Gina Hall Classroom Management Plan December 16, 2013

Introduction Classroom management is fundamental to the success of students learning. eaching curriculum !ill not be effecti"e if management is not in #lace. his must be done on the first da$ of class. %t is the one thing that must be de"elo#ed and then ad&usted o"er time. Confidence !ill #la$ a big role in ho! m$ classroom is run. his ultimatel$ comes do!n to ho! % !ill manage m$ class on a dail$ basis. %t is the 'e$ to bringing e"er$thing together to be a successful and effecti"e teacher. (tudent learning !ill be affected b$ this and so it is im#erati"e to create a #ositi"e en"ironment for e"er$one to succeed and gro!. %n m$ classroom % !ill ha"e high e)#ectations for all of m$ students. *ach of them !ill learn to al!a$s do their best !or'. % "alue di"ersit$ and !ill celebrate their uni+ue +ualities. hrough disci#line m$ students !ill 'no! that % care about their success academicall$ and also in their e"er$da$ li"es. Procedures ,ccording to -ic' (mith in Conscious Classroom Management he states that .once % clearl$ laid do!n the .railroad trac's/ of #rocedure the .train/ of content ran much more smoothl$ in the direction % !anted 0(mith, 20012. ,s !e ha"e learned in class and as % ha"e seen in m$ o!n field e)#erience classroom, #rocedures are essential and need to be taught. Doing this the first fe! !ee's of school !ill be m$ goal. ,s % !or'ed !ith m$ site teacher % sa! ho! im#ortant it is to teach, model, and re3teach #rocedures. his is something that % !ill also im#lement into m$ o!n classroom management. hese #rocedures !ill include the start of the

da$, throughout the da$, and end of da$ #rocedures. he follo!ing is a brief o"er"ie! of !hat this !ill loo' li'e. Start of day (tart of da$ routines !ill be taught the first fe! !ee's and sta$ the same throughout the $ear. his consistenc$ !ill allo! students to become self starters and learn inde#endence. 4irst the$ !ill #ut a!a$ coats and bac'#ac's, in designated areas. 5e)t the$ !ill turn in an$ assignments, notes or other corres#ondence in a turn in bas'et. *ach student !ill recei"e a cubb$, #encil #ouch and a home!or' folder at the beginning of the $ear. he home!or' folder !ill be brought e"er$da$ to use to trans#ort home!or' and notes. his !ill be #ut in their cubb$ at the beginning of the da$. he first half of the $ear !ill start !ith a morning meeting and then it !ill s!itch to a self start. he morning meeting !ill be in the form of a message that the students and teacher !ill read together about the u#coming e"ents of the da$. his !ill also be a time for student sharing and team building. ,s students gain more s'ills the morning message !ill ha"e mini lessons embedded into them !here students !ill correct and assist in !riting #arts of the message. ,s the $ear goes on the students !ill then mo"e into a self start that !ill usuall$ be !riting. he$ !ill come in, sit do!n and begin to !rite about something s#ecific. (ome ma$ still be !or'ing on hand!riting or s#ecific !ords. %t !ill be differentiated for each t$#e of learner in m$ classroom. ,fter the self start, fi"e to ten minutes, !e !ill mo"e into our original morning meeting !ith sharing. his self start !ill gi"e students an o##ortunit$ to settle into class, +uiet do!n and get their brain going.

During the day (ome of the #rocedures for during the da$ !ill be taught at the beginning of the $ear and !ill sta$ the same throughout the $ear. Ho!e"er, ne! #rocedures !ill also arise as the $ear goes on such as fire, earth+ua'e, and loc'do!n drills, field tri# and assembl$ #rocedures and an$thing else that arises. During the da$ #rocedures !ill e"ol"e and !ill be m$ res#onsibilit$ to teach and re3teach as the$ come u# throughout the $ear. ,t the beginning of the $ear each student !ill recei"e a #encil #ouch !ith su##lies such as #encil, eraser, #en, !hite board mar'er, eraser, cra$ons, glue stic' and scissors. he$ !ill learn the #rocedure of !here to 'ee# these and !hen to get su##lies out. (tudents are res#onsible for the care of their o!n su##lies. 6arge colored bins !ill be #laced at each table to hold student su##lies and boo's. (#ecific bo)es !ill be laid out throughout the room !ith mar'ers, colored #encils and other su##lies that the class !ill share. 7ne s#ot !ill be for .s#are #arts/. his is a #lace !here items that are lost or mis#laced go. (tudents !ill be taught to go here if the$ need su##lies. his ta'es the res#onsibilit$ off the teacher to constantl$ be loo'ing for su##lies for students. hese #rocedures are taught o"er and o"er again and e"entuall$ if the students can8t remember !hat to do regarding su##lies the$ are encouraged to as' a friend for hel#. his #uts the res#onsibilit$ bac' onto the student and allo!s other students to hel# and !or' together to sol"e the #roblem. % ha"e learned this from m$ site teacher and ha"e seen firsthand ho! m$ students are becoming inde#endent and !or'ing together to sol"e #roblems 09arren, 20132. (tudents !ill also recei"e their o!n home!or' folder to 'ee# all corres#ondence in, as !ell as a bro!se bo) !ith !riting &ournals, boo's from the classroom librar$ and other ongoing #ro&ects. Procedures for going to the bathroom, getting drin's, getting a tissue, etc. !ill all be done !ith hand signals that are #re determined and taught. (tudents !ill #ractice these o"er and o"er

