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Copy of Classroom Management Plan

Back to School Night
by

Briana Green

on 12 February 2013

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Transcript of Copy of Classroom Management Plan

Briana Green
ECE 611
Dr. Jennifer Irwin
December 17,2012 Philosophical Statement
Classroom Design
Classroom Expectations
Classroom Procedures
Child Guidance Welcome Back!! Tonites Agenda: Philosophical Statement
My beliefs about classroom management are that the classroom should be organized, structured, and developmentally appropriate. Activities should be purposefully selected and documented in the lesson plan,based on each child’s individual development, strengths, and weaknesses. Materials should be available, activities should be prepared in advance, Classroom management helps the teachers to plan and create a safe, warm, caring, environment. Classroom management helps to prevent chaotic situations. Children receive a more optimal learning experience with great classroom management. Classroom Design "A well-designed and well-organized learning environment that is inviting to children,
full of interesting materials, and set
up to accommodate a range of activities and play, supports children’s growth in all areas of development" (highscope.org).
I teach children whose ages range from 3-5 years old. Each piece of furniture is child sized so that the children will feel comfortable in their classroom with furniture that is their size and easy for them to access. The classroom is divided into interest areas. Each area is labeled and clearly defined. An inclusive classroom environment develops from talking with the children and families about their beliefs, values, and culture. As a Head Start Teacher, I meet with parents at the beginning of the year on a home visit. We talk about what to expect in the classroom, the daily routine,volunteering, planning, etc. Home visits, and parent teacher conferences are ways to communicate with families and find out what their expectations are, their strengths, weaknesses, and goals are for their children. Teachers also have the opportunity to talk with the parents and find out how they can partner with the parents, to meet the individual needs of the child. These meetings with families help teachers set up and plan developmentally appropriate activities and lesson plans that have each child’s particular goals in mind. I have several students with unique special needs. I collaborate with parents, and other professionals on developing individualized educational plans (IEP). I utilize those plans by incorporating the goals in my lesson plan each week, to document what I do in the classroom to develop those goals. A successful comprehensive plan helps to promote partnerships with parents by: “establishing relationships with families, gathering Information from families, establishing two-way communication between families and the program” Kostelnik, Soderman, and Whiren (2011). My classroom is equipped with various accommodations to make all children feel welcome and accepted. I have books about children that have special needs. I have toys that are made for children with special needs. I have dolls and pictures throughout my classroom that reflect diversity, as well as children/people with disabilities. Classroom Expectations Usually at the beginning of the year, the children and I establish rules together that include how we are supposed to treat each other, our materials in the classroom and outside. Depending where each child is developmentally, I may have to revisit the rules, or reestablish more. The rules are posted in the classroom in the large group area. The parents are informed of the rules through showing them, I may print a copy of the rules for the parents to have and go over with their children, or they are discussed in the home visit, or parent teacher conference. http://2.bp.blogspot.com/_zXYMlB9xnAc/TQbBIy3W9JI/AAAAAAAABCA/sv92ygutgHQ/s1600/rule1.JPG Classroom Procedures:
The curriculum that My center uses is the high scope curriculum. The high scope curriculum bases its learning on active learning, interest areas, appropriate room design, lesson plans, &COR's, Active Learning
"Active learning is defined as learning in which the child, by acting on objects and interacting with
people, ideas, and events, constructs new understanding".(http://www.ecdgroup.com p.17). Basically, active learning is choice, materials, manipulation, language, and adult child interaction. Interest Areas:
Each area in the classroom is labeled and defined.
In my classroom there's the art area, block area, writing area, large group/music area, house area, book area, computer area, water table/ discovery area. Classroom Procedures contd. ) References: Lessons are structured according to the Head Start Outcomes Framework, and the children's interest. For example, the outcome for the week might be language development. Language Development consists of receptive and expressive language. Receptive language is "The ability to comprehend or understand language" and expressive language is "The abilitytouselanguage" (eclkc.ohs.acf.hhs.gov). For the week I may plan several activities that promote using language such as stories, story retell, songs, conversations, a child got a new dog, or toy, etc. I find ways to build on these experiences. Language is something that we use everyday, all day. Classroom Procedures Contd. A Typical Daily RoutineHigh/Scope preschools follow a predictable routine each day. The basic components are:
Planning time (10-15 minutes)
Work time (45-60 minutes)
Review time (10-15 minutes)
Small-group time (15-20 minutes)
Large-group time (10-15 minutes)
Outside time (30-40 minutes)
Transition times (including arrival and departure) (variable)
Eating and rest times (variable)Adult team planning time (20-40 minutes) My Personal Teaching Style is Authoritative. "I watch and listen, add or take something away, say what I see, provide more information, pose questions and make plans, give choices, physically intervene, help children negotiate problems, remind children of limits, link consequences and actions, take action in conjunction with the child, and enforce consequences"(Kostelnik,Soderman,& Whiren p181). Classroom Procedures Contd. Technology: We have a computer in our classroom that the children can work on, they use the Kids Desk Program. We also have access to the internet where we can research information. We also utilize Leap products in our classroom. I plan purposeful, developmentally appropriate, activities that will meet the unique needs of each child. I have several students with unique special needs. I collaborate with parents, and other professionals on developing individualized educational plans (IEP). I utilize those plans by incorporating the goals in my lesson plan each week, to document what I do in the classroom to develop those goals. My classroom is equipped with various accommodations to make all children feel welcome and accepted. I have books about children that have special needs. I have toys that are made for children with special needs. I have dolls and pictures throughout my classroom that reflect diversity, as well as children/people with disabilities. Classroom Procedures Contd.
The Child Observation Record (COR) TheCOR is an observational tool. Teachers or caregivers spend a few minutes each day writing brief notes ("anecdotes") that describe significant episodes of young children's behavior. They record their notes on printed forms or in computer files, and then classify and rate them according to the COR categories, items, and levels. COR anecdotes, gathered on a child over time and systematically rated according to the COR framework, are the basic units of information that are complied and analyzed to provide a comprehensive portrait of each child's developmental gains and of the progress of the group as a whole. Using COR forms and software, a variety of reports may be generated from this information.(www.highscope.org). Parents receive a family report three times a year that indicates their child's progress. We also do two home visits and two parent teacher conferences per year where we discuss the child's development, progress, goals, etc. Classroom Procedures Contd. Child Guidance Self regulation is "the voluntary, internal control of behavior. It involves acting in socially acceptable ways based on reasoning, concern for others, and an understanding of acceptable and unacceptable behavior"(Kostelnik, Soderman & Whiren p.162. "Self regulation evolves gradually in an 'outside' to 'inside' developmental process. That is children proceed from relying on others to control their behavior for them to eventually achieving greater self-regulation"(Kostelnik, Soderman & Whiren p.163). In my classroom, I meet the children where they are developmentally. I also do a great deal of problem solving utilizing the six steps to conflict resolution which are:
1. Approach Calmly
2. Acknowledge Feelings
3. Gather Information
4. Restate the problem
5. Ask for ideas for solutions and choose one together
6. Be prepared to give follow up support
(www.highscope.org) If I have problems that can not be solved through conflict resolution, and are very severe, I talk with the family and try to develop some goals that will help the child to work through the difficulty. I communicate with the families during the first homevisit what strategies and techniques will be used to promote self discipline in the children. I also demonstrate an authoritative teaching style so therefore I watch and listen, add or take something away, say what I see, provide more information, pose questions and make plans, give choices, physically intervene, help children negotiate problems, remind children of limits, link consequences and actions, take action in conjunction with the child, and enforce consequences"(Kostelnik,Soderman,& Whiren p181). Conclusion My classroom management plan reflects a positive learning environment that is developmentally appropriate. I follow guidelines from the High Scope Foundation as well as the Child Outcomes Framework. I have a warm and caring classroom that makes all children feel welcome, comfortable, and valued. I incorporate experiences for diversity, and adapt activities for the special needs of children. Handouts for Families Diversity in Early Childhood Programs. Early Childhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548

