PSII Classroom Management Plan

Name: Victoria Budgell School: JT Foster High School, Nanton, AB Teacher Associate: Bart Heine University Consultant: Wayne Alexander 1. Classroom Expectations Mutual Respect for one another, the classroom, and belongings. Safety equipment and materials will be used in the correct manner, safety procedures will be followed, room tidied and organized to prevent tripping hazards, etc. Technology iPods, laptops, cellphones, etc. are all fine. A few of the students use electronic devices to help them with their studies. As long as they are being used appropriately and not disruptive to the learning environment, theyre fine. If a student is using a piece of technology in an inappropriate manner (ie. games, video, internet) they will be given a warning before having the equipment taken away from them for the duration of the class. Creativity, Collaboration and Discussion! Students will be encouraged to be creative, work together and have fun! We learn best when we teach and learn from one another. Misc. Hats, gum, food, water, etc. Students have permission to use all of the items listed previously, but again, these things are all privileges and should they be used inappropriately, these privileges can be revoked. Food and water will be not be allowed if were using potentially harmful materials or chemicals.

On the first day of class I will have a discussion with the students in regards to what type of environment they would like for their classroom. I dont like the idea of having a formal set of rules hung up in the room. I prefer to think as long as the space is safe, we are respecting one another, and learning is taking place then a formal set of rules is unnecessary. I hope to instill and promote these appropriate behaviours in my students by building and encouraging numerous strong student-student and student-teacher relationships as possible. This is the type of environment already set up by my TA and they students respond quite positively to it. Should safety, respect, or the learning or others be disrupted by inappropriate behaviours or lack of control, then I would like to have another discussion with the students and put together a more formal set of rules collaboratively. I believe that if the students are involved in the rule creation process, then they will be more inclined to follow them and follow through with any consequences should they be broken. 2. Classroom Procedures Start of class: An agenda will be provided on the board so students are aware of what is planned. They currently have duo tangs they pull out for when they arrive to the classroom to settle in. Seating Arrangement Students currently sit in a semi-circle around a large table and are allowed to choose where they would like to sit. The boys tend to group together at the back and certain girls tend to clump together (especially in the Grade 8 class). The boys do tend to be a little disruptive so this is something I will address right away. They may choose where they would like to sit, but if they are disruptive to the learning environment, they will be asked to move. I would like to try and use positive reinforcement and praise to encourage appropriate behaviour (ie. praising students who are behaving correctly etc.) Should it continually happen on a reoccurring basis, a seating plan will be assigned until they are able to sit without disruption. Late Procedure: Tardiness is not too much of an issue with these students. Should a student arrive late, they will be asked to join the class without disrupting what is going on. They will be given an opportunity to ask one of their peers to catch them up on what the current task is.

Attention-Getting Procedure: My TA uses a number of non-verbal cues to get the students attention (silence, the look, clearing his throat) and these seem to work quite well. When the students a re a little rowdy, he counts back from 3 and this also works. Question-Answering Procedure: Raising hands if someone is currently speaking. Questions can also be called out as long as they are not an interruption. I want to encourage discussion and build mutual respect with and among the students. If You Need Help Procedure: Ask 2 peers before asking the teacher. Leaving the classroom: The students currently ask for permission to leave the room or use the bathroom. I would like to assign a space on the board where students can sign in and out so they can leave the room at their own accord. One rule for this privilege will be only one can go at a time. This also allows me to know at all times who is missing from the room should an emergency occur. Clean-up Procedure: Students will be given a 10 minute warning and then a 5 minute warning and so on. Students will be responsible for cleaning up the space for the next class. This includes washing down the tables, putting away supplies, washing brushes and etc. They are already pretty good when it comes to this procedure. Safety Procedure: The room the students work in is quite small (Jr. Art has 26 students) so some work on the floor or out in the hallway. Students will be asked to ensure they are not obstructing the pathway around the room to avoid trips and falls. Spills cleaned up, pencils and other hazards will be cleaned/picked up promptly. Art equipment and tools will be used with supervision and never alone to prevent injury or other accidents. Dismissal procedure: Once the room is tidied and materials and equipment are put away properly, chairs are pushed in (end of day, stacked on top of desks) students can gather their materials and wait by the door for the bell.

On the first day of class I will walk the students through the different classroom expectations. They, again, will be given an opportunity to discuss any changes or additions they would like to make to provide to the learning environment. My hopes are that in encouraging classroom collaboration and input, stronger relationships and a high level of respect will be built. I want the students to really feel that their input is important and that they are important. These procedures will be readdressed throughout the term to serve as a reminder of the expectations. 3. Relationship-Building Plan

4.

Intervention Plan

In the event that I should need to intervene and respond to student misbehaviour or disruption, I will take the following steps: Level of Disruption High Example of Behaviour Desk throwing Fighting Type of Teacher Response Verbally ask them to stop without physically intervening Contact the appropriate authorities: office, police Remain at the scene until help arrives Short verbal response 1 sentence max. Non-verbal: pause, look, closer proximity

Medium Low

Chatting continued despite intervention Drumming on desk Chatting/off task

Should disruption becoming an ongoing issue with particular students, I will work with the individual student to create a behavioural contract. By getting the student involved in the creation of the contract it is my hope that the student will hold themselves more accountable for their actions.

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Reflections on Classroom Management Successes/Strengths: Problem Areas/Areas for Growth: Alternative Strategies/Things to Try: