SHERALYNNE DEVEAUXS CLASSROOM MANAGEMENT PLAN

Introduction - The Role of Classroom Management: I firmly believe that classroom management is an integral component of effective teaching and learning. It is the foundation upon which all other teaching roles are built. Successful classroom management techniques allow educators to create a classroom environment that is conducive to the academic, personal and social achievement of students. In the teaching profession, we must reflect upon and criticize our current and past classroom management practices, engage in professional development and be open to trying new techniques in our classroom management approaches. These techniques allow for the improvement of classroom management skills that will facilitate the engagement and mastery for all students. I am dedicated to the productive evolution of my classroom management skills. My classroom management plan has been developed by drawing on academic research, coursework, personal experiences as a student, past teaching experiences and advice from colleagues. It is my hope to provide students and parents with a clear vision of my classroom management practices so that they may support and facilitate its implementation. My Philosophy of Teaching and Learning: I believe that individuals reach their greatest educational potential and contribute the most to society when they strive to achieve the goals about which they are most passionate. As an educator, I hope to aid students in identifying their passions and help them in channelling their energy towards academic success. A classroom can be full of diverse students, each with

unique approaches to learning. When educators tailor their teaching methods to emulate classroom educational diversity, students can both enjoy the learning process and achieve academic success. I adamantly believe that student engagement is a key component of classroom management. It is when students are not engaged that behaviour issues most often disrupt a classroom. As a teacher, I challenge myself to proved students with stimulating classroom experiences that captivate their attention and facilitate learning. Further, the classroom must become a safe environment for students, where they are comfortable to make mistakes, speak their mind and challenge themselves to improve. My philosophy of teaching and learning is clearly expressed in the Laguna Elementary School (Scottsdale, Arizona) Mission Statement. It reads as follows: To provide each student with the highest quality education and create a passion for learning, empowering each student to contribute positively to our global community (Bafile, 2010). Like learning, teaching is a continual process; and as an educator, I would continually strive to modify and adapt my teaching methods so that students are able to find passion and interest in their academic pursuits. Positive Relationships: I believe that building strong student-teacher relationships is a key component of creating a positive educational environment. Learning requires effort, and one of the best predictors of students' effort and engagement in school is the relationships they have with their teachers (Stipek, 2006, p. 46). In addition, research shows that if a teacher has a good relationship with students, then students more readily accept the rules and procedures and the disciplinary actions that follow their violations (Marzano et al. 2008, p. 41). Thus, creating positive student-teacher relationships should be a priority for any teacher. I have outlined several characteristics of a

positive and productive student-teacher relationship which I have identified through both research and practice. As an educator, I will constantly strive to emulate this desired relationship. First, a spirit of kindness and mutual respect should exist between students and teachers. Students function more effectively when they feel respected and valued and function poorly when they feel disrespected or marginalized (Stipek, 2006, p. 46). Therefore, all decisions made by an educator, which affect the pupils in his or her care, should aim at respectfully developing the students academic, personal, and social growth. During my internship, I noticed that a deeper level of respect was fostered in the classroom once I had clearly demonstrated to my students that my main priority was to help them find success in all of their endeavours. Second, all students should feel that they are being treated with fairness. An educational culture of fairness extends beyond the manner in which we impose consequences for inappropriate behaviour. We, as educators, must ensure that we are meeting our students physiological, safety, belonging, esteem and self-actualization needs (Tay and Diener, 2011). This may be as simple as moving about the classroom to ensure that the teacher has checked in with each student on a personal level throughout the lesson or as complex as consistently differentiating classroom content and instructional practices. Such acts can go a long way in creating a positive and cooperative classroom environment. In a differentiated classroom, teachers are engaged in the thoughtful and purposeful planning for the range of learners in their classes (Dodge, 2005, p. 25). During my internships, I tried to organize non-traditional activities in my classroom which catered to a diverse range of learning styles. My students responded very positively to this approach and I saw a high level of student engagement. I firmly believe that classroom differentiation is an essential if educators wish to fairly address the needs and learning

