Classroom Management Planms. Schrader's Teaching Portfolio

  • Students are able take a sense of ownership and pride in their classroom when the teacher has a classroom management plan. It will also meet the physical, cognitive, social, and emotional needs of those in it. Rules The first aspect of the classroom to consider of classroom management is the rules of the classroom.
  • Classroom Management Plans (continued) Introduce classroom rules and procedures with a PowerPoint presentation. Role play and then practice the rules and procedures. Take a tour of the campus and playground. Break for lunch. Afternoon Procedures Introduce the teacher who will be team-teaching the class.

“Classroom management is broader in scope than discipline. It includes everything teachers do to increase student involvement and cooperation and to establish a healthy, caring, productive working environment for students” (Grant & Sleeter, 2011,pg.106).

The Instructional dimension in classroom management is the dimension that focuses on scheduling, transitions, lesson planning. For a classroom to run efficiently I believe that a teacher must create a classroom that uses a mixture of democratic, direct instruction and student centered learning philosophies.

In the past year, I have experienced and learned more about classroom management and management in general than I ever learned as a manger in a store. As a product of gold stars, free time, and color-coded slips related to behavior I once believed that this way was the only way to discipline students. However, I have come to see classroom management as something that is far beyond the aforementioned basics; something that is beyond the belief that students will simply fall in line for a piece of candy on Friday.

Thus, my classroom management plan has evolved into the following core beliefs and values that I believe are important: a positive teacher-student relationship, a positive relationship with the school community, a supportive and democratic classroom environment, a set of clear procedures that enable students to be successful and know exactly what is happening in the classroom, and lesson plans that faithfully engage students and provoke student interests.

I believe that for any classroom to be successful and run smoothly it must be a supportive, nurturing, and democratic environment where students feel that their opinions and voices are valued. Such a classroom management plan must start on day one of school by allowing students to learn about one another openly and in a safe environment so that students feel safe as the school year continues. Such a process will create positive peer relationship, which will help students feel safe and provide a sense of belongingness. In such an environment, Jones & Jones states, “developing peer acceptance and support can be expected to significantly reduce disruptive classroom behavior” (pg. 100).

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Students should also feel nurtured in the classroom. This can take place in a number of ways: students receiving positive feedback from teacher and classmates, students being allowed to express themselves in a way acceptable for them, and students being supported in extra-curricular activities. The classroom should be a place where they feel that they can grow as individuals and students and freely express themselves. “Students are already grappling with ways to express and understand themselves. When such things are put into place students feel welcomed and comfortable which can alleviate most student behavioral problems.

Furthermore, I firmly believe in the effectiveness of a democratic classroom as a classroom management plan. As a student, I did not care about the rules that had been posted on the wall for us to see. Hence, I believe that students have a right to participate in the making of classroom rules and consequences, but they also deserve to receive a concise understanding of what those rules and consequences will be. “The key is that students understand why these standards [rules] must exist and that students have role in discussing these behavioral expectations ” (Jones & Jones, pg. 174). Once students are apart of the creation process, getting them to buy in to the rules will be easier. While, many schools may have “school rules” these will not speak to the diversity in the classroom. When students have participated in the making of rules and consequences they care more about them and the rules become more personal and not so removed from the students.

Nothing can help the management of my classroom more than a lesson plan built to meet the needs of the diverse learners of the classroom. Students need to be engaged in their learning so that they can give the lesson their full attention and not what Suzie is saying or doing to distract them. I believe that most discipline problems will occur because the lesson plan was not built to reach the diverse students in that classroom. According to Jones & Jones, “effective classroom management is closely related to effective classroom instruction” (p.213). I have firsthand seen over the past year the different results a teacher can receive with a lesson plan built to meet teacher need versus one built to meet student need. When the lesson plan is built around the needs of the teacher most students get lost and eventually drift into behaviors that can distract the entire class and waste precious class time. On the other hand, when it is built for students to meet their needs and interests they are more likely to be engaged in their learning. Thus, when creating lesson plans I will not only take into account the standards that I must teach but also how my lessons need to be differentiated in order to keep students engaged and on-task.

Teacher-student relationships will be another supporting piece in my classroom management plan. Teachers must know their students beyond the grades that the student makes or how well they study for a test. Furthermore, students need to know and feel that teachers care about them as a person and not merely as a number. As Bell stated, “establishing caring relationships with every student may be the most important thing a teacher can do to begin teaching to high achievement and closing the “achievement gap”’(Grant & Sleeter, pg. 95). Students come from a mixture of backgrounds and home life’s that teachers must acknowledge as it can affect students learning or focus in the classroom. Teachers must have these relationships to not only know their students but their students lives and how they can be the most help to these students achieving success no matter their circumstances. By knowing my students I will be able to tailor lessons and activities that can help them get to their specified goals. Again, here we see how a nurturing and safe environment can come into play when students need someone to confide in or trust.

Furthermore, the relationship that I will establish with the community will be a major part of my classroom management plan. This community will include people from the school, such as, coaches, other teachers, and administrators. However, this community will also include parents, siblings, and people in the community. Because students have these extensive networks it is important for the teacher to have the same extensive networks. For example, reaching out to a coach that that the student has can help you reach that student in a different way, especially if they are fond of the sports. In addition, teachers must have parents that are willing to cooperate with them for the success of the student. Teachers must actively work to reach out to parents when necessary and seek their help in keeping the student focused on what is important.

