CLASSROOM MANAGEMENT PLAN

Classroom Management Plan Lara Landry National University

INTRODUCTION

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Classroom management is one of, if not the most important component to having a successful teaching and learning environment. If a teacher cannot effectively manage his or her classroom, no learning can take place. Effective classroom management does not only involve rules and consequences, although consistency in these areas is crucial to effective teaching. Classroom management deals with planning effective lessons that meet the needs of all the students, so all students can be actively engaged, can participate, and can succeed, and it also involves arranging the classroom so that the environment is conducive to learning. Another aspect to a successful management plan is collaboration with other teachers and cooperation with administration's policies and procedures, and it also involves a maintaining a proper teacher-student relationship of trust and respect. There are many components to effective classroom management. In order to ensure success all of these aspects must be met. PHILOSOPHY STATEMENT My mission as a teacher is to provide a safe and positive learning environment for all students to be able to perform at their personal best. Students are expected to show respect for the classroom environment, for the teacher, other students and themselves, and should expect to receive the same in return. Although there are procedures for all activities in the classroom, there is only one rule; HAVE RESPECT. I am committed to developing strong morals and good character in all of my students. I expect above all they conduct themselves with dignity and grace and treat others as they would ant to be treated, and also expect the same in return. I like to be involved in my students' lives and I feel it is important I get to know them. This builds trust and

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acceptance and an understanding of students' strengths and weaknesses; academic and behavior wise. My goal is to provide an optimal learning environment for each child to be able to succeed. Students will be provided with opportunities to work both independently and collaboratively in groups, and the classroom environment will be arranged strategically for each unique learning activity. Students will face healthy challenges in an effort to expand their critical thinking skills, written expression, and oral communication. My goal is for my students to become independent thinkers and problem solvers. I like to see my students gain a clear sense of independence in their academic ability by the end of the school year. I listen, I too learn, and I am available whenever a student is in need. PREVENTATIVE MEASURES: CLASSROOM ARRANGEMENT, ROUTINES, PROCEDURES AND RULES It is important that the classroom environment be a place conducive to learning. The classroom walls should be print rich. A print rich classroom is one that has posters and information pertaining to the curriculum of the class, student work, inspirational words, and standards to be met in the class. When a student walks into the classroom, they should feel a sense of calm, a place they feel composed and can focus. They should be inspired to learn. That being said, I believe the classroom environment should be also simple, where the students cannot not easily be distracted by clutter. As an elementary teacher of multiple subjects, I plan for designated areas on the walls for each subject. Good student work, called "Good Work Walls" are made for each subject, and student work is displayed here. Posters that pertain to those subjects are hung in those areas, to maintain some rhyme and reason. History work is displayed on the history section with

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posters and pictures that pertain to the curriculum. These good work walls are updated with current student work as much as possible. As the year progresses art projects that pertain to curriculum in certain subjects are added around those good work walls. I like to leave the front wall of the classroom the least "cluttered" as this is the focal point in the room. I keep this area for inspirational posters and sayings and beautiful art, print that will help keep them focused. I like to use background colors that are known to be calming, usually in the blue and green hues. It is important to freshen things up, so every year I change my color scheme slightly and move or change the wall art. I like my classroom at the beginning of the year, and most of the time, to be arranged traditionally with the desks in rows, all facing the front. This way they can easily see the board and projector and they are less distracted by each other. Only when I plan for group assignments, or collaborative assignments do I arrange the desks in groups, most often ahead of time to make the most use of the teaching time with the students. For this reason, I keep the front of the classroom simpler than the rest. There is always enough written on the board to keep the students looking to the front. The daily schedule is written on the front board, as well as the morning agenda. The agenda may change throughout the day, depending on to level of detail the student need be given ahead of time. Less is more is usually a good strategy, but at times detail is needed to prevent questions in the routine. The homework is current for that evening and a warmup activity is displayed. There is one area of he class that is dedicated to school supplies. Paper, extra pencils and pens, rulers, glue, etc. are kept here, and I find it best to have this in the back of the classroom, to prevent distraction when a student may need to get up to sharpen a

