PSII Classroom Management Plan Alyssa Andreachuk Grade 9 Science Raymond Junior High School Spring 2014

Pre-Class Classroom Management

Getting to Know School Policies and Procedures Classroom schedule Bell times Fire drills and other emergency procedures Computer record keeping programs for attendance and grades Library sign-out policies Art supplies procedure Student groups, clubs, councils and assemblies School-wide weekly, monthly etc. activities, events or assemblies Safety routines Photocopying and printing procedures Classroom Set-Up and Organization: Desk/counter/stools arrangement Teacher desk set-up Computer set-up SMART Board set-up and arrangement Material storage and organization Science lab materials arrangement Student and teacher supplies and material storage Bulletin board design and creation Student seating arrangements Textbook storage location Assignment hand-in location Student Organization and Preparation: Class lists Class sizes Talk to TA about specific student learning needs Establishing Procedures Start of class procedures Attendance procedure Late and absence procedures Extra supplies for students without them Taking in and returning assignments Homework policies Missed assignment policies Washroom and water breaks Textbook distribution Communication procedures Dismissal routine Grading system

Set Classroom Rules Classroom rules Follow-up routine for rules that are not followed Set-up intervention strategies Action plan for extreme misbehaviour Record keeping for behaviour issues Things to Gather and Prepare Textbooks and corresponding teacher resource guides Other science resource and activity books Unit plan Lesson plans for the first week

Lesson Plans for the First Two Days Lesson Plan- Day 1
Grade/Subject: Science 9 Unit: Electrical Principles and Technologies Emphasis: Classroom Management and Relationship Building Lesson Duration: 43 minutes Date: March 4, 2014
SLO FROM ALBERTA PROGRAM OF STUDIES

LEARNING OBJECTIVE

ASSESSMENTS
(Observations, Key Questions, Written Assessments, Performance Assessments) Discussion

Students will -(1A) show interest

in science related questions and issues.

Students will -(2A) appreciate that scientific understanding evolves from the interaction of ideas involving different people.

Students will be introduced to and show interest in my science background and their new unit. Students will appreciate and be introduced to myself as a science teacher and what I expect from them as science students.
Students will be able to identify and follow classroom rules. Students will be able to identify what makes a positive learning environment.

Discussion

Discussion and Observation

LEARNING RESOURCES CONSULTED

Resource #1: Roscoe, K. and R. Mrazek. (2005). Scientific Literacy for Canadian Students. Calgary, AB: Detselig Enterprises
Ltd.

Resource #2: Alberta Program of Studies: Junior High Science Resource #3: Supporting Positive Behaviour- Classroom Approach Resource #4: Frontloading Classroom Management by Keith Roscoe and Kim Orr Resource #5: Keith Roscoes Classroom Bingo sheet

MATERIALS AND EQUIPMENT

PowerPoint Presentation and SMART Board Laptop Student surveys Classroom bingo sheets

PROCEDURE
Introduction (3 min.) Hook/Attention Grabber: Set up a circuit with a light bulb to get their attention, as electricity is their current unit. Say: For our first lesson together, before we get to setting up circuits as a class in the future, I would like to introduce myself to you as I will be your science teacher for the next 6 weeks! Expectations for Learning and Behaviour: I expect students to listen to discussion and participate in all lesson activities fully. Advance Organizer/Agenda: Intro to Me Classroom Expectations Student Surveys Classroom Bingo Closing Transition to Body: Now, lets learn a bit about me before I learn about you! Body (37 min.)

Learning Activity #1: About the Teacher (5 min.) I will introduce myself and share a bit about my family, hobbies, education and science background Students may ask questions. I will use the SMART Board to present this information.