Preschool Monthly Themes. Ato Z Kids Stuff Fun Educational Activities Retrieved from http://www.atozkidsstuff.com/themes.html

Positive Guidance and Discipline Strategies: Description and Explanation. Retrieved from http://www.education.com/reference/article/positive-guidance-discipline-strategies/

All About High/ Scope Preschools. Retrieved from http://www.education.com/reference/article/all-about-high-scope-preschools/

Appropriate Preschool Goals. Retrieved from http://www.education.com/reference/article/appropriate-preschool-goals/ Websites for families http://www.edutopia.org

http://www.researchpress.com

http://www.positiveaction.net

http://www.naeyc.org

http://www.scholastic.com

http://www.highscope.org/

http://www.education.com

http://www.atozkidsstuff.com

http://www.webmd.com

http://pbskids.org/ Hohmann,M., Weikart, D. (1995). Educating Young Children: Active Learning Practices for Preschool and Child Care Programs. Retrieved from http://www.ecdgroup.com/download/gh1eycxi.pdf

Kostelnik, M., Soderman, A., & Whiren, A. (2011). Developmentally appropriate curriculum: Best practices in early childhood education (5th ed.). Upper Saddle River, NJ: Prentice Hall.

Loriel (2010,April 16). “A Video Tour of A Preschool Classroom ”[Video file], Retrieved

Marion, M. (n.d.). Positive Guidance and Discipline Strategies: Description and Explanation. Retrieved from http://www.education.com/reference/article/positive-guidance-discipline-strategies/

Morrison, G.S. (n.d.) Appropriate Preschool Goals. Retrieved from http://www.education.com/reference/article/appropriate-preschool-goals/

Preschool Monthly Themes. Ato Z Kids Stuff Fun Educational Activities Retrieved from http://www.atozkidsstuff.com/themes.html

The Head Start Child Development and Early Learning Framework. (2010). Retrieved from http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/eecd/Assessment/Child%20Outcomes/HS_Revised_Child_Outcomes_Framework(rev-Sept2011).pdf

The High Scope Foundation Retrieved from http://www.highscope.org/

Vogel, N. (2012) Arranging the Active Learning Environment. Retrieved from http://www.highscope.org/file/NewsandInformation/ReSourceReprints/Spring2012/ReSourceSpring2012_LearnEnvironment.pdf

Wardle, F. (n.d.) Diversity in Early Childhood Programs. Early Childhood News. Retrieved from http://www.earlychildhoodnews.com/earlychildhood/article_view.aspx?ArticleID=548

Wilde, M. (n.d.) All About High/ Scope Preschools. Retrieved from http://www.education.com/reference/article/all-about-high-scope-preschools/
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