styles of all students. This environment of fairness can significantly contribute to positive relationships between students and teachers. Third, surveys show that students prefer when teachers use a confronting-contracting management style. This essentially means that teachers deal with disciplinary problems directly; however, their disciplinary approach is flexible, reflecting the specific needs of each individual student (Marzano et al. 2008, p. 41). This direct management style helps to deter other inappropriate behaviours. I hope to continue to incorporate and perfect this confrontingcontracting disciplinary approach into my teaching so that I may cultivate positive studentteacher relationships. Finally, my teaching experiences have taught me the importance of creating an open channel of communication between myself and my students. My goal is always to create an environment in which students feel comfortable to approach me with any concerns, questions or criticisms that they may have. During my internships, I frequently spent my lunch hour providing extra help to students in the classroom. This valuable time allowed me to converse with students on an individual basis and permitted me to better understand their learning styles and interests, thus facilitating positive relationships. By fostering respect, I believe that I can engage in productive and influential communication with my students. I believe that with respect, kindness, fairness, productive disciplinary procedures, and open communication exemplary student-teacher relationships can be built. Classroom Organization and Structure (Physical Layout, Student Groupings etc.): Classroom organization is not simply a necessity for teachers. Classroom organization can carry over into the students' work ... and the students are learning more than just academics in the classroom. They are also learning good habits and life skills (The Power of Organization,

2005, p. 8). The following describes several organizational strategies that can facilitate effective classroom management. Classrooms should always be neat and organized, thus emulating the organizational skills and social and behavioural order required from students. Such organization may involve ensuring that all educational resources are labelled and that adequate storage facilities (ex. binders or shelving) are procured. Other managerial techniques include: 1) using to do lists, 2) ensuring that the teachers workspace is free of clutter, 2) purging unneeded documents/materials, 3) having folders to quickly place papers which must be filed, read, or graded, and 4) having a bin for students to place submitted work (McDavid, 2004). My classroom will be neat and organized. This involves ensuring that all educational resources are labelled and adequate storage facilities are created. For example, extra handouts and other materials given to students during class will be placed in a bin at the end of each day. Students that have missed a class for any reason will know that they need only check their classs handout bin to collect the work that they missed. All manipulatives and lab materials will be organized on shelves and in cupboards around the perimeter of the room. At the beginning of the year, students will be made aware of the materials that can be used freely by students without seeking teacher permission as well as the items that require direction and permission before use (i.e. most lab equipment). The organization of my classroom will be a model for the skills I desire my students to achieve. A complex relationship exists between the learning environment and the learning process. As such, when used correctly, classroom dcor elements can positively contribute to the learning environment. When students arrive in a classroom, they should be met with a room that is tactically organized to facilitate learning. The walls of the classroom should highlight relevant,

curriculum themed literature including graphic posters, famous quotations, challenging problems and other educational resources. This dcor can be used to help immerse the students in the learning process. Further, the dcor of a classroom should be changed as student transition into a new unit or topic, thus allowing them to become engrossed in the topic at hand (Hubenthal and OBrien, 2009). My cooperating teachers had a range of educational resources on their walls and I firmly feel that the dcor helped to create a positive and welcoming learning environment. In addition, these resources provided constructive educational material for students who became visually distracted during a lesson. In an ideal world, my classroom will contain a Smartboard and a pod of at least four computers. I believe that technology can be an excellent education tool and I plan to use various technological resources in my classroom. All course notes, answers to problem sets and other information will be placed on my personal website so that students and parents can access all course content from home. Further, using the Smartboard, I will record my lessons so that absent students can review missed class material. Technology will play an important role in my classroom management strategies. Students frequently misbehave when they are not sufficiently challenged. As such, my website will contain a multitude of supplemental activities that students can access from the class computers. As a result, students will always be engaged in a task, reducing the potential for inappropriate behaviour. I have put much thought into the organization of the desks in the classroom environment. Research shows that seating plans should: 1) minimize distractions, 2) maximize student access to instruction, materials, and teacher attention, 3) match the lessons purpose, and 4) facilitate easy movement (Everston, Pool & the IRIS Center, 2002).

