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Classroom management plan

Philosophy to learning, teaching and assessment


As a strong believer in humanism and social constructivist theories,
effective learning constitutes a collaborative environment where students
seek help from a more knowledgeable other, whether that is a fellow
student or a teacher. It is imperative students of all ages foster a love for
learning.
As a social constructivist my teaching philosophy is based around a
scaffolded model where I will provide guided assistance as needed or
encourage the students to seek assistance from their class mates. I
implore my students to provide critical feedback to each other, work
together and support each other and I in turn will be thorough in guiding
my students to become independent and self motivated learners.
I believe learning starts with the environment we create, if I can provide a
safe, caring and positive environment, one in which satisfies the students
needs socially and educationally (McInerney, 2014, p. 201), I believe the
students will be intrinsically motivated to please.
There are two forms of assessment that my philosophy supports. I believe,
in group work it is important for the students to self evaluate for example,
I will ask one person from each group to rate their team out of five for how
they have worked together.
For individual work I will have the students conference with me I will
provide constant formative evaluation and immediate and positive
corrective feedback (McInerney, 2014, p. 201). I strongly believe
assessment should be about improving my students understanding in
which will increase their chances of future success.

Outline of learning context


The setting will be based around a mixed sex, year five class in an inner
city suburban primary school, with relative wealth. The school has around
four hundred students and is considered one of the most desirable
primary schools in the state.
This class consists of twenty four mixed ability students, there are two
students with learning disabilities namely dyslexia which is best
understood as a persistent difficulty in reading and spelling (Dyslexia in
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Australia, 2014) and dysgraphia which is a specific learning disability that


affects written expression (What is Dysgraphia, 2014), there is also one
student who is an expert at aversion.
The students from this school come from various backgrounds including
China, Korea and India.
Rationale for classroom layout
As a firm believer in humanism and social constructivist theories, I will
facilitate situations that provide students an opportunity for collaborative
learning while fostering a teamwork environment.
The rationale for my classroom layout is based around a collaborative
learning environment. The students will sit in groups of four, where they
can work individually, in pairs, or in small groups, for full class discussions
the students will come together at the mat area.
What cannot be seen on my diagram is that every two weeks the students
will move seats therefore, over the school year every student will have the
opportunity to sit with and work with a different classmate. I strongly
believe this will foster a team environment, one in which all students will
have the opportunity to build possibly unexpected relationships.
I have placed the teachers desk at the front of the class, in the corner; I
believe this gives the classroom less of an authoritarian feel about it.
Everything else in the classroom is where and what you would expect to
see, drawers to the side, displayed work on the walls and smart board at
the front.

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Classroom management prevention strategies


Building positive relationships is vital for any teacher entering a new
environment or starting a new school year. A good strategy is making an
effort to get to know your students; this is also called winning over, which
is a day-in and day-out demonstration of teacher interest in the personal
life of the students (Bennett, p. 63). It is important that this is a heartfelt
strategy; every effort must be taken to show genuine interest. I believe
another important strategy is to learn and use your students names as
soon as possible. It is very difficult to build positive relationships if you are
calling the student by the wrong name.
Creating and maintaining emotional safety is very important. I feel
students these days are very much in tune with their surroundings, more
so than what students were in my day. Todays students carry much more
emotional weight and pressure than ever before. Therefore; it is
imperative that the classroom be a safe, comfortable, caring and
supportive environment. However; emotional safety is also about creating
an environment that is inclusive, one in which students are free to express
their thoughts and feelings, where they feel safe and have a sense of
belonging from nine to three, five days a week.
I am a strong advocate for enabling the students to take some ownership
for establishing classroom rules. Rules are about setting boundaries,
encouraging the students to make safe choices and displaying respectful
behaviours (Kivunja, 2015, p. 60). If the students respect the rules they
are more likely to follow them. It is important not to have too many,
establish a rationale for each rule and state them positively (bennett, p.
207) I believe a collaborative approach supports my philosophy and also
Kivunjas idea of creating harmony in the classroom by consolidating
teacher-student and student-student relationships (Kivunja, 2015, p. 61).
Routine is something that develops over time, however; student
expectations must be explained immediately. The students need to know
that it is not alright to disrupt the class; it is not alright to walk around
aimlessly. Routine should be specific and maximise efficiency and
effectiveness (Kivunja, 2015, p. 60), though it is important to have
routine for movement and order, I believe the most important routine is in
how we start the day. I will expect my students to have their reading
diaries signed, homework out and ready to be viewed and students seated
and organised by the time the first bell goes. Starting each day on time is
vital for maximising student learning.
I dont believe I will enter my initial teaching experience with a plan to use
a system of reward and punishment. I dont believe it fits in with my
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philosophy; it is an extrinsically motivating system that does have some