I believe that nothing more will lead to the complete disintegration of a classroom than not having clear procedures in place for students. I have noticed in the past year as I have spent time in my field experience, that teacher must have in place every step the students must take and without them they completely flounder.

Teachers can have as many procedures as they need and in some cases may even receive input from students so that once again students feel a part of the process and buy-in to what the teacher needs or wants them to do. Even with the best lesson plan, without procedures for students to follow the lesson plan will be lost in the uncontrolled chaos that will ensue. Thus, procedures are a major part of my classroom management plan. Some examples of procedures I will have in my class are: how to come in to the classroom and what to do when you get in, where to turn in homework, when/if you can get up, what to do when you are finished with your work, when students should talk, and how dismissal of classes will work and this is just to make a few.

Classroom Management Planms. Schrader's Teaching Portfolio Allocation

Everything discussed above will work together to make my classroom management plan. While I believe that no classroom can function completely with no discipline problems, I believe that it is up to the teacher to create an environment where discipline and behavior problems become less of an issue and on-task behavior becomes the norm for the classroom. Each of these important considerations will help manage the classroom in different but effective ways that will help students develop their own motivation for learning in the classroom.

Bibliography

Grant, C.A., & Sleeter, C.E. (2011). Doing Multicultural Education for Achievement and

Equity. (2nd ed). New York, NY: Routledge

Jones, V., & Jones, L. (2010). Comprehensive Classroom Management. (10th ed.). Upper

Classroom Management Teaching Portfolio

Saddle River, New Jersey: Pearson.

I have outlined some of my ideas and tools that I will use for managing my classroom, now it is time to discuss how I plan to implement these in a successful manner. Most of my philosophy will rely on starting off on the right foot. I plan to manage my classroom through the use of the Kohlberg model, concepts from Love and Logic and other humanist ideals. These all require well planned implementation that allows for time and consistency to shape the expectations that I have for my students. My philosophy does not have a long list of concrete rules that must be obey, rather it requires the students to understand empathy and genuine concern for their fellow classmates, their teachers, the school and the community. Unlike behaviorist theory the students will ultimately become responsible for their actions and their learning. I will be there to guide them through the process and help them to correct their actions that do not follow the principles of our classroom.

Classroom Management Planms. Schrader's Teaching Portfolio Assessment

The first strategy will be introducing the students to the Kohlberg Model. This will be discussed on the first day of class and we will revisit it often. Depending on the grade level, I will use a shared reading of specific book that will help the students understand how they can achieve the 5th or 6th level of the model. I have several grade appropriate books in mind, but my favorite example is John Knowles iconic novel A Separate Peace. The story is about a group of young men who attend a private boys school on the outskirts of Boston. The boys get into some trouble when Phineas, the leader of the boys, falls from a tree and breaks his leg. The basis of the novel is that Phineas didn’t really fall out of the tree, his best friend pushed him because he was jealous of Phineas. When Phineas finds out that his best friend pushed him from the tree, he shows he has reached the 6th level by forgiving his friend. He provides a model for students to follow by showing empathy and understanding for the misdeeds of others.

Classroom Management Planms. Schrader's Teaching Portfolio Login

The second component of my classroom will focus on the simple set of RULES that I have for the class. The acronym I created for our classroom rules is easily defined, however I will spend some time having a class discussion about what each letter stands for.

R= Respect, for yourself, your classmates, your teachers, your parents, your school, and your community.

Classroom Management Planms. Schrader's Teaching Portfolios

U= Use your voice not your emotions is something that has been a staple in my own home. Parents always hear about the “Terrible Two’s”, which is the time that young children are exploring getting what they want. Young children explore how effective throwing tantrums, crying, yelling and screaming can be to get what they want. They are over run by emotions and don’t have the understanding of effective communication. It takes years for children to develop effective communication strategies that rely on the use of words rather than emotions. This letter is used to address the effectiveness of using calm, well thought out words to communicate effectively.

L= Listen to each other. This is really an extension of the Use your voice not your emotions. Listening is an important skill that many adults have failed to master themselves. Many times we listen to respond to what others are saying. I want my students to use listening as a tool for learning. They need to learn to listen without bias and without the need to react to what the speaker said. If they are going to become life long learners they need to have the ability to listen to others without prejudice and with emotional control.

Classroom

E= Effort. I want my students to understand that I expect them to give their best, even if they do it incorrectly. I have a saying that I use with my own children, and have used in the classroom. Mistakes are where learning takes place. Don’t be afraid of making a mistake, I make them all the time and when I am able to correct them is when I become enriched with knowledge.

S= Stamina. Stamina is an important thing that I will expect from all my students. Stamina helps us accomplish task and achieve the intrinsic rewards that encourage us to succeed.

I will teach this to my students early in the year and use the words that I have associated with each letter. This discussion will hopefully provide the students with a sense of my expectations and set us up for a year of exceptional growth and accomplishment.