I plan to group my students in pods of four. In this manner, group work is quickly and easily organized. I have chosen to create groups of four because I feel larger groups create an environment in which some students may become overwhelmed or overshadowed. Further, independent work can proceed with few distractions when students are organized in smaller groupings. I believe in collaborative education and this classroom organization will facilitate productive cooperation among peers. Group work may be a structured task such as a group project or assignment. Alternatively, students may simply aid each other as they tend to an independent task. My chosen seating arrangement will facilitate cooperation and peer-teaching in both of the outlined situations. My chosen classroom layout organizes the pods of desks in a circle. Students can simply move their chairs to the perimeter of the circle when we are engaging in whole class discussions. Students will be able to see and communicate with each other easily. Further, independent work can proceed with fewer distractions when students are organized in smaller groupings. To give students a fresh perspective and to allow them to experience a multitude of learning environments, I will move the students desks frequently (approximately once a month).

I believe in collaborative education and this classroom organization will facilitate productive cooperation among peers. The theory of social constructivism asserts that education is a social endeavour (Chin, 2007, p. 816). Placing students in small groups allows the social nature of education to be positively developed. Students struggling in a particular concept area can quickly receive help from a student in their pod that has mastered the material. I feel that a large majority of students will benefit from this type of organization. My chosen classroom layout organizes the pods of desks in a circle. Students can simply move their chairs to the perimeter of the circle when we are engaging in whole class discussions. Students will be able to see and communicate with each other easily. Grouping is an important consideration when determining productive classroom management techniques. Flexible instructional grouping is the thoughtful and deliberate match between students and their specific needs (Dodge, 2005, p. 104). I believe in both strategic and flexible grouping. Before having students engage in a task, I will select the type of group that would be most beneficial to that particular learning situation. For example, whole class instruction, individually seatwork, partners, or small groups can be successfully used in the classroom (Valentino, 2000). Grouping techniques will be harnessed in my classroom to help achieve specific curricular goals in each of my teachable subject areas. For example, developing oral communication skills is a key curriculum outcome in any French class. Small groups will allow me to facilitate equal and frequent French communication between students. In science courses, I will be able to organize small group activities and lab work with students working in teams of two (i.e. working with face partners) or four (i.e. working as a whole pod). Small groups allow each student to engage in hands-on scientific inquiry, whereas some students may not have the

opportunity to fully contribute in a larger group setting. In mathematics, students can gain a deeper comprehension of mathematical concepts by evaluating multiple solution pathways. When tackling a difficult problem, I will ask my students to first attempt to work independently. Then I will have each pod evaluate how their team members attempted to solve the problem. In this manner, students can engage in peer instruction. The teacher can later act as the facilitator for the whole class discussion, guiding students in their conceptual change and addressing errors (Williams, 2011). Students benefit from hearing and evaluating their classmates responses. I will always strive to create groups that help students achieve their academic goals. I will also strategically select the students that form any particular group. At times, students may be grouped based on their readiness, allowing students of different achievement levels to work on differentiated tasks that are intellectually challenging. Contrastingly, groups may also be heterogeneous so that students are able to learn through peer teaching (Bedford, Laurie). Grouping decisions can also be made based on student interest or preferred learning style. Grouping should always be a conscious and strategic decision in any classroom. Classroom Procedures and Routines: I have compiled and outlined a list of procedures and routines that will help me facilitate a productive learning environment. I am certain that this list will only grow and modify as a gain more teaching experience and learn the procedures that will function best for me and my students. Homework: Homework will be assigned in my classroom on a regular basis. Middle school students will receive no more than 20-30 minutes of homework a night and high school students will

receive no more than 30-45 minutes of homework each evening. This does not include unit or term projects which students must work on throughout the course. The work I assign my students will always be purposeful and relevant. I do not believe in assigning homework if it will not directly facilitate increased student comprehension. As such, I will plan homework assignments thoroughly to ensure that they are clear and academically beneficial. I will always verify and record whether or not a student has completed his/her homework. Homework will count for five percent of my students final grades and students will be given one point each time they complete a homework task. If I assign homework thirty times in a semester, their homework grade will be marked out of thirty. If students are absent from class, they will be able to check my personal website for the material covered that day and the homework to be completed. Absent students must have their work completed the day they return to class to receive their point. If the absence is related to student sickness, I will negotiate an appropriate timeframe for work to be completed. Evaluations and Grading: I hope to provide my students with frequent evaluations. I will use exams, tests, assignments, projects, labs, journals, homework and a class mark to evaluate my students achievement in my course. The following figure outlines how I will compose student grades in each of my three teachable areas. French Exam 30% (1) Unit Tests 35% (4) Projects 25% (4) Science Exam 30% (1) Unit Tests 25% (4) Labs 25% (6) Math Exam 30% (1) Unit Tests 30% (4) Assignments 25% (8)

