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Classroom Management Plan
Transcript of Classroom Management Plan
Setting up a Classroom Management Plan
Classroom management can be like trying to climb a mountain teachers struggle with exhaustion and fatigue from
trying to get students interested
and active in the classroom and
keep them respectful and engaged.
Setting up a strong classroom manage-
ment plan helps the teacher visualize the
path ahead and find the best way to
overcome the challenges before they
Level 1: Creating a Caring Community
Level 2: Recovery with Accountability
I believe that students learn by following a process similar to the scientific method where they must first become aware of a problem and then define the exact problem then work towards finding a solution to that problem. I think this applies to students being accountable for recognizing behavior problems themselves and working with the instructor to overcome them.
As long as we are still climbing a
mountain I'd like to make an analogy
to the ropes and pitons that keep the
climber safe should something go
wrong. Like this level, the "work"
isn't meant to be done by the ropes and
pitons. They are just a means to help
the climber reset and continue the
DePorter, B., & Reardon, M. (1999). Quantum teaching: Orchestrating student success.
Boston, Mass.: Allyn and Bacon.
Echevarria, J., Vogt, M., & Short, D. (2013). Making content comprehensible for English
learners: The SIOP model (4th ed.). Boston: Pearson/Allyn and Bacon.
Gathercoal, P., & Gathercoal, F. (2014, September 20). Judicious Discipline. Retrieved
September 21, 2014, from http://www.dock.net/gathercoal/judicious_discipline.html
Hedin, D. (1987) Students as Teachers: a tool for improving school climate and productivity.
, 17(3), 42-47.
Kersey, K. C., & Masterson, M. L. (2011). Learn to say yes! When you want to say no! To
create cooperation instead of resistance: Positive behavior strategies in teaching.
, 66 (4), 40–44.
Lederach, J. (2003). The little book of conflict transformation. Intercourse, PA: Good Books.
Sprague, J. (2014). Integrating PBIS and Restorative Discipline. The Special EDge, 27(3),
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in
Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Level 3: Life Skills
Coupling with the progressive idea that we are all social creatures that do best when we interact meaningfully with each other I believe that one role of teachers is to teach life skills. These skills train them to manage their emotions, deal with conflict and develop self-discipline.
These skills are not part of the standards of any particular subject but provide the fundamental
strength of character that is needed
to be successful in any venture.
Just as athletes must cross-train
in other sports, our students must
be encouraged to develop life skills
in order to be successful in our climb
to the top.
Level 4: Somewhere Else to Plan: The Planning Room
Since social interaction is such an important part of my educational philosophy I think it is important to recognize the right for people to feel safe. If an issue arises where students become out of control we need a way to shift the problem somewhere else so that the emotional state can be shifted and the class can return to the healthy atmosphere that is needed for positive interaction.
If someone is injured on a climb the best thing
to do is get them off of the mountain and
somewhere they can get the
appropriate help they need. Students also
are sometimes unable to climb and
need a safe place to rest and recover.
Level 5: Wraparound Support
In my educational philosophy all students deserve the chance to excel and students with specialized needs should have an equitable chance.
The modern world has opened up so many opportunities. With advances in technology the visually impaired can see, those with auditory
impairments can hear and
those who cannot walk have
wonderful devices that
enable them to move with
mechanical aids. The
gorgeous views of the
mountain heights belong
to anyone who has the
desire to see them.
Have students work together in cooperative group learning structures.
This means: stable, heterogeneous base teams
(Villa, Thousand & Nevin, 2010, p. 174)
have consistent beginning and end of day activities to help students get a good idea of what is coming and what to expect each day.
(Villa, Thousand & Nevin, 2010, p.174)
Home Court Advantage
Discuss with students how the home team always has a slight advantage because of the support they get from their fans and their familiarity with the systems. The goal is to set students up with this same home team advantage while they are in the classroom by making them each others fans.
My educational philosophy is mostly Progressivist. I believe that students (and people in general) are mostly social creatures who learn as they interact with others and participate in real-world and hands-on activities. By creating a caring community I think we are more likely to get everyone involved in the social processes that are most helpful in teaching.
