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Classroom Management Plan

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Micaela McCutcheon

on 7 December 2013

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Transcript of Classroom Management Plan

Classroom Management Plan
Classroom Management Plan

Micaela McCutcheon

EDU 611: Early Childhood Curriculum and Methods

Instructor: Carolyn Collins-Bondon

December 7, 2013

Philosophy on Teaching
Classroom Design
Our kindergarten classroom is set up to inspire learning. Along with a chalkboard, smart boards will be placed strategically around the classroom. There will be a group meeting area positioned at the front of the classroom for circle time as well as other group activities. Students will be seated at tables in groups of four rather than traditional desks with writing utensils placed in the center. Students will be given cubicles to store materials such as coats, backpacks, and lunch boxes. Artwork, crafts , and curriculum being studied will be hung around the room. Books will be readily available around the classroom. A schedule of daily classroom activities will be posted in the classroom. In addition, the classroom shall be child proofed to avoid potential accidents. Below is an example of the classroom design.
An effective educator understands that teaching is not about what you teach but rather about what students learn (Schussler, 2011, p.33). My goal as an educator is to get students excited about learning. I want to act more as their facilitator rather than just presenting the materials. My desire is to have a learner centered classroom instead of just being instructor led. This type of classroom falls in line with the constructivist theory which proposes that children construct understanding over time by reflecting on their interactions with people and the environment.
Classroom Expectations
1. Students will follow directions the first time they are given.
2. Students will arrive rested and ready to learn everyday.
3. Students will treat each other with kindness and compassion.
4. Students will keep their hands, feet, and bodies to themselves.
5. Students will use their inside voices in the classroom.

Students and their families will be able to participate in the creation of classroom policies and procedures as well as designate appropriate consequences for infractions of these rules (Kostelnik, Soderman, & Whiren, 2011, p.418).
Classroom Procedures
My classroom is set up as a responsive classroom. " Reflective teachers critically examine and respond to practices that effectively reach students with a range of backgrounds and diverse abilities (Sobel & Taylor, 2006, p.29) ". The classroom is setup to promote learning. Items are well organized, labeled, and everything has a place. There are various centers set up around the classroom which promote different types of learning. The walls have different charts, activities, and themes to brighten the classroom and support learning.

Goals
Our five year old classroom is designed to motivate and enhance learning. This is done by creating challenging yet achievable goals in the classroom. These goals will give students as well as their families a greater understanding of what is expected of them by years end.

By years end studnts will be able to:

Write their name in it's entirety.
Write and recite the letters of the alphabet.
Write numbers from one to one hundred.
Count by ones, fives, and tens.
Learn problem solving techniques, positional terms, and math manipulatives.
Learn colors and shapes.
Learn their address and telephone number.
Learn months of the year and days of the week.
Improve motor skills.
Learn pre-reading skills.
Learn socialization skills (flexiblle grouping).
Classroom Schedule
8:00-8:15 Morning Arrival and Preparation
8:15-8:30 Circle Time
8:30-9:00 Morning snack/Bathroom Break
9:00-9:30 Group Activity
9:30-10:00 Gym or Recess
10:00-10:30 Book/Art Time
10:30-11:30 Centers
11:30-12:00 Lunch
12:00-1:00 Nap Time/Quiet Time
1:00- 1:30 Music
1:30-2:00 Afternoon Snack/Bathroom Break
2:00-2:45 Circle Time
2:45-3:00 Pack Up and Departures
* Centers include Art, Technology, Reading, Listening, Music, Library, Science/Discovery Center, and Dramatic Play.
Classroom Units, Themes, and Projects for the Year
August: Back to School
1. Students will create an "All About Me book introducing themselves to the class. In this book, students will list their family dynamics and favorite things such as: color, food, song, cartoon, etc.
2. As a group, students will create a classroom cookbook with the help of their parents to include a recipe unique to their cultural background.
September: Introduction to Fall
1. Students will collective leaves with the help of their families to create a fall leaf collage and identify the different changes in leaves.
2. Students will explore math with the use of pumpkins by counting the number of pumpkin seeds and measuring the height and width of the pumpkin.
3. Students will use apples to create different artwork and will taste different apples to determine which brand is sweeter.
October: Continuation on Fall Unit
1. Students will visit a pumpkin patch and then draw a picture of what they observed.
2. Students will learn the history behind Halloween and complete a Halloween scavenger hunt in the classroom.
3. As a group, we will have a Halloween carnival where students can dress in their favorite costume and play games to receive candy.
November: Numbers Theme
1. Students will receive worksheets of turkeys which will have numbers correlating to which colors students should use to color the turkeys feathers.
2. Students will count the different dishes served at a traditional Thanksgiving dinner as well as all the things they are thankful for.
3. Students will present the list to their families during a Thanksgiving spread including student families.
December: Alphabet Theme
1. Students will create an alphabet book that they can take home to study with their families.
2. Students will learn the different sounds of the alphabet and listen to audio recordings of the letters being sound out.
3. As a group, we will play games requiring students to match letters of the alphabet with animals that begin with that letter.
January: Winter Theme
1. Students will complete a study on the different types of bears and what bears do to stay warm in the winter.
2. Students will study the different types of snowflakes and create their own snowflake to hand in the classroom.
3. Students will complete a Winter Word search.
February: Exploring the Body Unit
1. Students will complete worksheets listing the various parts of the body.
2. Students will learn to identify the five senses.
3. Students will learn about healthy eating using the food pyramid and will record their meals for a week with the help of their families to identify if their diet is in line with healthy eating.
March: Study of Animals
1. Students will learn to classify different animals by what they have in common.
2. Students will learn about different animal habitats.
3. As a group, we will take a field trip to the zoo and invite student families to particpate.
April: Introduction to Spring
1. Students will go outside and record the sights, sounds, and smells of spring.
2. Students will color worksheets of flowers and eggs by numbers.
3. Students will create a kite using their favorite spring colors.
May: End of the Year
1. Students will create a collage showing all the different activities they want to participate in the summer.
2. Students will create graduation announcements showing their completion of the grade level. Parents will be invited to attend a graduation ceremony and reception highlighting their child's achievement.
Family Engagement in the Classroom
Families will be encourage to participate in student activities. This can be done through volunteering or just assisting students with their activities. Parental involvement can help increase student academic achievement as well as their transition into the learning environment. When students observe their families and teachers interacting, students are given the message that school is valued by their families (Carlisle, Stanley, & Kemple, 2005, p.155). My desire is to have both students and parents excited and engaged in the learning process. I will send out a weekly newsletter updating parents on daily classroom activities and student progression. Parents are encouraged to stop by anytime.
Web Resources
Below are some additional resources to help you better understand the learner centered classroom as well as the importance of family engagement in the classroom:

http://www.ed.psu.edu/ci/cirt/theses/schooley.pdf

http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf

http://www.education.com/reference/article/research-family-involvement-early/

http://www.southernearlychildhood.org/upload/pdf/Accessible_Family_Involvement_in_Early_Childhood_Programs_by_Johnetta_W__Morrison_Pamela_Storey_and_Chenyi_Zhang.pdf
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