Journals 10% (8) Homework 5%

Science Fair 15% (1) Homework 5%

Projects 10% (2) Homework 5%

I will distribute my evaluations evenly throughout the year/semester so that students do not become overwhelmed with the assigned tasks. If a student is absent the day of a test or when an assignment is due, they will write the test/pass in the assignment the next day they are present. If the student has been ill, I will provide the student with an alternative due date or make-up test date. When calculating a students mark, I will drop their lowest score in any two of the following categories: unit tests, projects, assignments and labs. (Please note: mathematics students will not have the option to drop a project mark because only two projects will be assigned). I recognize that students may have an off day and that assessments on that day may not be indicative of the students true mastery of a concept or skill. Dropping two marks allows me to calculate a mark that better represents my students abilities. As previously stated, I will frequently use group work in my class. As a result, I will need to evaluate group assignments and projects. I firmly believe that cooperative learning should be an essential component of public education, however, I do not believe in group grading. Students will work collaboratively to complete assigned tasks, but they will be graded individually. Washroom: Students may leave to go to the washroom once during class time (with the exception of specific medical reasons). There will be a sign out sheet located next to the door where students must write their name and the time that they left the class. Students will not need to ask

permission to go to the washroom. When I see a student getting up to sign out, I will be aware that they are headed to the washroom and I will not need to disrupt my lesson. Food, Drink, Water Students will not be permitted to eat in my classroom. However, I will allow my students to drink water in class. The only beverage that will be acceptable to drink in class is water. Dehydration can result in poor academic performance (Water Is Cool in School Campaign, 2008). Allowing water in my classroom is therefore a necessary measure in facilitating academic success. Class Discussions: I hope to encourage stimulating and productive classroom discussions in which all students contribute. Whole class discussions are an effective teaching tool in almost any subject area. However, the teacher must follow and implement a strategic procedure to ensure equal participation. I will have my students raise their hands to answer questions, especially at the middle school level. Having students raise their hands allows the teacher to select the student that will contribute next. In this manner, the teacher may opt to select a student that rarely raises their hand before the student that frequently contributes to class conversations. At times, I may want to hear input from every student in the class. In this situation, I will have my students sit in a circle and I will give them each three talking vouchers. Instead of raising their hand, students must throw one of their vouchers into the center of the circle to gain permission to speak. As a result, each student will be required to respond three times. This is an effective means of ensuring equal participation in whole class discussions. Finishing work early:

If a student completes his or her work before the rest of the class, they will begin to work on an enrichment activity. Often, teachers allow students who have completed their work early to begin working on the assigned homework for that night. I do not agree with this practice. If a student has correctly finished their work before the majority of students in the class, that student is evidently operating at a more advanced academic level. Allowing the student to complete homework does not challenge the student, but rather simply eliminates the work the child has to complete at home. Alternatively, I will have a bin of challenging supplementary activities for the student to work on. My personal website will contain tutorials, videos and links that will help the student to independently complete the task. I feel that this procedure will allow me to better serve my students academic needs. Daily Schedules/Agendas: When my students enter the classroom, I will have a lesson agenda displayed on the board. This agenda will include the learning goals for the day, an outline of the days schedule and the homework assignment for that night. The following is an example of a typical class schedule for each of my teachable areas. French: 0-5 minutes: Take attendance, check homework and attend to administrative tasks. There will be a discussion question or statement on the board for students to work on with a partner. 5-10 minutes: Whole class discussion of the question or statement placed on the board. 10-25 minutes: Activation of prior knowledge activity 25-40 minutes: Knowledge enrichment activity

