we are on our way to lunch and specials. However, I
personally believe that students can handle going to the bathroom, and should be trusted to
do so. I will never tell the child they may not go to the bathroom, because I dont want an
accident to happen that could emotionally damage a child. However, students instead
should be taught to try and wait for an appropriate time to go if they can.

h. How will you manage student use of the hallway drinking fountain?

Students will be able to use the water fountain when we have classroom restroom breaks. I
will also allow children to have water bottles in the classroom, so it is my hope that students
wont need to use the drinking fountain often. However, like going to the restroom during
class time, I believe that students are to be trusted.

i. How will you manage student use of the classroom sink [lets assume there is one]?

Limits will be made clear so that students know what is appropriate when it comes to using
the sink. The sink can be used to fill water bottles, and wash hands. Other than that, I
dont see the sink being used other than for a science experiment. In my experience,
children often forget that the sink is even there.

j. How will you manage student use of the pencil sharpener?

I will have a bin for pencils that are broken, and a bin that has already sharpened pencils
inside it. This way, students dont have to waste time sharpening pencils; they can just
come up and get a new one. Students will also start the day with three sharpened pencils,
ready to go for the day.


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l. How will you organize and manage student Classroom Helpers--what classroom jobs will
there be? What procedure will you use to assign Classroom Helpers?

On Monday morning, classroom jobs for the week will be assigned during the morning
announcements. The jobs will be assigned in alphabetically, rotating each week. Jobs will
include who sharpens the pencils at the end of the day, who picks up trash off the floor,
who is the line leader, who brings the attendance down to the nurse, who passes out papers,
and who answers the phone.

m. How will you collect daily assignments from students?

I will have a bin on my desk that students can put finished work in. This will eliminate
pressure of having to have something completed by a certain time, and therefore my
students can do their best work at their own pace. Also, this keeps finished assignments all
in one place so that nothing is lost. Then I can simply take a paper, grade it, and put it
straight into a file or in their mailbox to go home.

n. As you bring the school day to a close: what will the students are expected to do--and what
will you be doing--during the last 3 minutes of the school day?

At the very end of the school day, students will complete classroom jobs, check their
mailboxes, and get packed up to go home. This is also a time that students can ask any last
minute questions. During this time, I will be at the front of the room by the door, answering
any questions, listening to any stories, and saying goodbye to every single child as they walk
out my door to go home.

Section 5. Implementation of Student Guidance Practices: In Section 5 you should provide clear,
detailed explanations about the expectations and strategies you will use to guide student behavior
so that an optimal learning environment will be maintained in your classroom.

a. Classroom rules/expectations: By whom--and how--will these be determined? Once
determined, how will you communicate these rules/expectations to students and
parents/guardians?

Both the class and myself will create classroom rules and expectations as a team. Together
we will decide what is fair and appropriate behavior. This will happen right at the
beginning of the year, so that routines can take place right away. Together we will make
picture posters of the expectations that are clear and easy to understand. These
expectations will be hung in the room and sent home in the parent letter that goes home
each week.

>>For items be below, think about an example of the kind of student behavior described and
then state your example.


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b. Level I: Some student behaviors may be off-task but not disruptive to your instruction or
other students learning [e.g., sleeping in class; staring out the window, etc.]. How will you deal
with this type of student behaviors?

If a student is staring off in my class, I will simply go over to that student and lightly tap
their desk or put my hand on their shoulder to refocus them. Since the behavior is not
harmful or distracting, the most important thing here is just to refocus the student.

c. Level II: Some student behaviors will be off-task and mildly disruptive to your teaching
and/or other students learning [e.g., two students chatting during instruction; two students
passing notes back and forth, etc.]. How will you deal with this type of student behaviors?

If two students are talking, what they are talking about might actually be important. I
would ask the students if they have a question, are confused, or have an important
observation/piece of information that they would like to share with the class. This gives
them the benefit of the doubt. It also will give the students the opportunity to ask a
question if they are confused, and if not they will answer no and refocus.

d. Level III: Some student behaviors will be off-task and seriously disruptive to your teaching
and every other students learning [e.g., a student throws a soggy paper towel at you and it
splatters against the chalkboard; a student says loudly, Youre not my mother and I dont have
to do what you say! etc.]. How will you deal with this type of student behaviors?

For this type of behavior, I would ask the student to come out in the hallway, or other quiet
private place, to come speak with me. Here it is important that I remain calm and give the
student an opportunity to explain the behavior. It could be that the student really struggles
with the content we were working on and he didnt properly handle his frustrations. After
the student has expressed what they are feeling, it is important that I remind the student of
what is expected during class time and an appropriate way to express feelings.
e. Level IV: Some student [or others] behaviors will pose an immediate, serious threat to the
physical safety of you and/or other students [e.g., a stranger bolts into your classroom holding a
pistol and threatens to blow you all away; a student grabs a pair of scissors and holds to point
at the throat of another student, etc.]. How will you deal with this type of student or intruder
behaviors?

If a student were to hold a pair of scissors to another students throat, I would need to
immediately intervene. At this point I would quickly go to the student and do whatever
necessary to remove the scissors. This might mean restraining the child, or fighting the
student to get the scissors. After removing the immediate danger of the weapon, I would
bring the student to the office, the whole time remaining calm.


Section 6. Physical organization of your classroom: In Section 6 you are to provide a computer-
generated map of the physical arrangement of your classroom. Be sure to include all of the
items that are typically found in an elementary school classroom.


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