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pencil or grab a piece of paper. I keep my desk in the front corner of the room. All my teacher supplies are kept behind my desk in the corner and this area is off limits to the students. Placing my desk here is important to my teaching style because there are times when I will need to utilize my desktop to perform administrative tasks, or to teach (use the computer to display something on the projector) and I still have a full view of all the students. I like too to always have a desk at the front of the classroom to be able to teach from as well. I do not sit in any one area too long though. I feel it is best to walk the class, or at least be on my feet to establish authority and engagement. From the moment the students walk into the class, there are clear expectations. There is a morning routine and it is important not to break to much from this routine. All students should be greeted by the teacher as they enter, or quickly thereafter. I find it important that every student is acknowledged before formal instruction begins. Students are expected to submit their homework on the front table in separate stacks first thing and then to write down the next night's homework in their planners. The homework is always displayed on the front board or on the projector screen before students come into the class. After writing in their homework, while other students are getting settled and arriving to class, students then complete a warm-up activity. A warm-up is always ready for them with their homework before students arrive. Having the warm-up activity is crucial to a smooth morning. This allows me, the teacher, to do attendance, check in the homework, see who has not submitted it and address these situations quickly without distraction from talkative or restless students. The first 5-15 minutes of class sets the tone for the entire day.

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SUPPORTIVE AND CORRECTIVE MEASURES In terms of classroom discipline, I like the Lee Canter's approach, which is called Assertive Discipline. This approach involves a high level of teacher control in the class and is coined the "take-control" approach to teaching. The teacher controls the classroom in a firm but positive manner. The approach maintains that teachers must establish rules and directions that clearly define the limits of acceptable and unacceptable student behavior, teach these rules and directions, and ask for assistance from parents and/or administrators when support is needed in handling the behavior of students. The underlying goal of assertive discipline is to allow teachers to engage students in the learning process without being interrupted by students misbehavior. Part of this approach is developing a clear classroom discipline plan that consists of rules which students must follow at all times, positive recognition that students will receive for following the rules, and consequences that result when students choose not to follow the rules. These consequences should escalate when a student breaks the rules more than once in the same lesson. But the students are given a clean slate the next day, except in unusual circumstances. The assumptions of this approach include: 1. Students will misbehave. 2. Students must be forced to comply with rules. 3. Teachers have needs, wants and feelings and the right to teach without interruption by students misbehaving.

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4. Punishment will make students avoid breaking rules, and positive reinforcement will encourage good behavior. I think positive reinforcement is very helpful. I like using reward charts and providing students with a sticker for their chart after each subject transition if they did not receive any warnings and had practiced attentiveness and good behavior. After twenty stickers, the students may chose a prize from the prize box, which mostly consists of school supplies; pencils, pens, erasers, rulers, etc. For instances of bad behavior I think having a behavior journal is very helpful. The students are forced to engage in selfreflection and acknowledge what the bad behavior was and what the next steps should be. It is very helpful in preventing the bad behavior from continuing. I have realized that assertive teachers build positive, trusting relationships with their students and teach appropriate classroom behavior to those who don't show it at present via direct instruction; describing, modeling, practicing, reviewing, encouraging, and rewarding. They are demanding, yet warm in interaction; supportive of the youngsters; and respectful in tone and mannerisms when addressing misbehavior. Assertive teachers listen carefully to what their students have to say, speak politely to them, and treat everyone fairly, but not necessarily equally. WORKING EFFECTIVELY WITH DIVERSE STUDENTS AND FAMILIES Teachers must be aware of the diversity of the students she or he has in the classroom and then must seek new opportunities and ideas for building positive relationships with students and families from culturally diverse backgrounds. One article I read recently discussed a topic called diversity capital. This is the understanding of the different cultures and the ability to make appropriate accommodations for these cultures.

