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PSIII Classroom Management Plan

Name: Alex Hutcheon
Anderson

School: Olds High School

Teacher Associate: Karri
University Consultant: Ed Wasiak

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning
Guitar 10
Grade 10-12 Instrumental Music
Grade 10-12 Jazz Band
. Grade 10-12 band follows the Instrumental Music 10-20-30 Program of Studies
. Jazz Band and Guitar contain elements from both the General Music and
Instrumental Music Program of Studies
Learning Students Names, Other Information
Obtain class list before hand from teachers associate or admin
Create a seating plan according to instrumentation
Take a photo with name bars of each student (study and memorize names and
faces)
Create a survey that students can fill out at the end of the first class that will
contain questions regarding student interest and readiness
Do You Know Your Neighbor Musical Chairs: Before the class begins, set chairs up
in a circle. Have students say their name, a hobby of theirs, and their favorite band.
The game will begin when I take away a chair and a student will have to stand in
the middle of the circle. This student will then choose anybody sitting down and ask
them do you know your neighbor? If their response is no then everyone has to get
out of their seats and choose a new seat. This will result in everyone sitting beside
different people and there will most likely be a new person in the middle. Note that
you are not allowed to move the seat beside you. If their response is yes then they
have to say the names of their neighbors. If the person says the wrong name then
everyone has to move to a different chair. But if they respond with the correct
names then they will then say Is anybody here _________? An example of this is,
Is anybody here wearing pink? If so then the people wearing pink have to get up
and find an open chair. At the end of the activity I will then go around the circle and
attempt to say everybodys name.
- Ask teachers associate about exceptional learners and any social context issues
that may arise
Classroom Rules and Procedures
Obtain school wide rules and procedures form teachers associate before
internship begins
No food or drinks (other than water) are allowed in the classroom
Instruments are to be treated with care and respect (all instruments are to be
packed and stored properly and percussion equipment is to be put in storage room
before the weekend)
Chairs and stands are to be put away after every class
Introduce teachers associate to Niistitapi (Blackfoot) Values
- Kimmapiiypitsinni (Compassion), Innakotsiiyinni (Respect), Aksistoiyipaittapiiysinni
(Self-Starter), Isspommaanitapiiysinni (Helpful), Ao ahkannaistokawa (Balance),
Kakoysin (Awareness)
. Reinforce classroom rules and procedures often during the first week
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

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School Facilities and Equipment
Large music room in separate fine arts building
Standard band equipment, complete marching band percussion instrument, and
an army of rental guitars
. Modern school with an abundance of technology
. Bring tuba, saxophone, iMac, guitar, and iPad to the school
School Policies and Procedures
Provides more schedule flexibility and increase student self-direction in order to
better serve 21st Century learners (Flex Scheduling).
To foster learning in a safe, challenging, and diverse environment
. Non-traditional personalized learning environment organized in Quads
. Olds High School provides educational opportunities that enable students to
become responsible and productive members of society
Organizing Classroom, Materials and Supplies
Make copies of band scores that the teachers associate gave me/ do score studies
for each score
Bring baton, tuba, saxophone, iMac, iPad, guitar, scores, and long term plans to
class
. Find recordings of pieces and overview scores
. Secondary sources from curriculum lab and Olds High School
. Locate a desk or spot that I can put my materials

2. RELATIONSHIP/COMMUNITY BUILDING PLAN

Strategies for Building Positive Relationships
1. Learn student names as quickly as possible
2. Introduce myself to students using an about me presentation
3. Make sure to take time to genuinely listen to the students
. Maintain a safe positive learning environment
. Keep an open door policy to talk about anything
. Create activities that reflect the interests of the students
Strategies for Building Classroom Community
1. Post and reinforce Blackfoot values within classroom
2. Encourage collaboration and cooperation
3. Dont be afraid to tell the class a story (a story can stimulate students brains)
. Try to focus on having fun while producing quality music

3. RULES AND PROCEDURES PLAN

Classroom Rules

1. Kimmapiiypitsinni (Compassion)
2. Innakotsiiyinni (Respect)
3. Aksistoiyipaittapiiysinni (Self-Starter)
4. Isspommaanitapiiysinni (Helpful)
5. Ao ahkannaistokawa (Balance)
6. Kakoysin (Awareness)
No food or drinks (other than water) are allowed in the classroom
Instruments are to be treated with care and respect (all instruments are to be
packed and stored properly and percussion equipment is to be put in storage room
before the weekend)
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

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Chairs and stands are to be put away after every class
Explanation of Classroom Rules (and how they will be introduced):
- Introduce Rules by explaining there Blackfoot meaning
- Put rules on poster paper in both Blackfoot and English and post them on the
walls
1. Kimmapiiypitsinni (Compassion)
Being empathetic to your fellow man, including unconditional love, compassion and
an appreciation for others.
2. Innakotsiiyinni (Respect)
Showing respect for everything in our world.
3. Aksistoiyipaittapiiysinni (Self-Starter)
Giving the best in all your endeavors, it is always positive. Not rushing into tasks
recklessly.
4. Isspommaanitapiiysinni (Helpful)
Care, compassion, and helpfulness to your fellowman. We must consider the
collective rather than the individual.
5. Ao ahkannaistokawa (Balance)
Connectivity in our family, clan, tribe, country.
6. Kakoysin (Awareness)
Being aware of our (environment) surroundings. For example, watching and learning
during ceremonies.