again so that these basic needs !ill not disru#t the class as the$ are learning. 7ther logistical things such as ho! to line u#, !here to find e)tra #a#er, !hen to shar#en #encils, or get e)tra su##lies !ill also be taught. 6ining u# !ill be in the same #lace e"er$ da$. (tudents get in an$ order the$ !ant other than the line leader and caboose. hese !ill be designated !ith class &obs. he #encil shar#ener !ill be closed during teacher instruction. 7nce students are released to do inde#endent !or' the shar#ener !ill be o#en for a designated time. %f it is facing the class it is o#en and closed if facing a!a$. his #re"ents disru#tions as !ell as students shar#ening !hen not needed. (tudents !ill be free to get e)tra #a#er, #encils, etc. !hen needed on their o!n. !o buc'ets !ith s#are #encils !ill al!a$s be filled and students !ill ha"e no need to as' the teacher for a #encil if theirs is lost. his is also !here students !ill #ut #encils that the$ find instead of !asting time tr$ing to figure out !ho it belongs too. ,ll of these techni+ues hel# to reduce the distractions from learning and allo! the students to #roblem sol"e. ransitions !ill also be modeled and #racticed dail$. *)#ectations for transitions !ill be "erbali:ed and modeled to ta'e a limited amount of time and become automatic. ,ttention getters !ill also be used throughout the da$. % ha"e learned man$ of these through other teachers, in class, and in m$ o!n field e)#erience. he$ are all good but $ou must find out !hich one8s !or' best for $ou and $our students. r$ them out to see ho! the$ res#ond. %t is best to #ic' t!o or three that $ou !ill al!a$s use and teach and model these o"er and o"er again the first fe! !ee's of class. (ome that % ha"e found to !or' and that % li'e are; Teacher; (to# and loo' Students; (to# and loo' 0free:e, #ut e"er$thing do!n, and interloc' fingers2 Students; *"er$bod$ sto#< Students; *"er$bod$ 4ocus<

Teacher; (na#, Crac'le, Po# Teacher; Hocus Pocus<

Teacher; 1 stand u#, 2 #ush in $our chair, Students; follo! instructions !ith actions 3 meet me on the= 0car#et, math corner, reading corner, etc.2 Teacher; 4i"e Minutes Students; 4i"e Minutes 0gi"es them a !arning of ho! much time is left.2

7ther sim#le !a$s are counting do!n from >,1,3,2,1 gi"ing clear instructions to be read$ in fi"e seconds. ?sing bells, music, !ind chimes, clean u# song, actions, tone of "oice, etc. he most im#ortant #art of attention getters is in ho! $ou introduce them. 4irst $ou state the e)#ectation, ne)t $ou model it o"er and o"er and then $ou ha"e the students #ractice it. @ou also need to e)#lain !h$ it is im#ortant to get their attention and also ha"e them re#eat bac' !hat the e)#ectations are as the$ are learning it. (tudents !ill also ha"e class &obs. hese !ill rotate from !ee' to !ee' so e"er$one !ill ha"e an o##ortunit$ to do different things. (ome of the &obs the$ !ill do !ith a #artner such as cleaning the lunchroom tables but some !ill be done on their o!n. (ome of the &obs include; 6ine leader and caboose, !or' stations hel#er, cubb$ manager, com#uter e)#ert, gardener, librar$ hel#ers, lunchroom cleaners, #ledge of allegiance, classroom cleaner, and snac' hel#er. , board !ill be #laced in the classroom to sho! !ho has !hat &ob that !ee'. hese class &obs !ill gi"e students an o##ortunit$ to !or' together to 'ee# our classroom a #lace of #ride and communit$. *"er$one !ill ha"e a #art in ma'ing our class a #lace the$ !ant to be. End of day *nd of da$ #rocedures !ill also be taught the first fe! !ee's of school and sta$ the same throughout the $ear. ,n end of da$ meeting !ill ta'e #lace to discuss an$ school information, corres#ondence to #arents and home!or' that !ill be going home. % !ill model each da$ !ith !hat is ta'e home and !hat is home!or'. (tudents !ill be e)cused to retrie"e their home!or'

