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CLASSROOM MANAGEMENT Philosophy: I believe all students can learn and succeed in their education.

This can be accomplished by providing a safe and enthusiastic environment in the classroom. Respect between students and between the students and the teacher is essential for a safe and comfortable learning environment. In order to achieve a positive learning atmosphere, the student must be responsible for his or her behaviors, as they are responsible for their own learning, while the teacher is responsible to set high expectations and challenge them in order to achieve success. In order to achieve a positive environment for learning, the student must understand the high expectations of the teacher and must be willing to be invested in their own learning. The role of the teacher is to provide content that engages the student by using a variety of learning techniques that address multi-intelligences and learning styles. This allows the students to develop critical thinking skills and become problem solvers. When problems do arise, the students themselves can arrive at the solution. The goal is to create loving and caring individuals who can take risks, establish realistic goals, assume responsibility for their behavior, and self-assess where there is a need for improvement. A safe environment, the student is only in competition with themselves and not in competition with their fellow students. In the Love and Logic model of teaching the teacher must understand the students biggest job in the school is learn content of the subject. This is achieved through motivated guidance through the content and not through force. The motivated guidance is a key to the student putting the pieces together by the interaction between the student and their choices. This is achieved in a respectful and empathic way, without anger or threats, allowing the student to take responsibility for their own actions and education. In a diverse community and with and with the increasing diversity in the classroom, a safe learning environment must be provided to all. The classroom must value diversity, recognize and respect the fact that people are different and that these differences are valuable in a rich and engaging learning environment.


I BELIEVE: That all students can learn That all students can succeed That all students behaviors are their responsibility That the classroom must be a safe environment That the classroom must be comfortable for the student to learn That respect between students and between students and teacher are important for a safe and comfortable environment That the an enthusiastic environment can enhance learning That a challenged student in their appropriate level is important to success That diversity should celebrated and recognized in respectful and positive ways CLASSROOM ARRANGEMENTORGANIZATION: Depending on the number of students and the size of the room, one of two seating arrangements would be preferred. If courses involve 30 plus students the best organization would three rows of two seats side by side. This would allow students to work in groups of twos or fours for small group activities. Also easily separated for testing and assessments. Plus provides for easier movement in the aisles (Andrew Johnsrud classroom set up, John Marshall High School). If the courses involved more interaction between students in open discussions the best classroom set up would be in the form of a horseshoe two desks deep around the outside of the classroom so the students can see each other easier during discussion and adequate view of the teacher and boards from all areas within the classroom. Desk placement would be an easily accessed off to the side either on the right or left of the board, preferably near the door, for access to students coming or going from the classroom. Bookshelves near the one side of the classroom with class reference materials, textbooks, and study materials are easily available. Guidelines near the door and materials that support the courses being taught on the walls and where the students can easily see guidelines and materials for future reference. Separate baskets with easy accessed by the students for where classroom assignments can be turned in. CLASSROOM PROCEDURES: Upon entering the classroom the student should be seated at his/her desk, sharping pencils, and starting the bell work for the day. Handing out materials can be done by the teacher and passed back down the rows. At times the picking of two different students to pass out and the students handing the materials back down the rows from the front.

Receiving back quizzes, tests, and papers to be handed to the front and the teacher will retrieve them. Handing work to be completed by the final bell will be placed at a table near the door. As part of a respectful classroom, when someone is speaking full attention is expected to include eye contact. If question or comment the student should raise their hand. If someone does something well, congratulate them. Respect all answers even if you disagree with their opinions and comments. Manners and courteousness is expected from all in the classroom Cheating and plagiarism (a form of cheating) is not tolerated. Passes to other areas of the school will follow standard procedure, first ask permission, write out pass for signature, and sign out (School policies)

