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Classroom Management Plan

Katie Fanning

Context

Grade: 4th

Subjects: All, Special Education

Community: Suburban

Student population: diverse

Physical Design
Bulletin Board Bulletin Board

Kidney Table

Computers

Teacher Desk

Easel & Stool

Board

Desks Rug

Class Rules

Bookshelves

Door

Bulletin Board

Physical Design

I organized my classroom like this in order to provide my students with the best possible work place that would promote productive and meaningful work. In order to accomplish everything that needs to be done in the classroom, a teacher must have environmental competence. This means he/she is aware of the physical environment and its impact and the ability to use that environment to meet the needs of the class. There are six functions of the classroom setting according to Steele. They are security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth. The two functions I chose to emphasize in my classroom were security and shelter, and symbolic identification. Security and shelter is the most fundamental function of all environments. This function includes both physical safety and psychological safety. Students need to feel safe in order to learn. Learning means taking risks, and if a student is not comfortable in their environment they will not take risks. In order to promote security and shelter, I set up a large carpet area in the corner of the room. This is a place for students to come and relax. There will be elements of softness in this area such as pillows, beanbag chairs, stuffed animals, etc. This can be used as a place for students to retreat and have some privacy. Symbolic identification refers to the information provided by a setting about the people who spend time there. I wanted this to be a strong theme in my classrooms that students feel like they belong in the environment. This will be their classroom for a school year so it is important that they feel comfortable in this area and want to spend time there. I have many bulletin boards around the room that will be used to display students work and give them an opportunity to bring in items that communicate information about them. I will use the bulletin boards to create student profiles and show off their hard work. I will also use some space to share pictures and items that communicate information about me so that students get to know me and promote positive relationships.

CLASS RULES:
1.Respect yourself and others 2.Treat others as you want to be treated 3.Be polite 4.Work hard and try your best 5.Take risks!

Rules

Establishing norms in the classroom is an important step in managing your classroom. Students will feel more comfortable in the classroom when they understand the norms for appropriate behavior. Rules help students understand what is expected and enhance feelings of safety, security, and competence. Rules are generally about overall conduct and how you behave. The rules in my classroom would be teacher generated. Teacher generated rules would be created because in my student centered classroom, students need rules to accomplish what they need to get done. I would have 4-6 classroom rules that would be written with positive language. I would present the rules to the class on the first day of school and go over each rule and ask students to provide examples of each rule. I would record the examples under each rule so that students can refer to the chart when they need to remember what each rule means. After discussing the rules, providing examples for each rules, and modeling each rule, I would post the rules in a prominent spot of the classroom.

Routines

Class-Running Routines: Morning/Class Arrival

Lesson-Running Routines What to bring to different lessons: students should know what they are expected to bring and have them ready so that they do not interrupt the lesson. What to do when an assignment is completed: Students should have a list of tasks they can work on once they have competed an assignment in order to allow other students to work without disruption. See activity on next slide. Distributing materials: who is responsible for passing out materials and how should be explained to students.

Bathroom: what procedures students need to do when going or coming from the bathroom. For example: signing in and out on clipboard. Getting Supplies: how to move around the classroom and acquire the materials needed to obtain supplies. For example: where supplies are located on cart and when students can use them.

Interaction Routines When the teacher needs the whole groups attention. 1, 2, 3 eyes on me Hand signal: Give me 5. Appropriate talk during: whole group, small group, or independent work. Students should know when each type of talk is appropriate.

Routines

Students can complete Reado

This is similar to bingo and can be completed when all other work is completed for fun! https://docs.google.com/file/d/0B3oSQOjnoBNWcUhna0tmNDRrRD g/edit?pli=1

Relationships
1.

How students will know I care about them: Greet students at the door: This is a small routine I can implement into my teaching routine. Welcoming students to the classroom and having a quick conversation with them can begin building a relationship that can be maintained throughout the year. Take a personal interest in each student: understanding each individual student in your classroom can help you develop a positive relationship with my students because they will feel cared for and important. When students feel cared for and respected, they will engage in pro-social behavior, adhere to classroom rules and routines, and engage in academic activities. Be respectful of all students: it is important that each student is respected. Students will feel cared for when you take a personal interest in respecting them as an individual. If they feel you do not respect them, they will not want to engage in responsible behavior who adheres to rules and routines and takes part in academic activities.

2.

3.

Relationships Cont.

How I will foster a sense of community in the classroom:

Learning means taking risks. Students need to feel comfortable in their environment to take risks. In order for students to feel comfortable in their environment they need to feel comfortable with their peers and have a respectful relationship with me as their teacher. Building a community in the classroom is an important step to make students feel comfortable.
1.

Have students interact regularly and work on communicating with one another. It is important that students are able to openly communicate between one another and with me as their teacher. I want them to understand the most important skills that are required to communicate so that they all feel heard and cared for. Get to know you activities emphasized in the beginning of the year. Having students break the ice as soon as possible will begin their journey to getting to know one another and feeling comfortable in the community. Team building activities to work together, express themselves, and feel comfortable together. Having students work together to solve problems will require them to interact, practice communication, and get to know one another. When students are faced with challenges, they will have to come together and be a community in order to work together effectively and efficiently.

2.

3.

Discipline

The classroom management plan I have created sets up students to be successful in my classroom. However, there are times when misbehavior happens so it is important to set up a plan on how to deal with it in order to be prepared.
There are three different types of misbehavior that will be addressed in the following slides, they include minor, more serious, and chronic.

Minor

It is important to focus on the goal of dealing with misbehavior, which is stopping the misbehavior from happening again. In order to do so while respecting the individual student and being fair it is important to:

Use disciplinary strategies that preserve the dignity of the student. Maintain lesson momentum with minimum disruption. Consider the context of students actions. Match the disciplinary strategy to the misbehavior. Choose culturally consistent strategies.

Strategies for dealing with minor misbehavior:

Nonverbal: the look, facial expressions, hand signals, proximity. I will try to use nonverbal the most because this does not disrupt the lesson momentum. Verbal: direct student to task at hand (Katie, were on #3), state students name in the problem you are working on, call on the student, use an I-message, use positive teacher language.

More Serious Misbehavior

Strategies for dealing with more serious misbehavior:

Plan consequences ahead of time

1. 2. Warning Logical consequence **I will have a discussion with my students and teach them about this concept. I will have them practice thinking of logical consequences. Note or phone call home Send to the principal

3. 4.

Choose consequences logically related to misbehavior Impose consequences quietly and calmly Reestablish a positive relationship with student as quickly as possible. The behavior was only a moment, it should not effect your relationship. Develop a range of alternative consequences Loss of privileges, isolation from group, detention, written reelections of problem, parent contact.

Chronic Misbehavior

This type of behavior needs to be addressed individually. It is important that students understand what they are doing, that it keeps happening, and that it cannot happen any more and why. In order to do this, there are a few strategies I would use to help prevent students from continuing the misbehavior.

1. 2. 3.

Problem Solving: I would use this strategy to work through the misbehavior and create a plan to fix it with the student in the future. Step 1: Define the problem Step 2: Brainstorm solutions Step 3: Evaluate the possible solutions Step 4: Decide on a solution to try Step 5: Determine how to implement the solution Step 6: Evaluate the solution Self-Monitoring: I would have a student self-monitor in order to make the student more aware of how often he/she engages in an appropriate behavior so that they recognize why the behavior is inappropriate and cannot happen. In order to do this, I would Identify the behavior Demonstrate the appropriate behavior Teach the student to observe and record his/her behavior