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A Global Classroom Management Plan
Transcript of A Global Classroom Management Plan
The first icebreaker of the year will be the alphabetical roll call drill where students have to sort themselves in alphabetical order by their last name in 3 minutes. While they work I will remind them how capable they are to handle their first day, and every day, by asking questions, getting help from others, working together, trying, and evaluating strategies to "just do it"! I think this is a great first lesson and fun introduction to their classmates who they will begin the school year addressing each other formally as mister and miss followed by their last names. It also allows me to see who the natural leaders are in the group to help direct future positive class behavior.
To help introduce myself to the students I will present five interesting facts about myself, in which only three are true, and the whole group must decide which is which. This helps create a first impression where students see I value their participation and logical and deductive reasoning skills. I will also create one bulletin board for myself so students can learn more about me as well. Establishing a Positive Learning Environment My classroom environment will be a safe place where students feel welcomed, valued, and respected. The single most important factor in determining the learning environment is teacher behavior, but students will also be equally responsible for controlling their own behavior (Levin and Nolan, 2010). All teachers and students will be held to a high standard of respect for themselves, others, and their school to ensure the stability of the positive classroom environment. I will set the climate of the class as a learning environment that is flexible and willing to tailor the lessons to students' own interests. I will allow students to choose from a list of subtopics they are interested in as a group, and I will present the lesson plan topic to them in a context that relates to their chosen subtopic. This will allow students to feel a sense of control over their environment and allow their self esteem to grow by providing them with a sense of significance, competence, power, and virtue (Coopersmith, 1976). Students will also be allowed the choice of grading their own papers, choosing from a list of individual research projects, creating a class bulletin board of interests, and communicating which teaching strategies are most congruent with their learning styles. I wish to be flexible with my students and allow them to have a voice in what they learn, and in return I will help my students develop learning goals which are real, attainable, fun, and will generate a source of pride within the students (Charles, 1995). Engaging Materials Rules The first day of class will require some formal direction such as the distribution of the syllabus followed by informal social introductions and democratic creation of the class rules. Once the rules are finalized they will be presented to each student to sign in the form of a contract notarized by their parents. The democratically chosen class rules will be displayed as a reminder to those who may wish to break them. If any conflict arises, I will deal with the individuals involved when there is a window of time to do so that it doesn’t affect the majority of the class being on task (Levin and Nolan, 2010). I will call class meetings only to resolve issues that involve a large portion of the students in the class in order to resolve them democratically and expeditiously.
Basic rules encouraged by the teacher for the students to include are the "Three Rs" :
1. Respect yourself, others, and the school
2. Responsibility for own actions and readiness to learn
3. Raise your hand before speaking Behavior Plan Students in my classroom will be held responsible for their own behavior. Positive behaviors will be rewarded through positive feedback to the students and their parents. Hopefully through preventative measures of engaging lessons, democratically agreed rules, nonverbal interventions, and students basic needs being met negative behaviors will be limited. A combination of rewards and correctional adjustments set in a context of discussion will encourage students' responsibility and reduce misbehavior ( Roache and Lewis, 2011).
Upon any act of misbehavior, I will first utilize nonverbal interventions followed by verbal interventions if the issue persists where I will describe the action to the student and suggest an acceptable alternative action. Failure for the student to chose the alternative action will result in a correctional adjustment that will fit the crime as determined by the student and teacher. Consequences should be related to the misbehavior so the students can see the connection (Charles, 1995).
There are four common goals of disruptive behaviors: attention getting, power seeking, revenge seeking, and the display of inadequacy (Dreikurs, Grundwald, and Pepper, 1982). Any power seeking student behavior will be redirected by offering some position of responsibility or decision making where the behavior of the student and not their character is being addressed (Charles, 1995). Students who are seeking attention will be given more eye contact and verbal encouragement on their efforts throughout the class to ensure their needs are being meet. Students who seek revenge will be responsible for negotiating a solution perhaps in the form of a contract to remind themselves about their feelings to break future cycles of this destructive behavior. Students who suffer from discouragement will be given more opportunities for real success and placed in social activities were there strong qualities and knowledge is displayed in a group form to build their confidence.