40-55 minutes: Application of knowledge and reflection activity 55-60 minutes: Review homework, projects, assignments etc. Science: 0-5 minutes: Take attendance, check homework and attend to administrative tasks. There will be a discussion question or statement on the board for students to work on with a partner. 5-15 minutes: Discrepant event relating to the question or statement placed on the board. 15-25 minutes: Whole class discussion of discrepant event 25-55 minutes: Inquiry activity and/or board work 55-60 minutes: Review homework, projects, assignments etc. Mathematics: 0-5 minutes: Take attendance, check homework and attend to administrative tasks. There will be a problem on the board for students to work on with a partner. 5-15 minutes: Math warm-up 15-25 minutes: Mental math activity 25-55 minutes: Task rotation (anchor activities and guided math) 55-60 minutes: Review homework, projects, assignments etc. I will be certified to teach middle school and high school. A class period will be approximately one hour long, as such, I cannot afford to give my students breaks during class

time. However, students will have a short break as they move to their next class. Further, I will change activities frequently so that students do not become bored. I believe that a well planned lesson can help to prevent classroom management problems. Each lesson I create will be divided into a series of activities that cater to the interests, intelligences and abilities of my students. A differentiated lesson plan will help create an engaging academic experience for all of my students. As previously stated, when students are engaged in their coursework, it is less likely that behaviour management issues will arise. Transitions between Activities/Topics/Subjects: When students arrive in my classroom I will have a question, problem or discussion statement on the board. Students will immediately begin working on the question, problem or statement with a partner. This will allow students to quickly transition into my classroom. This will also provide me with a few minutes to check homework, take attendance and tend to administrative duties. Students will not sit idle during this time and they will be immediately immersed in the course content. I hope to provide my students with timeframes in which they are to complete activities. The lesson schedule will be placed on the board at the beginning of the lesson and I will review the schedule throughout the class. For example, I may tell my class that they will have ten minutes to work on the first activity of the day. Five minutes into the activity, I will warn them that there are five minutes remaining to complete the task. Nine minutes into the activity, I will warn the class that we will be switching to a new activity in one minute. The form of communication helps students stay on task and allows them to foresee the transition to a new activity.

I will devote time at the end of each lesson to review the concepts covered in that class. This may be achieved through a quick class discussion, an exit slip, etc. Taking time to review the days lesson will allow me to reinforce key concepts and themes. Further, overarching connections will be made clearer when the information is reviewed as a cohesive summary. This strategy will facilitate deeper student comprehension. Classroom Communication: I hope to create an open channel of communication between myself and my students. . It is my goal to create an environment in which students are comfortable to approach me with any concerns, questions or criticisms that they may have. By fostering respect between myself and by students, I believe that we can engage in productive and influential communication with my students. I have outlined how I intend to facilitate group discussions in the Classroom Procedures and Routines section of this document. However, classroom communication is more that the conversations between the students and their teacher. It also involves the clear expression of rules, regulations, expectations, guidelines and information. I will provide my students with a detailed course outline at the beginning of the year/term. This document will review the topics/units to be covered, the necessary materials students need to bring to class, a list of all due dates, a summary of how grades will be calculated, a list of classroom rules and procedures and my communication information (email, telephone number, etc.) I will have my students and their parents/guardians sign this document. I have also created a personal website (sheralynnedeveaux.weebly.com). On this website, I will post lesson summaries, worksheets, project outlines, homework assignments, video and

website links and my classroom management plan. This site will be yet another method my which I can communicate information to students and their parents/guardians. It is my hope that by using multiple methods of communication, I will be able to relay all information necessary to facilitate academic and personal success for my students. Communication with Home: I intend to provide my students parents or guardians with frequent communication relating to their childs academic progress. I will begin my year by emailing my course outline and a welcome message to the parents or guardians of my students. Most importantly, this email will include a list of important dates for students (i.e. due dates). I will phone each of my students homes within the first month of classes to introduce myself and to provide the parent or guardian with positive commentary regarding their child. Further, when a student does something particularly note worthy (helps another student, improves significantly on a test etc.) I will also make a phone call home. I will also send parents/guardians monthly updates about the classes progress, upcoming events etc. Open and frequent communication with home will allow parents or guardians to become involved in their childs life at school. Unfortunately, I will also need to telephone parents/guardians when a child is having academic difficulty or is exhibiting inappropriate behaviour. Hopefully, establishing open and friendly communication with parents/guardian at the beginning of the course will allow me to better communicate with them regarding less positive issues. Classroom Rules, Expectations and Guidelines:

