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Classroom Management Plan

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Keith Beals

on 3 March 2015

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Transcript of Classroom Management Plan

Classroom Management Plan
Keith Beals
Self-Discipline Pyramid
a metaphor for classroom management
My educational philosophy is Essentialist with a strong mix of student-centered philosophies. I like the metaphor used by Villa and Thousand
to describe classroom management as a pyramid of self discipline. The structure is the pyramid whose function is to support both teacher and student to be flexible and accountable as they work toward the shared goal of student enrichment and learning.
"...as educators it becomes our responsibility to be flexible and accountable in order to increase children's behavioral flexibility and accountability or self-discipline." (Villa et al, 2010, p. 172)
5 Levels of Support
Creating a Caring Community
Recovery with Dignity
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Recovery with Dignity
Creating a Caring Community
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Level 1
"It is within the context of a caring relationship that the concept of responsibility acquires meaning."
(Villa, 2010, p. 174)
I believe in creating a community
within my classroom that is a safe
positive environment for learning that includes give and take between the students and teacher
Engaging Curriculum
Shared Responsibility
"Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making skills."
Ownership
Respect
I intend to create an atmosphere of shared ownership, with both student and teacher committed to student learning
Predictable Structure
Recovery with Dignity
Recovery with Dignity
Creating a Caring Community
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Level 2
Classroom Philosophy for Recovery
Least Intervention
"...teachers should use the simplest intervention that will work."
(Sadker, 2012, p.360)
Disruption breaks our community commitment to learning. We will minimize disruption by recovering through simple, positive means.

Win - Win
Catch them Being Good!
Humor
Simple and Positive, with Dignity
Recovery with Dignity
Creating a Caring Community
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Level 3
Life Skills Philosophy
Personal Skills
Body Language
Emotional Literacy
Conflict Transformation
Recovery with Dignity
Creating a Caring Community
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Level 4
Space to Reflect Philosophy
Outside the Classroom
Neighboring Teachers Classroom
Impromptu Counselor Session
Recovery with Dignity
Creating a Caring Community
Long-Term Support / Life Skills
Space to Reflect
Support
Wrap
Around
-
Level 5
MTSS
Multi-Tiered System of Support is geared for the 5% of students who can not be effectively supported in the first 4 levels. It has two components:

Academic Support
Positive Behavior Support
"The fifth and top level of the self-discipline pyramid involves processes for collaborating with an individual student for whom responsible behavior is an issue and an area in need of intensive support."
(Villa, 2010, p. 186)
Every student deserves the opportunity to a productive learning environment. There will be times that the support a student requires will exceed the intensity I can provide.

In such cases, creating a Positive Behavior Support (PBS) plan along with a Making Action Plans (MAP) can reach professionals to increase the level of support and expertise.
PBS
MAP
The goal of our classroom management plan is to solve problems at the lowest level and keep students focused on productive learning
Works cited:

Barbetta, P., Norona, K., & Bicard, D. (2005). Classroom Behavior Management: A Dozen Common Mistakes and What to Do Instead. Preventing School Failure, 49(3), 11-19.

Implementing group work in the classroom. (n.d.). Retrieved September 22, 2014, from https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/alternatives-lecturing/group-work/implementing-group-work-classroom

Kagan, S. (2002, January 1). What is Win-Win Discipline? Retrieved September 22, 2014.

Lederach, J. (2003). The little book of conflict transformation. Intercourse, PA: Good Books.

The Professional School Counselor and Discipline. (2013). Retrieved September 22, 2014, from http://www.schoolcounselor.org/asca/media/asca/home/position statements/PS_Discipline-(1).pdf

Sadker, D., & Zittleman, K. (2012). Teachers, schools, and society: A brief introduction to education (3rd ed., p. 160). Boston: McGraw-Hill.

Villa, R., & Thousand, J. (2010). Chapter 9: Students as Collaborators in Responsibility. In Collaborating with students in instruction and decision making: The untapped resource. Thousand Oaks, Calif.: Corwin.

Willis, S. (1996). Managing Today's Classroom Finding Alternatives to Control and Compliance. Education Update, 38(6).