merit. However; I for most part would like my students to be intrinsically
motivated.

Classroom management response strategies


Students can misbehave for a myriad of reasons including, problems at
home, attention seeking, bullying or they may not understand what is
being taught. Initially low key prevention strategies might be best to get
that student back on track. Some of those strategies might include
making eye contact, using proximity, pausing, using the students name or
if he or she continues to be disruptive quietly and politely deal with the
problem.
Consequences should always be related to the misbehaviour. A good
strategy is to let the student develop their own consequences through
choice. For example, if a student is being disruptive a teacher could
quietly approach this student and say you have a choice; you can go to
the wet area and work quietly on your own or you can stop disrupting the
class and continue to work quietly with your group. It is important that the
choice you give is not seen as an ultimatum or a punishment; it should
be delivered in a manner that is positive or neutral (Bennett, pp. 232234), to avoid escalating the situation.
The goal when managing defiance is to diffuse the struggle. This can be
done in many ways but will most likely require a combination of ways to
lesser the situation. When dealing with a power struggle one must take a
deep breath and give your full attention to what is happening. I would
initially square off with the student and convey a more assertive
message (Bennett, p. 223), it is important at this point to make and keep
eye contact. Bringing the student back to a neutral position is of most
importance I would try and do or say something to deescalate the
situation and allow the student to save face (Bennett, p. 263).
De-escalating strategies can be quite vast and it could involve anything
from ignoring the student to using humour to lighten the situation.
Another strategy could be to use attribution theory, where you throw the
ball back into the students court by offering a choice (Bennett, p. 267).
For example; one might say you have a choice on where this goes next.

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However; if things dont go to plan I would ask the student to leave the
room or I would leave the room myself, alternatively I might send a
student to go and get the deputy (Bennett, p. 267).

Relevant policies
http://www.education.wa.edu.au/home/detcms/search/index.jsp?
terms=managing+defiance&restrictToContentSections=publiceducation&x=7&y=4
Managing student behaviour is a good paper by the department of
education about viewing behaviour in educational terms and providing
best practise.
http://www.education.wa.edu.au/home/detcms/navigation/education/supp
orting-children-s-learning/
This is an outline on policy for supporting childrens learning. What was of
most interest to me was every school has a behaviour management plan
that is developed in consultation with students and parents.
http://www.education.wa.edu.au/home/detcms/navigation/education/supp
orting-children-s-learning/student-health-and-wellbeing/?page=1
I found this an interesting policy as it covers many of the issues that could
have an effect on student behaviour.

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Bibliography

Bennett, B. S. (n.d.). Classroom Management: A thinking and caring


approach. Toronto Canada: Bookation inc.
Dyslexia in Australia. (2014). Retrieved August 18, 2016, from Australian
Dyslexia Association: http://dyslexiaassociation.org.au/what-isdyslexia
Kivunja, C. (2015). Teaching, Learning and Assessment. South Melbourne,
VIC: Oxford University Press.
McInerney, D. (2014). Educational Psychology Constructing Learning (6th
ed.). Frenchs Forest , NSW: Pearson Australia.
What is Dysgraphia. (2014). Retrieved August 18, 2016, from dsf literacy
and clinical services: https://dsf.net.au/what-is-dysgraphia/

Word count 1603

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