The design and implementation of classroom expectations is an obvious, yet important, component of effective classroom management (Marzano et al., 2003, p. 13). As such, the exploration of classroom expectations, rules, and guidelines is an essential component of my philosophy of classroom management. My educational experiences have led me to believe that one general behavioural expectation should be promoted in the classroom: respect yourself, respect others and respect your environment. This mantra is an all encompassing classroom rule. Respecting yourself involves living up to your academic potential. Students should be expected to attend to all assigned work and to come to class prepared to learn. Respecting others means that students must conduct themselves in a manner that does not damage the social, mental, emotional or physical well-being of others in the school. Finally, respecting the environment entails treating all school property (i.e. text books, lab equipment etc.) with care and concern. I feel that following this one simple rule would result in a successful teaching and learning environment. I do feel that some students may need more clearly defined expectation or rules, especially at the middle school level. The authors of Classroom Management That Works: Research-Based Strategies for Every Teacher provide some helpful advice when attempting to implement classroom rules. They suggest that teachers write their proposed classroom rules on chart paper and post them around the classroom. Students can then write comments supporting, rejecting or modifying the rule. The teacher is then able to consider the students concerns and use them to finalize the rules (Marzano et al., 2003, p. 26). In this manner, students feel included in the rule creation process, but they are still aware that the teacher will ultimately make the final decisions. This strategy promotes respect among students and teachers, which is a fundamental aspect of successful classroom management. The following are a list of classroom rules

appropriate for middle/high school students: 1) respect and be polite to others 2) respect student and school property, 3) bring all required materials to class (i.e. pencils, paper, textbook etc.), 4) be seated in your assigned seat when the bell rings to begin class, 5) engage in classroom discussion at appropriate times, and 6) ask permission to leave the class (Adapted from Marzano et al., 2003, p. 19). A study by Ellen Slicker (1998) indicates that the effective use of rules and procedures at home can decrease a students disruptive behaviour at school and can produce higher achievement in classrooms. I therefore it can be extremely beneficial to communicate classroom expectations, rules, and guidelines with parents/guardians in the hopes that parents will help to reinforce these expectation. This produces management consistency both at school and at home. With reinforcement, students will be better equipped to follow the classroom rules that will support them in their educational endeavours (Marzano et al., 2003, p. 16). At the beginning of the school year, my first cooperating teacher had communicated the classroom expectations verbally to the students. In addition, students and parents/guardians were asked to sign a document indicating that they had read the following expectations: 1) be on time for class, 2) complete homework assignments, 3) participate in class, 4) catch up on missed work, 5) be prepared to write missed test upon returning to school, and 6) speak French in class. In general, the classroom expectations were followed by the students. Clearly, this explicit expression of classroom rules aided the creation of a well-managed classroom. Fair and Predictable Consequences: Teachers should manage their classrooms in a manner that is firm, fair, and forthright (Thorburn, 2012). A study by Stage and Quiroz in 1997 showed that disciplinary actions decrease disruptive behaviour in 80% of students and that reacting to inappropriate behaviour is

a necessary step in behaviour modification (Marzano et al., 2003, p. 28). Teachers must be aware of effective disciplinary techniques and must identify clear behavioural expectations if they are to facilitate a productive learning environment. Inspired by the levels of intervention outlined in Classroom Management: Perspectives on the Social Curriculum (Powell et al., 2001, pp. 83-87), my practicum experiences, and advice from my cooperating teachers, I have developed a personal levelled list of behaviour management strategies. This guide provides a clear frame of reference to consult when a student exhibits inappropriate behaviour. It is not however a strict step-by-step procedure. Inappropriate student behaviour must be dealt with on a case by case basis to ensure fairness and all exigent circumstances must be considered. Level One: This approach can be used for minor or infrequent disciplinary interventions. Students will be notified of their inappropriate behaviour through non-verbal social cues. The teacher can move toward the student/students misbehaving and simply use stern eye contact to address the behaviour (Powell et al., 2001, p. 84). During my internship, I learned that the consistent use of verbal expression to address behavioural problems deterred from the academic lesson at hand and disrupted the learning process. Non-verbal communication proved to be highly effective, especially as an initial means of addressing inappropriate behaviour. Level Two: When students do not respond to non-verbal communication or when the inappropriate behaviour is more severe, direct communication may be needed (Powell et al., 2001, p. 85). I believe that behaviours conversations with students should take place quietly during class only if their behaviour was disrupting other students; otherwise, their actions could be addressed after class. This was advantageous because the lesson was not disrupted to engage in a behaviour