MANAGING STUDENT WORK: All assignments are due on the date due at the end of each module. These modules can either be completed on assigned worksheet or through Cornell model of note taking. Both name and assignment number must be included on the assignment. All research papers or projects are due on specified date, and paper must be headed with their name, assignment, and due date also include the title of the project. Module assignments will be graded on the date due; research projects, papers, or essays will be graded in a timely fashion and returned. Late work will get partial credit for the assignment. Tests can be corrected and turned in for partial credit. GETTING OFF TO A GOOD START: Welcome the students at the door first day and daily Start the first day of the year with a warm introduction with your name, room number, section or period, grade level of course, and an appropriate greeting. Establish seating assignments (Wong, 2005), and then continue on to the expectations, guidelines, procedures and school district policies regarding student behavior. Daily classes will start with analog or word of the day with music playing, followed by a fact of the day, and then a photo related to world location, preferably related to the module if possible. MOTIVATIONAL PLAN: The creation of a safe, comfortable and respectful environment can go a long way in the motivation of students. Curriculum is challenging and relevant presented with multi-media, sound, and other varied forms will motivate students to rise to levels expected.

Contacting parents of several students a week in order to discuss a good to excellent job which they have accomplished that week will help motivate the student Using positive true compliments with students and always using thank you and please with students. Teach content so students can understand new ideas and connect them to other ideas and making them applicable and relevant to the students own lives.

BEHAVIOR MANAGEMENT: Respect: Have a discussion about giving and receiving respect and what should the consequences if respect in the classroom is achieved or violated Non-verbal communication: The use of body language, facial expressions, gestures, eye contact, and physical proximity promote self-control by the student. Misbehavior is important to be recognized by the teacher who should be aware enough to be able to recognize when misbehavior occurs and to use non-verbal methods to prevent escalation of the behaviors. Reminders/Requests: Sometimes a verbal reminder of the classroom rules and consequences will be all that is necessary to stop student misbehavior. Redirecting Behavior: When an act of misbehavior occurs, a teacher may describe the action to the student and suggest alternatives, which are acceptable. Dealing with attention-seeking students: If a teacher ignores an attentionseeking student, the misbehavior usually escalates to a level and cannot be ignored. Therefore, the teacher should re-direct the behavior and later when the student is providing appropriate behavior use positive reinforcement of this positive behavior. Avoid Power Struggles: The authority figure, the teacher, should not engage in power struggles with students. Redirect this student's behavior by offering some type of responsibility or decision-making. Address the behavior only: The teacher should not personalize the situation of misbehavior, through good communication addressing the behavior directly, and letting the student decide whether their behavior is appropriate. Invoking Consequences: A good technique is to ask the student what consequences should be applied to the behavior. They are usually tougher on themselves than required to correct the behavior. Prevent Escalation: Through listening to the student and talking to prevent further or escalating misbehavior which should be done privately, and rationally discuss the problem behavior. This should enhance the constructive discussion. Student Removal from Class: If the student continues to escalate and is causing a disruption in the classroom he should be allowed a breather in the hallway until he/she calms down and then can return, or be removed from the classroom.

Resources Reviewed and/or used in creating this paper: Teacher Vision http://www.teachervision.fen.com/classroom-management/resource/5776.html Academy for Teacher Excellence http://teacherexcellence.org/your-best-year-classroom-management-ms/ National Education Association Classroom Management http://www.nea.org/tools/ClassroomManagement.html James Madison University Cornell Style University Notes Toolbox http://coe.jmu.edu/LearningToolbox/cornellnotes.html Education Oasis Classroom Management http://www.educationoasis.com/instruction/classroom_management.htm Education World Classroom Management: Ten Teacher-Tested Tips (Some of the tips are for elementary classroom management) http://www.educationworld.com/a_curr/curr261.shtml How to be an Effective Teacher: The First Days of School (2005). Wong, H. & Wong, R., Harry K. Wong Publications, Inc. www.EffectiveTeaching.com David Wiggins Classroom Management Plan http://www.geom.uiuc.edu/~dwiggins/plan.html#2a Carol Dunn Classroom Management Plan http://www.calstatela.edu/faculty/jshindl/cm/caroldunnCMP.htm Love and Logic http://www.loveandlogic.com/pdfs/rules.pdf DNT Resource Center Diversity http://www.ndt-ed.org/TeachingResources/ClassroomTips/Diversity.htm