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Having diversity capital can in turn "afford teachers the knowledge, skills, and dispositions needed for a sustainable commitment to, validation of, and exchange with culturally diverse students and families." It is important that teachers get support, motivation, and experiences related to cultures other than their own in order to engage in effective cross-cultural teaching. There is considerable agreement on the practices that improve the academic performance of groups of students who have traditionally demonstrated lower levels of achievement than their white, Asian American, and more affluent peers. These best practices may be categorized into four broad bands of strategies that include: 1) demonstration of high expectations, 2) implementation of culturally relevant instruction, 3) establishment of caring relationships, and 4) effective parent and community involvement. These strategies are discussed below. 1) DEMONSTRATION OF HIGH EXPECTATIONS Expectations are internal processes that arise from our belief systems and values. The research on working with diverse students cites low teacher expectations as a major contributor to the achievement gap. Educators must be willing to explore our beliefs, attitudes, and assumptions that lead to low expectations and accept responsibility for the influence they have on student learning. 1. Students are taught challenging, rigorous curriculum in ways that capitalize on the strengths of their learning style. 2. Students receive praise for their effort to foster motivation to and responsibility for their own learning. 3. Talk in the school reflects the belief that all children can learn to high levels.

CLASSROOM MANAGEMENT PLAN Children are believed to be at-promise, not at-risk.

4. Teachers demonstrate persistence in their efforts to help students meet standards by changing instructional approaches to meet the needs of each student. 5. Teachers provide equitable opportunities for students to respond and participate. 6. Provide ample wait time for thinking and responding. 7. Teachers provide specific and timely feedback to students about their work. 8. Students are asked high-level, open-ended questions that require them to interpret, analyze, synthesize, and evaluate. 2) IMPLEMENTATION OF CULTURALLY RELEVANT INSTRUCTION References to culturally relevant instruction are necessary strategies for closing the existing achievement gaps by race/ethnicity. Culturally relevant instruction includes using the language and understandings that students have acquired in their families and communities to bridge the gap between what students know and are able to do and what they need to learn in school. Incorporating the everyday issues and concerns of families and the community into curriculum and instruction is helpful in engaging these students in the curriculum. Some ways to do this are to engage in cooperative learning, capitalize on the funds of knowledge in families and the community, engage in instructional conversations, cognitively guided instruction, and to provide technology-enriched instruction. 3) ESTABLISHMENT OF CARING RELATIONSHIPS Caring relationships between teachers and students are integral to academic success. In effective classrooms the strengths of every student are recognized, respected, and valued as students and teachers share the roles of expert, researcher, teacher, and

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learner. In creating a caring environment; 1. Students and families believe they are treated fairly by the school staff. New immigrant students are carefully paired with a buddy who can help them navigate their new school environment. 3. Teachers express a personal interest in students outside activities. Students have many opportunities to interact with positive role models. Cross-age and peer tutoring programs support student success in school. Mentoring programs are in place to build a sense of personal efficacy and community connection. Leadership is shared among students in collaborative learning activities. Students have access to and encouragement to participate in extra- and cocurricular activities in the school. Staff meets with parents to learn as much as possible about the new students. Routines and procedures are clear and consistent. 4) PARENT AND COMMUNITY INVOLVEMENT Parent and community involvement in schools has a positive effect on student achievement. Recent studies indicate that effective home-school partnerships increase grades, test scores, attendance, graduation rates, post-secondary enrollments, and homework completion. 1. Staff recognizes that parents may view their role in their childrens education differently than the school. 2. School programs, events, and meetings are communicated to parents in a variety

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of ways and accessible to parents. 3. Staff communicates with parents in culturally appropriate ways. 4. Parents understand school expectations and are equipped with the tools and resources needed to support their childrens academic achievement. 5. Parents are included in their childrens academic counseling. 6. Prevention and intervention programs are co-created by the school and those for whom the program is being implemented. 7. Parents are provided with frequent feedback about their childrens progress. 8. Staff makes one-on-one connections with parents to develop personalized relationships with families. 9. Schools work through community centers, churches, and key community members to help parents understand the education process. DEALING WITH CHALLENGING STUDENTS AND SITUATIONS In dealing with challenging students, its About Relationships. Everything hinges on your ability to build relationships with your students. Your classroom management plan merely nudges them in the right direction. Done correctly, it gets students to look inward, to self-evaluate, and to feel the weight of their transgressions. But by itself, it can only do so much. It is your relationship with your students that makes the greatest difference. When you build trusting rapport with them, which anyone can do, only then can you influence and change their behavior, improve their academic performance, and profoundly impact their lives. The frustrations you feel dealing with difficult students can cause you to make mistakes, but with the right strategies a teacher can turn the most difficult students into