" 'If you're giving kids interesting work, that takes care of a lot of discipline problems in and of itself,' Weiner says. Enjoyable and relevant work is 'a great management technique.' "
(Willis, 1996)
Put in the hard work it takes to create engaging lesson plans that connect to students in digestible chunks of comprehensible input
"The more students can control their own activities, the more ownership they feel, the fewer discipline problems will arise"
(Willis, 1996)
(Centre for Teaching Excellence, 2014)
My classroom will be built upon a dual commitment, shared between teacher and students. Group work will be an important part of the learning environment, with students expected to engage in meaningful discussion that helps foster productive learning.
Teacher and students will be responsible for maintaining a positive, collaborative environment that fosters respect within our community
"...procedures, routines, and signals assist students with becoming accountable for their learning and behavior by offering them known, predictable, and practiced steps of behaviors that reoccur in the classroom community."
(Villa, 2010, p. 176)
Consistent policy, non-verbal signals, procedures, and routines will all be employed to provide a structured and familiar environment for learning.
"...the goal here is not to blame or shame students but to engage supports to maintain or re-engage responsible involvement in instruction and learning."
(Villa, 2010, p.178)
Our classroom will be a positive environment that fosters learning.
Seek the Win-Win solution that has positive results for all sides. Recognize that our community has a shared goal of learning. This allows for a positive interpretation of situations where students exceed boundaries or fail to meet expectations.
The best recovery is prevention. Positive reinforcement is an excellent means of keeping students on track
"...the student wins (gets needs met without becoming a discipline problem; learns responsible behavior for life) and we, and the rest of the class, win (are part of a smooth running, productive learning community)."
(Kagan, 2002)
Humor is a great way to keep the classroom positive and engaging. It is important to keep humor light and positive without pointing it at anyone in particular.
Simple methods such as eye contact, proximity, and distraction can serve to keep interactions positive while reminding students what their expectations are.
"Conflict Transformation is to envision and respond to the ebb and flow of social conflict as life-giving opportunities for creating constructive change processes..."
(Lederach, 2003, p. 22)
Look for the deeper patterns of conflict beyond the presenting situation to create lasting positive change.
"We would argue that teachers cannot afford not to teach social skills. These skills enable students to abide by classroom and social contract and live by the values underlying the contract."
(Villa, 2010, p. 179)
Building and maintaining a collaborative community of learners takes long term investment in building skills. It will be a combined effort with teacher modeling, direct instruction, group work, and parents all playing their part.
Students come into the classroom with varying levels of emotional understanding, both their own and those of the community.

By increasing awareness and understanding we can improve communication and learning in the classroom.
A positive learning environment that supports students building personal skills will foster improved learning outcomes.

A handfull of skills that can be worked in parallel with classwork include:

Time management
Assertiveness
Motivation / work ethic
Positive communication
Confidence
Logical thinking
Body language is an important piece of communication that some people overlook.

Some simple principles that can be folded into class include:

Comfort / discomfort
Context
Your body language signals
"When a student refuses or is emotionally too out of control to use the in-class cooldown procedure or engage in planning using a problem-solving script, the solution is not to expel the student from the class and school, but to create an opportunity for calming, thinking, planning, and committing to a plan moving forward."
(Villa, 2010, p. 183)
Instead of a single planning space, our classroom will use a tiered strategy of three locations depending upon context.

The idea is to minimize disruption while maximizing the potential to quickly and effectively recover the out-of-bounds student.
"It is not the role of the professional school counselor to mete out punishment but instead to
help create effective behavior change focused on positive, healthy behaviors."
(ASCA, 2013)
In some cases, students will benefit from adult expertise and advocacy that they cannot get from self-relfection alone.

These cases are unlikely to resolve quickly, but effectively transforming the conflict may be more important than achieving a temporary calm.
"[In case of] a teaching situation with one or more volatile students, we should develop a support plan with a teacher in a classroom nearby (Lindberg & Swick, 2002)."
(Barbetta, 2005)
The teacher should quickly create a short break opportunity (e.g. have the class work individually or in groups), and then visit with the out-of bounds student, with the goal of recovering them back to the classroom.
Sometimes a quick trip outside the door is sufficient to give the student time for reflection and a moment to cool down.
In some cases, students will not readily come back to the class in a place conducive to learning.

One option is to place the student in a neighboring classroom and have them work on homework. The new setting is likely to help dissolve the difficult paradigm and give the student more space to cool down.

I plan to negotiate access in neighboring classrooms in advance for absentee test/quiz taking, as well as cool down time. So the prospect will not be seen as punishment.
"To develop a PBS plan requires a team inclusive of the student to assemble to try and detect and understand...why a chronic difficult behavior is occurring." (Villa, 2010, p.186)
A PBS allows for more intensive support for a student who is having trouble effectively entering into the classroom community of learning.

Engaging professional counselors, parents, and peers who collectively know the student in multiple contexts should provide an increased potential to transform the situation with positive change.
"Makin Action Plans (MAPs)...are examples of self-determination processes in which a support team of caring individuals assembles to develop a plan with a student intended to result in long term educational gains."
(Villa, 2010, p.187)
Another method to obtain extended professional support for students who need it.
Engaging intro to Solar System
http://bit.ly/1rw6dT1
List of artifacts include:

Solar System introduction Prezi
Group work rules
Oops pass
Algebra II policy statement
Blueprint poster
Meta Moment poster
Full transcript