Learning Activity #2: Classroom Expectations and Discussion about Science Learning (5 min.) I will go over what I expect out of my grade 9 class when it comes to having a successful learning environment in the classroom for everyone. Students may brainstorm a few of their own expectations they think are important We will define what respect and responsibility mean and how showing both will make the classroom more successful. We will talk about what it takes to be successful in science and this unit I will use the SMART Board to present this information. Learning Activity #3: Student Interest Surveys (15 min.) I will explain the survey and how it will help me (make lessons more interesting for the class, meet your needs etc.) I will give students time to fill out the survey and collect them right away once they are done. Students who are done early may create a name-tag for their desk and after that continue work on unfinished assignments from tutorial earlier that day.
Assessments/Differentiation: This process will allow for me to differentiate lessons better.

I will use the SMART Board to present this information. Learning Activity #4: Classroom Bingo (12 min.) I will have students go around the room and complete a classroom bingo challenge, their goal is to fill out one row and then onto a final page. I will explain that this is to encourage positive relationships with one another and get to know one another further. This will help make our classroom successful. Closure (3 min.) Consolidation/Assessment of Learning: I will ask students about specific classroom expectations we set as a review. I will also allow students to ask any questions they may have. Transition To Next Lesson: We will continue building our positive learning environment!

Lesson Plan- Day 2

Grade/Subject: Science 9 Unit: Electrical Principles and Technologies Emphasis: Classroom Management and Relationship Building Lesson Duration: 43 minutes Date: March 5, 2014
SLO FROM ALBERTA PROGRAM OF STUDIES

LEARNING OBJECTIVE

ASSESSMENTS
(Observations, Key Questions, Written Assessments, Performance Assessments) Observation and discussion

(4A) Students will work collaboratively in carrying out investigations and in generating and evaluating ideas

Students will be able to identify and follow classroom rules.

Students will be able to identify what makes a positive learning environment.

Observation and discussion

LEARNING RESOURCES CONSULTED

Resource #1: Roscoe, K. and R. Mrazek. (2005). Scientific Literacy for Canadian Students. Calgary, AB: Detselig Enterprises
Ltd.

Resource #2: Alberta Program of Studies: Junior High Science Resource #3: Supporting Positive Behaviour- Classroom Approach Resource #4: Frontloading Classroom Management by Keith Roscoe and Kim Orr

MATERIALS AND EQUIPMENT

PowerPoint Presentation and SMART Board Laptop Scrap paper Topic Outlines/ Graphic Organizers for each student -8 Poster Boards with felts/markers

PROCEDURE
Introduction (3 min.) Hook/Attention Grabber: Based on what you learned yesterday, does anyone have any questions about me or my expectations before we continue to build on them? Assessment of Prior Knowledge: This question should help review and refresh what they learned about me and the classroom expectations the day previous. Expectations for Learning and Behaviour: Students should participate in discussion and all activities fully. Advance Organizer/Agenda: Into Snowball sharing Introduction to Electricity Unit Closing Transition to Body: Now, get out a scrap piece of paper! Body (35 min.) Learning Activity #1: Snowball Sharing of Classroom Expectations (10 min.) Have students write down on a scrap piece of paper a classroom expectation or rule they found to be most important that we established the day before. Have them crumple that paper up and throw it to the front of the room and then pick one up they did not throw themselves. Students will then read out and share what the papers say. They should be comfortable sharing since they dont need to take ownership of their answer. We will then discuss and review the importance of the rules brought up in discussion and other rules as well. Learning Activity #2: Introduction of Electricity Unit (20 min.) I will pass out a copy of my graphic organizer with all the topics for the unit about Electricity and discuss briefly what the unit is about I will then have the students number themselves off from 1-8, creating 8 groups. These 8 groups will each be assigned one of the main 8 topics They will then do a textbook hunt through their topics pages and pick out three things that interested them in those pages and write them down on a poster board with felts.

Learning Activity #3: Sharing Electricity Concepts (5 min.) Students from each group will present their most interesting concepts from their topics pages and I will briefly explain them further. Students may also share what concepts they thought looked challenging. Closure (5 min.) Consolidation/Assessment of Learning: Students will fill out an exit slip with 2 questions. One about classroom expectations and the other about what they hope to learn most about when studying electricity. Transition To Next Lesson: Next lesson we will dive right into electricity concepts!