Classroom Procedures
1. Attention-Getting Procedure
- Silent countdown from using 5 fingers
- A clapping pattern that can be repeated
- A melodic line that I can play that can be repeated
- Simply putting hand in the air and cutting group off
2. Start-of-Class Procedure
- Students will grab a chair and stand and set up the classroom
- Students grab instruments and do an individual warm-up
- Then begin group warm up using scales and method books (research other warm up
techniques)
- Have list of pieces that will be covered during rehearsal on the board
- Possibly play music over the sound system while students are walking in (only for guitar
class)
3. End-of-Class Procedure
- Finish with a piece that the group enjoys (Popular music arrangements)
- Allow time for students to properly pack up and clean instruments
- Students will put away chairs and stands after every class
- Exit slips
- Verbally tell students which pieces will be worked on for next class
4. Question-Answering Procedure
- Raising hands
- Popsicle sticks
- When students are asking questions, other students should be listening respectfully
5. Safety Procedures
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

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Fire Drill:
- Appoint a class monitor to lead the students out of the building
- Take keys and the class register
- Exit last, making sure no students remain
- Close all doors
- Proceed to the designated exit
- If the designated exit presents a danger, proceed to the secondary exit on the
evacuation plan
- Assemble students at the previously determined gathering area, well away from the
fire, ensuring that fire lanes are kept clear; use an alternate facility if required
- Take attendance and notify office personnel of results, ensuring at least one teacher
is with the students at all times
- Do no re-enter the building until fire services has declared it safe to do so
- See Chinooks Edge School Division No. 73 Occupational Health & Safety Manual
for other procedures
6. Other Procedures: homework, lateness, absence, personal electronic devices (iPods, cell
phones-secondary level) materials and equipment, clean-up, transition, announcements,
etc.
- Do attendance during warm-up to identify lateness and absences
- Students will properly clean and pack up their instruments after class and put them back
into the designated area
- Cell phones may only be used as tuners or metronomes
- Each inexcusable absence from an extra rehearsal, clinic or workshop will result in a loss of
5% of your report card mark. Failure to maintain good attendance may result in the
recommendation that the student withdraw from the course.
- Final marks may be appealed to the school principal in writing with in seven days of the
report card
- Students can bring their own instruments or rent school instruments for a small fee

Explanation of Class Procedures (and how they will be taught and reinforced):
- Verbally tell the class about the classroom procedures
- Use guided questioning that reinforce the procedures
- Physically show students what is acceptable
- Constantly remind them of the procedures and practice them until they
become routines
- Practice, practice, practice procedures

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour:
1. Visual and verbal cues (minor)
2. Increased teacher proximity (minor)
3. Give the teacher look (minor)
4. Logical consequences (more severe)
5. Either calmly ask student to stay after class or ask them to go to the hallway
where I will come 2 minutes later (severe)
Justification/Explanation of Strategies:
- I tried to implement strategies that are the least distracting to the class and do not
single out any particular student. Nothing makes a bad situation worse by being
called out by your teacher, in front of your classmates. The strategies I chose allow
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

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me to be stern but will not completely destroy the positive relationship with the
student.
- I also have arranged my strategies in two categories of minor and severe
misbehavior.
- For severe behavior, make sure to be sympathetic towards the student and ask
why they acted out or behaved this way
- Avoid reacting negatively to situations but rather intervene swiftly with well
planned out solutions that minimizes damage to student-teacher relationship
Relation of Strategies to School Policies and Procedures:
- An intervention plan will most definitively develop tomorrows citizens through
improved learning, living, and relationships
- If classroom procedures are violated for the first time, then I will intervene using
the minor offence tactics. If these procedures are routinely violated I will have to
classify them as severe offences and will be forced to intervene.

5. FIRST DAYS LESSON PLANS

Lesson Plan #1

Date:
Objectives:
Materials:
Procedure:
Introduction:
Body:
Closure:
Assessment:
Date:
Objectives:
Materials:
Procedure:
Introduction:
Body:
Closure:
Assessment:

Lesson Plan #2

6. REFLECTIONS ON CLASSROOM MANAGEMENT*

(*completed at the end of the practicum)

Successes/Strengths
Problem Areas/Areas for Growth
Alternative Strategies/Things to Try

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press