Continuing the mountain climbing metaphor- climbing a mountain is hard work. Historically, and even to this day, mountain climbers have found ways to work
with other humans or creatures that work
together to shoulder the difficult load (i.e. sherpas,
mules...). Setting up a caring community will help
enroll everyone in the task and students will work
to help carry the climbing load together.
Say yes instead of no!
Establish a positive classroom environment that talks about what you can do. Not the things that you can't do.
(Kersey & Materson, 2011, p. 40)
Explain the tasks clearly so that students know WHAT to do. Many students who seem off task are at that point because they don't know what they are supposed to be doing. Explaining clearly what students should be doing and giving written instructions will help them feel more comfortable and confident.
(Echevarria, Vogt & Short, p. 101)
As a low-level recovery strategy simply letting students know that they have been observed can help encourage them to return to the appropriate task.
(Villa, Thousand & Nevin, 2010, p. 178)
To encourage students responsibility there should be some kind
of follow-up- this may be a conversation or something for the students to do. (Villa, Thousand & Nevin, 2010, p. 178)
I recently had several students in one class fail to complete their homework. I let them know that I felt they may not have done the work because the homework or material was not adequately explained and gave them a short assessment worksheet and graphic organizer to help them succeed on future assignments. The next class session I made sure to see if they had completed the new homework and sheets I'd given them and to see if the extra tools had helped. They did!
Having students take ownership for each other's learning will help encourage them to correct behavioral problems themselves before the teacher is involved which may create an adversarial attitude between teacher and students. (Hedin, p. 43)
Set up student behavior contracts of what change needs to occur and have the student write what s/he will do to effect that change. The student should sign the contract.
Working with parents can be a resource as both educators and those in the home try to set up students for success. The image below is an example of an e-mail correspondence that I shared with a student's mother whose son was struggling in the course.
The 8 Keys
Lessons can be developed to teach students about Integrity, that Failure Leads to success, to Speak with Good Purpose, that This is it!, about Commitment, Ownership, Flexibility and Balance. (DePorter & Reardon, p. 12)
The image to the right is a sample of a student self survey about how they align with these different skills.
Social Skill development
Students can benefit from learning social skills such as those that are available on Daniel Wendler's website:
Problem Solving Scripts
At the high school age students prefrontal cortices haven't fully developed and a script that guides them through overcoming problems can help them resolve issues that their brains aren't ready to handle yet.
(Villa, Thousand & Nevin, p. 180)
Either creating a cool down area in the classroom or create a cool down procedure for the whole class using music, turning off lights, etc. Teaching this as a skill is a level 3 technique while using it is level 2.
(Villa, Thousand & Nevin, p. 182)
Students can be taught that conflict is a natural part of life and that it can be used as a vehicle to create positive change in our lives.
(Lederach, pg. 23)
Before a student is permitted the chance to move into the Planning room they need to see an appropriate administrator or guidance person. Special forms may also be used that facilitate the student's chance to transition into the Planning Room.
(Villa, Thousand & Nevin, p. 184)
Zero tolerance and three strikes policies do not teach students accountability. We need zero indifference to students with behaviors that need to be addressed.
(Villa, Thousand & Nevin, p. 186)
Students are likely to already understand he needs for Freedom, Justice, Equality and rules regarding to Property loss and damage, Health and Safety rules and Serious disruptions to the educational process. By incorporating these ideas into the lesson the classroom students are more likely
to understand the need and proper use of the Somewhere Else Panning Room.
This is a copy of our syllabus and it demonstrates that while we have high expectations of our students we have
not created a zero tolerance attitude
in our classroom.
The image to the right is a poster that is used to show the different components of the Home Court Advantage.
This hangs in the
classroom to remind
student of our
Developing a PBIS
Individualized interventions and plans for the 5% of students that require specialized plans to help students succeed.
(Sprague, p. 12)
Student-led IEP procedures can help struggling students to move towards a targeted educational outcome while they are supported by a team of caring individuals.
(Villa, Thousand & Nevin, p. 187)
Set up a Positive Environment of Network of Trainers to support students with high needs.
(Sprague, p. 15)