folder. 7ne side sa$s ta'e home and one side sa$s home!or'. hese !ill be gi"en out at the first of the $ear. he$ !ill get their folders read$, chec' a budd$ to see if the$ did it right, then be e)cused to retrie"e their bac'#ac'. Home!or' folders !ill sta$ at their des' until the$ come bac' into the room. his #re"ents students from going out into the hall!a$ to #ut things a!a$. he$ !ill #ut their folder and an$thing else in their bac'#ac', #ut u# their chair and line u# to go home. % ha"e learned this #rocedure from m$ site teacher 09arren, 20132. % li'e the #rocedure because students are hel#ing each other as the$ #ut together their folders and it hel#s remind them of !hat is going home and !hat to remember to bring bac' to school 0ie; signed #a#ers for #arents, u#coming school acti"ities, P , notes, etc.2 %t also #re"ents disru#tion out in the hall!a$ at the end of the da$. 7n 4rida$s a big class cleanu# !ill ta'e #lace of cleaning tables, #ic'ing u# garbage and an$ other necessar$ items. (tudents !ill also learn school safet$ of !here and ho! to !ait outside for guardians that are #ic'ing them u#. Preventive Techniques Maintaining a #ositi"e classroom en"ironment !ill be established through class rules and conse+uences. Class rules !ill be #osted throughout the room and taught at the beginning of the $ear. Positi"e language !ill be e)#ected from students and !ill be modeled from the teacher. he class rules !ill gi"e the students a guide of clear e)#ectations that !ill hel# them to find their !a$ through school. 4or $ounger grades these rules !ill be basic s'ills that the$ need to learn. 4or u##er grades the class rules !ill be established together to build communit$. he students !ill feel more of a sense of belonging and obligation to follo! the rules. ,ccording to the boo' easing, attling, Defiance and more .classroom rules should consist of three categories of action to ensure rules are com#rehensi"e; ta'ing care of oursel"es, tal'ing care of each other, and ta'ing care of the en"ironment./ 09ilson, 20132 hese ma$ loo' different for each grade but !ill

be determined !ith these categories in mind. (etting limits b$ s#ecif$ing class rules !ill hel# to establish routines in the classroom and remind students !hat beha"ior is e)#ected. M$ classroom !ill be a #lace for collaboration and !ill allo! students "arious o##ortunities to engage sociall$. eam building acti"ities !ill be done regularl$ to #ro"ide a safe en"ironment and allo! students and the teacher a time to get to 'no! each other. ,s !e ha"e learned in class team building leads to a safe en"ironment !hich leads to ris' ta'ing and ultimatel$ learning. % !ant all of m$ students to be successful. % "alue di"ersit$ and e+ualit$. % !ill embrace the uni+ue gifts of m$ students and teach them to celebrate each other8s differences. 9e !ill !or' hard to build a communit$ !here e"er$ child feels safe to learn, gro! and be their best. % !ill #ro"ide a learning en"ironment that !ill encourage m$ students and unloc' their natural curiosit$. his !ill be done !ith hands on acti"ities !here the$ can ma'e

real !orld connections and o##ortunities to learn life s'ills that the$ can use in their e"er$da$ li"es. , d$namic and engaging curriculum !ill include "arious o##ortunities to collaborate and #roblem sol"e. he student8s des's !ill be set u# in tables so the$ can !or' together and collaborate as a team. (eating charts !ill be changed monthl$ to allo! students to !or' !ith different #eers and ma'e ne! friends. % am a!are that students all learn in different !a$s so % !ill #ro"ide instruction that !ill include "arious techni+ues. (tudents !ill be learning through "isual, auditor$ and 'inesthetic acti"ities. Differentiation !ill be used !hen #lanning lessons and #ro"iding different acti"ities. (tudents !ho finish earl$ !ill be #ro"ided !ith additional cogniti"el$ demanding !or' that !ill #ush them further academicall$. (tudents that are struggling !ill ha"e s#ecific things to !or' on !ith #artners, the teacher, or in small grou#s to be #ro"ided !ith additional su##ort. Supportive Techniques