Classroom Rules 1. Students should treat everyone in the classroom and the classroom itself with respect. 2. Students should work diligently and responsibly in class and on their assigned homework. 3. Students should come to class on time and prepared. My rules are similar to my TAs as we both have respect as our number one rule. My TAs rules are based off of the concept of having a love and logic classroom where everyone is treated with respect and kindness. I agree with this concept and I also believe in hard work and full participation both inside and outside of class. Classroom Procedures Beginning of Class 1. Come in to class on time with the proper materials needed for a successful learning day. 2. Grab your assigned textbook off the shelf. 3. Find your desk and get settled quickly and quietly. 4. Listen and follow your teachers first instructions for the class. During Class 1. To get your attention, the teacher will countdown from 3. By the time she reaches 0, you should be quiet, looking and listening for your next instruction. 2. Ask to use the washroom or get a drink. 3. Raise your hand to answer a question and your teacher will pick who answers. 4. Participate fully in all activities. End of Class 1. Complete your exit slip. 2. Write down any homework assigned off the board into your agenda. 3. Wait for your teacher to dismiss you from class, not the bell 4. Hand in your exit slip in the hand-in bucket on your way out. My procedures are similar to my TAs. She already has a hand-in bucket established that I think works well for her classes. She also writes the homework on the board and the students copy it into their agendas, which also seems to be working well. I have added in an exit slip in order to get feedback on my students understandings. Both my TA and I used hands up for answering questions and permission must be granted for leaving the classroom.

I will teach and reinforce these procedures by reminding the students consistently about my expectations and be sure I bring up what is to be done as class progresses. I will make it clear in my first two classes especially what I expect from them when it comes to procedures. I will have students review the second day the procedures established on the first day. Relationship Building Plan Building Relationships With and Amongst Students At the beginning of practicum I hope to establish a positive relationship with my students by sharing my own hobbies and interests, and by taking the time do a survey of their hobbies and interests. I also will have the students build relationships among each other by using the classroom bingo challenge. I will also allow for group work to be done in class which will help students build and form positive relationships with one another. I also plan to establish positive relationships by making sure my expectations and procedures are clear and well laid out for my students. When expectations are communicated clearly, there is less a chance for these expectations to be broken in the future, which helps strengthen relationships and communication. Building a Classroom Community I will build a safe, supportive and caring classroom community by being very open to communication with my students. I will let students know that they can always come to me if they are feeling uneasy in the classroom whether it is due to another student or if they are struggling with the content of the unit. I will also give my students the benefit of the doubt when they mess up and be sure to hear their side of the story before making a decision about the consequences of their behaviour. I will use positive reinforcement and make sure I try to see the good in all of my students every day. I will also make myself available before and after school if my students need me for help for any reason. I also hope to become more apart of the school community by helping out with extracurricular activities at the school, such as the upcoming play. I hope my interest in their school events will help them trust me and build a caring learning environment. Intervention Plan Low Key Interventions I will use the bumps method for low key interventions. Low key interventions include not paying attention, calling out in class, distracting another student and not doing their work in class. My first bump will be to move closer to the student and make eye contact with them, giving them a look that knows that I disapprove of their behaviour. My second bump will be to call on their name and tell them to please correct their behaviour. I will thank them for correcting their behaviour and move on with the lesson.

High Key Interventions If the behaviour from above persists, I will move through more bumps. I will give the student a choice, either to correct their behaviour or leave the room. If the behaviour is not corrected, the student will be asked to leave the room (a policy set in by my school ant TA). I will then give the student a few minutes to cool down before I go out to address their behaviour. When outside of the classroom speaking to the student, I will address their concerns first and then move on to mine. I will invite them back into the classroom if they agree to behave. If the talk outside does not go over well, I will contact administration to assist me (school policy). Reflections on Classroom Management To be completed later on in my practicum.