management conversation. Further, this gave me the opportunity to discuss the situation in greater length with the student/students. In my discussions, I always tried to give students the opportunity to explain themselves thoroughly. Posing questions such as what are you doing and why are you doing this allows students to take responsibility for their actions and required them to verbalize their interpretation of the incident (p. 85). The goal should always be to have students leave these conversations with a clear understanding of the expected behaviour, yet they remain comfortable communicating openly with their teacher regarding any concerns they may have. Level Three: Persistent or more severe behavioural issues can necessitate a telephone call home (p. 85). If parent or guardian need to be contacted regarding their childs behaviour the school administration should also be informed of the incident(s). At this level, it may be necessary help/have students fill out a Cooperative Discipline Student Action Plan (Thorburn, 2012). Such plans help students reflect upon incidents of inappropriate behaviour so that they may prevent their reoccurrence. Classroom Management That Works: Research-Based Strategies for Every Teacher outlines yet another behaviour management strategy that can be effectively utilized at this level: home contingency. Home contingency is a process by which teachers and parents work together to solve behaviour management problems and to enforce consequences (Marzano et al., 2003, p. 39). When parents and teachers work cooperatively to help students behave appropriately, students become aware that there are common behavioural expectations at school and at home. Level Four:

When a students behaviour is regularly inappropriate or when they conduct themselves in a manner which is damaging to the physical, mental or social well-being of another student, the administration should be involved immediately. Some of these behavioural issues may result in the suspension of the student. In addition, behaviour management contracts are frequently used as an effective high level intervention technique (Powell et al., 2001, p. 87). Such contracts clearly outline the behaviour that the student has committed to display in the educational environment. The following table illustrates behaviours that will fall into each of the four behavioural intervention categories.
Level One Frequency The students behaviour is usually not a problem or significant time has elapsed between behavioural problems. Two The students behaviour has been inappropriate on several occasions in a week or in a single class. Three Four The students behaviour is frequently inappropriate. The students behaviour needs to be constantly monitored. Ex. skipping class Ex. bullying or physical violence Severity Ex. Talking in class that disrupts the learning process. Ex. using inappropriate language

Social Skill Development:

Teachers must recognize the critical role that the school plays in a child's social development and must constantly strive to help their students become socially competent. (Lavoie, 2002, p. 1). Social competence is essential an individuals ability to establish and maintain satisfactory interpersonal relationships, gain peer acceptance, establish and maintain friendships, and terminate negative or pernicious interpersonal relationships (Bremer and Smith,

2004, p. 1). Students must be able to interpret their own feeling as well as others feelings. In addition, the must learn how to accurately and appropriately express those feelings.

Adolescents who have strong social skills, particularly in the areas of conflict resolution, emotional intimacy, and the use of pro-social behaviours, are more likely to be accepted by peers, develop friendships, maintain stronger relationships with parents and peers, be viewed as effective problem solvers, cultivate greater interest in school, and perform better academically. (p. 1)

Education is truly a social endeavour and students may not be able to productively participate in the learning environment when social skills are absent. For example, cooperative learning requires students to significantly draw on their social skills in order to engage in the learning process. The following strategies aid educators as the help to facilitate students social skill development: ensure that students know each others names, 2) hold class meetings to build a sense of community, 3) provide unstructured communication time, 4) encourage self-awareness through journal writing, 5) facilitate non-competitive activities, and 6) allow students to comment on their school experiences (p. 4). Throughout my internships, I utilized cooperative learning strategies in my classroom. My students worked well in this learning environment and they were given opportunities to cultivate their social skills. Peer evaluation was another teaching strategy which aided my students in their social skill development. Each student evaluated three of their peers on a mathematics warm-up which they created and presented to the class. We discussed how to appropriately deliver constructive criticism and comments. The students excelled with this