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valued members of the classroom. I have found seven helpful ways to handle these difficult students or situations. They are as follows; 1. Dont question: Its normal for teachers to force explanations from difficult students as a form of accountability. But asking why and demanding a response from them almost always ends in resentment. And angry students who dislike their teacher never improve their classroom behavior. 2. Dont argue: When you argue with difficult students, it puts them on equal footing with you, creating a your word against theirs situation. This negates the effects of accountability. It also opens the floodgates: everybody will be arguing with you. 3. Dont lecture, scold, or yell: Lecturing, scolding, and yelling will cause all students to dislike you, but when you direct your diatribe toward one particular student, it can be especially damaging. Creating friction between you and your most challenging students virtually guarantees that their behavior will worsen. 4. Dont give false praise: Teachers often shower difficult students with praise for doing what is minimally expected. But because these students can look around at their fellow classmates and know that its a sham, false praise doesnt work. Instead, give only meaningful, heartfelt praise based on true accomplishment. 5. Dont hold a grudge: Every day is a new day should be your mantra with difficult students. They need to know that they have a clean slate to start each dayand so do you. To that end, say hello, smile, and let them know youre happy to see them first thing every morning. 6. Dont lose your cool: When you let students get under your skin and you lose emotional control, even if its just a sigh and an eye roll, you become less effective. Your

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likeability drops. Classroom tension rises. And when difficult students discover they can push your buttons, theyll try as often as they can. 7. Dont ignore misbehavior: Given that there is an audience of other students, ignoring misbehavior will not make it go away. It will only make it worse. Instead, follow your classroom management plan as its written. If a difficult student breaks a rule, no matter how trivial, enforce it immediately. STRATEGIES FOR WORKING WITH OTHER EDUCATORS There are many benefits to collaborating with other teachers within the school you teach and outside of it. You can learn so much by having discussions with others in your profession. Just because you are the sole authority in the classroom, does not mean there is more to learn in order to be a more effective teacher. In order to get the most out of formal and informal collaborations with other teachers you should build relationships, observe the best, ask questions, share, and come prepared. Even though I might be overwhelmed with paperwork, planning and preparing, I need to be with other teachers. It is important to seek them out, spend time with them, help them, and build relationships. Observing as many teachers as possible, and seeking out the ones that I would like to emulate, regardless of the academic discipline in which they teach is very helpful in becoming more confident in the profession. You could arrange to visit teachers on conference periods and watch them to see how they go about the business of teaching and learning, and then look for things that can be used in your own classroom. It would be beneficial to ask them questions about how to imitate what you saw, though care must be taken to not be inquisitorial, or judgmental. Asking questions is extremely helpful. A new teacher should develop a list of "how to" and "why for" questions regarding student data,

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instruction, discipline, etc. In those cases where you might be lucky enough to have formal opportunities to collaborate, bringing a list of questions pertinent to the agenda in order to pick the groups' collective brain for answers would be a great way to learn from your colleagues. In informal meetings with teacher colleagues and in the formal "collaboration" meetings, you must be prepared to share what you have learned. Though your own ideas may not be as useful, it may spark other more powerful ideas from other teachers. Finally, and especially in formal collaboration meetings teachers must be prepared. Look at the agenda and do some thinking and research so you have some valuable things to share. Preparation sparks much deeper conversation, more complete answers and better solutions. LEGAL AND ETHICAL IMPERATIVES REGARDING DISCIPLINE FERPA is the Family Educational Rights and Privacy Act. It is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." 1. Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

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2. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. 3. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions: School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; Accrediting organizations; To comply with a judicial order or lawfully issued subpoena; Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory

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information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification; special letter, inclusion in a PTA bulletin, student handbook, or newspaper article, is left to the discretion of each school.