(tudents constantl$ need su##ort at school and it is our &ob as facilitators to use techni+ues to #ro"ide this su##ort. his su##ort can loo' li'e man$ different things. %t can be done as a !hole class, small grou# su##ort and indi"iduall$. 9hile students are sharing as a !hole class #ro)imit$ !ill be im#ortant. %f standing too close to a student the$ !ill tr$ to s#ea' onl$ to me but if % am standing far a!a$ it !ill force them to s#ea' u# and allo! them to share !ith the !hole class. ?sing effecti"e bod$ language, "oice, tone and facial e)#ression are also im#ortant techni+ues to use to su##ort students learning, according to Aones 0Charles, 20112. (tudents !ill notice and res#ond to $our actions as $ou are guiding them through their academic success. Being a!are of this and ad&usting it as necessar$ !ill be something % !ill constantl$ #ractice. % !ill also circulate around the room to assess !here m$ students are at. Do the$ com#rehend the !or', do % need to re3teach some things, guide them to !here the$ can find additional hel#, !hat +uestions can % use to facilitate their understanding, and gi"e them #ositi"e feedbac'. ,ccording to Aones after $ou ha"e su##orted students $ou should !al' a!a$ and not ans!er things for them. ,llo! them to figure things out on their o!n. 0Charles, 20112. % agree !ith this. % !ant m$ students to feel the success of 'no!ing that the$ can do it and that hard !or' #a$s off. ,s students !or' inde#endentl$ this !ill gi"e me an o##ortunit$ to !or' one on one !ith struggling students as !ell as in small grou#s. Pro"iding feedbac', more direct instruction and #ractice !ill hel# these students succeed and allo! me to build off of their strengths. Intervention Techniques Conse+uences !ill de#end on the grade % am teaching. ?sing a s$stem !here students #ull cards, mo"e cli#s on a chart, etc. are great tools for $ounger students. hese charts !ill be "isible to trac' beha"ior. *)#ectations !ill be clear and students !ill 'no! e)actl$ !hat is

a##ro#riate and !hat is not. 9arnings, time outs, and if necessar$, calls home or "isits to the office !ill be used. (imilar conse+uences !ill be used for u##er grades but the s$stem to trac' their beha"ior !ill be more age a##ro#riate. he$ ma$ inde#endentl$ trac' their o!n beha"ior alongside the teacher and ha"e different conse+uences that allo! them to reflect on ho! to change the beha"ior. eaching beha"ior is emotional as much as it is intellectual. ,ccording to Marshall !e should disci#line using #ositi"it$, es#eciall$ in our !ords. 9e must teach our students !hat !e !ant them to do, not !hat !e don8t !ant them to do. Disci#line should include gi"ing student8s choice, as'ing reflecti"e +uestions and using #ositi"e language. 0Charles, 20112 ,ccording to Morris focus should be on the #ositi"e, teaching a##ro#riate beha"ior, being a leader b$ modeling but !ithout humiliation, and then !i#e the slate clean !ithout bac'ing a!a$ from disci#line. 0Charles, 20112 his is so im#ortant !hen using a beha"ior s$stem. (tudents should 'no! that each da$ is a ne! da$ and a ne! start. he$ al!a$s ha"e o##ortunities to ma'e a better choice and learn from their mista'es. Communication with Parents/Guardians Communication bet!een the #arentCguardian, student and teacher is e)tremel$ im#ortant. % !ill ha"e "arious methods of communication a"ailable. % !ill as' on a form at the beginning of the $ear the best !a$ to communicate; #hone, email, letter home !ith student etc. his !a$ % can reach all of the #arentCguardians. *ach !ee' a ne!sletter !ill go home !ith details about !hat !e are learning that !ee'. his !ill include dail$ reading logs, s#elling !ords and an$ other u#coming #ro&ects or school announcements. his !ill also be sent out "ia email. % !ill also ha"e a message bo) b$ the front door for #arents to dro# a note of concern, +uestion or comment. his !ill be eas$ for #arents that are in a rush, don8t ha"e time to tal', or &ust feel more comfortable

communicating this !a$. M$ classroom !ill ha"e an o#en door #olic$. ParentsCguardians !ill be encouraged and !elcomed to #artici#ate in an$ !a$ the$ can. %f the$ !ant to come in and assist !ith a lesson, acti"it$, #art$, field tri#, etc. the$ !ill al!a$s be !elcome. Parent teacher conferences !ill also be a time to learn more about m$ students and their families. he$ !ill both be encouraged to attend together. Celebrating their child through achie"ement !ill be a #ositi"e e)#erience for all. (tudents !ill thin' of goals beforehand that the$ !ould li'e to !or' on !ith their famil$ at home and at school. his !ill gi"e e"er$one an o##ortunit$ to connect school !ith !hat is going on at home. 9or'ing together !ith a common goal !ill add to the o"erall success of the student.

References

Charles, C. M. 020112. Building classroom discipline. 011th ed.2. (an Diego (tate ?ni"ersit$, California (mith, -. 020012. Conscious classroom management. Conscious eaching Publications. 9arren, Aose#h. (ite teacher at 9ashington *lementar$, (6C, ?tah 9ilson, M. 020132. Teasing, tattling, defiance and more. urners 4alls, M,; 5ortheast 4oundation for Children, %nc.