activity, and I feel that they learned important social skills which are necessary both inside and outside the classroom environment. Inclusivity: Inclusion is a way of thinking and acting that permits individuals to feel accepted, valued and secure. An inclusive community evolves constantly to respond to the needs of its members. An inclusive community concerns itself with improving the well-being of each member. Inclusion goes farther than the idea of physical location, it is a value system based on beliefs that promote participation, belonging and interaction. (Manitoba Education, Training and Youth, 2001) The MacKay Report demonstrates New Brunswicks commitment to inclusive education and indicates that inclusion is the best way to unlock the human potential of all students and capitalize on their diversity (New Brunswick Department of Education, 2007). In addition, the report asserts that inclusive schools are safer as the reduce alienation and promote a culture of belonging. It also states that, inclusive education is the model that best achieves the goals of equality for all, as articulated in the Charter of Rights, the human rights code and international commitments (New Brunswick Department of Education, 2007). Inclusionary practices clearly provide benefits to the educational environment. As educators, we must become effective classroom managers within an inclusionary model. Community-building management strategies that facilitate friendships, collaboration, parent involvement, and address challenging behaviours in a positive, proactive, and educative manner are consistent with the goals of inclusive education (Soodak, 2003). It is important to note that many common classroom management strategies are also productive in the inclusionary classroom. For example, the effective teacher in the inclusive classroom possesses such

characteristics as: efficient use of time; good relationships with students; provides positive feedback; has a high student success rate; and in general provides support for the students with and without disabilities (Sakarneh). Inclusionary classroom management many involve the frequent use of flexible grouping, the establishment of peer support systems, positive reinforcement plans, individualized education plans, and modified tasks and assignments. The goal is to ensure that each student as an equal opportunity to succeed in the classroom environment (Soodak, 2003). In addition, teachers must learn management strategies that can help support the academic, social and personal development of students with exceptionalities, with diverse cultural backgrounds, with varying socio-economic statuses, etc. It may be difficult to gain expertise in managing the vast array of diversity may exist in the classroom environment. However, a commitment to supporting student diversity within the classroom and an embracement of inclusion is a step in the right direction. When educators tailor their teaching methods to emulate classroom educational diversity, students can both enjoy the learning process and achieve academic success. Students at Risk: At risk students are those at any grade level who are at risk of being unsuccessful at school (University of Alberta). These students may struggle with academic success, may have difficulty with the social interactions which occur within the school environment, and are subject to a high dropout rate. Research indicates that cultural differences, environmental factors (ex. socio-economic status, community, family, etc.) and personal factors (ex. self-esteem) can all contribute to the difficulties faced by students at risk. Essentially, every aspect of a students life can affect their scholastic achievement. There are a multitude of strategies that can help educators support at risk students. For example, educators should constantly try to relate to

students home/community environment and culture. In addition, it can be beneficial for teachers to promote cooperative learning and activities that help develop personal, social, intellectual, and citizenship growth. Differentiating instruction to emulate classroom diversity is also a useful instructional strategy. Most importantly, educators should gear instruction towards the needs of the individual student [and] offer individual student support with immediate, relevant, effective, and efficient responses to students who present the most significant behavioural challenges (University of Alberta). Collegial Support and Collaborative Teamwork: Collegial support and collaborative teamwork are essential tools to harness when desiring to create a positive learning environment. Recently, schools have been establishing professional learning communities (PLCs) to help facilitate supportive and shared leadership, collective creativity, shared values and vision, supportive conditions, and shared personal practice (SEDL, 2012). PLCs can provide benefits to both students and teachers such as: reduced teacher isolation, well-informed and committed teachers, and increased academic success for students (Public Schools of North Carolina). In addition, PLCs are a powerful staff-development approach which can help invoke school change and improvement (Public Schools of North Carolina). During my internships, I was immersed in an environment of collegial support. The mathematics teachers formed a team to outline the knowledge, skills, and dispositions that all students needed to acquire. In addition, we developed curriculum pacing guides, an assessment calendar, and common assessments. More importantly, there existed a sense of comradely and support among staff members. I consistently benefited from the advice and guidance provided by senior teaching staff. These experienced individuals may be able to provide me with lesson

planning and management tips that have been proven to be successful. As a collective, teachers hold a wealth of knowledge, resources and skills that, when shared, can improve the teaching and learning process. Conclusion: My philosophy of classroom management is a fluid document. As I gain more teaching experience, I will learn skills and tools from my students and colleagues, resulting in modifications to my philosophy. I will continually strive to improve my classroom management skills by soliciting feedback from master teachers, reading academic literature and engaging in self-evaluation practices. With time and experience, I am confident that I will gain the necessary skills to become a successful classroom manager.

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