I will attempt to prevent misbehavior from escalating by talking (and listening) with the student privately, and rationally discussing the problem (Charles, 1995). I believe disruptive students are typically dealing with deeper issues than just behaving in class, and those issues need to be resolved collectively by teachers, parents, and the student. References Charles, C.M. (1995). Building Classroom Discipline (5th ed.). New York: Longman Publishing Group.
Coopersmith, S. (1976). The antecedents of self-esteem. San Francisco: W. H. Freeman.
Dreikurs, R., Grundwald, B., and Pepper, F. (1982) Maintaining sanity in the classroom: Classroom
management techniques (2nd ed.). New York: Harper & Row.
Knoff, H.M. (2012). School Discipline, Classroom Management, and Student Self-Management:
A PBS Implementation Guide. Thousand Oaks, CA: Corwin.
Levin, J.U. & Nolan, J. (2010). Principles of classroom management: A professional decision-
making model (with MyEducationLab) (6th ed.). Boston: Allyn & Bacon.
Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. Alexandria, VA: Association for Supervision and Curriculum.
Niles, W.J. (2005) Building a classroom management plan for inclusive environments:
From fear to F.E.A.R.. TEACHING Exceptional Children Plus, 2(1) Article 1. Retrieved [Feb. 6, 2013]
Roache, J. & Lewis, R. (2011). Teachers' Views on the Impact of Classroom Management on Student
Responsibility. Australian Journal of Education, v55, n2, p132-146.
Sowers, J. (2004). Creating a community of learners: Solving the puzzle of classroom
management. Portland, OR: Northwest Regional Education Laboratory. Fun practical lessons will be utilized to insure that students are actively engaged in the lesson with as little down time as possible. I will provide students with a coherent and smoothly paced lesson that flows and maintains positive student behavior associated with being on task (Sowers, 2004). I will present new activities and lessons each day to create a variety of engaging information using different methods of teaching such as Socratic lecturing, demonstrations, group activities, and hands on projects. I will present 15 minute lesson introductions with clear targets in terms of information and skill followed by hands on activities to keep students actively engaged (Marzano, 2007). The layout of the classroom will present a stimulating visually inspiring work space centered around group discussions and social respectful interactions with peers and teachers. Lesson plans will focus on students' needs and will be relevant to the students. My teaching strategies will be flexible and congruent with student learning styles. I will help the students develop learning goals which are real, attainable, fun, and will generate a source of pride within the students (Charles, 1995). Group work will also be an integrated part of the class where students will work and discuss with each other about the lesson and learn about respect, cooperation, management, and teamwork. I want all students to be comfortable with each other, as well as me, so that there can be meaningful discussions and interactions. Students who are involved are more cooperative, academically engaged, socially successful, and earn higher grades and test scores with fewer disciplinary problems (Knoff, 2012). Routines Class will begin every day with a new relevant 5 minute warm-up activity for students to complete quietly while attendance is taken. Once the time limit is reached the problem will be reviewed as a class, and provide a smooth segue into the daily lesson. The daily lesson will proceed and once all questions are answered, the students will work cooperatively on their assignments. I will address individual student questions and observe student's understanding of the lesson while walking around the classroom. Bathroom breaks and general student preparation for class should be conducted prior to class; however, in case of an emergency one student at a time may leave class to handle quick personal tasks. School safety drills will also be routinely conducted to ensure the safety of all students. All class assignments and homework will be turned into the class designated assignment basket at the end of class for grading. Homework assignments will be given three times a week to reinforce the lessons of that week. All problems should be completed to the best of the student's ability, and question marks may be placed by the problems completed answer if students require more help which will be addressed by the teacher the following day. Assignments will be graded for accuracy and the score recorded on student's homework accuracy log. Students must keep all returned homework, quizzes, and tests in a single 3 ring binder to be presented as an additional grade for class participation and organization. Late homework will result in half the total possible points. Missing homework assignments will result in a teacher student conference to assess the situation and provide corrective measures. Online portals with the class website will allow parents and students to login to a secure sight to view only their assignment grades and completion status. This will allow open communication with students, teachers, and parents. April 6th, 2013