Вы находитесь на странице: 1из 14

Management Plan

Ben Bruni

Classroom Management Plan


1. Philosophy of Management

2. Behavior Expectations

3. Pre-School Check off

4. Classroom Motto

5. Classroom Arrangement

6. Classroom Rules

7. Hierarchy of Consequences

8. Motivational Stategies

9. Management Procedures

10. Instructional Planning

Philosophy of Management
I. The Grading System
a. Select a grading system- letter grades or numerical grades and measure for non-achievement outcomes.
b. Select types of evaluation measures- tests, written or oral reports, homework and projects.
c. Determine how grades will be assigned- Weight of grading system. A- 100-89.6 B- 89.5- 79.6 C- 79.5-69.6 D- 69.5-60 F-
59-0
d. Communicate grading system to students- Online grading and assignments posted promptly for the students to understand
and complete the work.
e. Design a gradebook- have a gradebook that fits your style of grading (online or on paper)
f. Report grades and communicate to parents- Use a system to report the grades and make sure accurate report cards are sent
out. Contact parents if the student is struggling or just not trying.
II. Assignments
a. Post assignments- both on the white board and online on (dashboard, canvas or blackboard)
b. State requirements and grading criteria for assignments- must fit within PA state standards of the course. Outlined on line if
any questions arise.
c. Long term assignments- Chunk it and check it
III. Work and Completion Requirements
a. Identify work requirements
i. Use of pen or pencil or laptop
ii. Headings on paper
iii. Writing on back of paper
iv. Neatness and legibility
b. Identify completion requirements
i. Due dates- on the syllabus and provided in class
ii. Late work- accepted up to a week late
iii. Incomplete work- no incomplete work is accepted
iv. Missed work- must communicate with each student and parents about work missed.
c. Make provisions for absent students and makeup work
i. Have and assignment folder
ii. Identify due date
iii. Select a place to pick up and drop off absent and makeup work
iv. Provide a regular time to assist students with makeup work- before class or school begins.
IV. Monitoring Progress and Completion of Assignments
a. Determine when and how to monitor in-class assignments- whether to grade them or not.
b. Determine when and how to monitor longer assignments, projects or works in progress- chunk and check in class ever long
assignment.
c. Determine when and how to monitor in-class oral participation or performance- simply call on the students.
d. Determine which activities will receive a grade and which will be used only for formative feedback for the student.
e. Select checking procedure that will be used in class…
i. Students exchange paper
ii. Marking and grading papers
iii. Turning in paper for teacher grade
V. Providing Feedback
a. Decide what kind of feedback will be provided to students, and when it will be provided- providing quick and meaningful
feedback to allow the students to know you care.
b. Determine what records students will keep concerning their progress- grade log of each assignment.
c. Select incentives and rewards
d. Record score in gradebook- Also online
e. Post selected Student work

Behavior Expectations
Expectations:

1. Students are expected to act appropriately.

2. Treat people the way that they want to be treated.

3. Students will not complain

4. Students will not talk back to the teacher.

5. Students will not argue with each other.

6. This classroom is a family treat people correctly.

Pre-School Checklist

Beginning:
· Take Attendance- first thing in the morning
· Get Attention-
o Select a cue for getting student’s attention
o Do not begin until everyone is paying attention
o Remove distractions
· Provide Daily Review- review previously covered material, correction of homework, review of prior knowledge that is
relevant to the day’s lesson
· Establishing set- brief, get students excited to learn
o Get the student interested in what is to be taught during the lesson
o The set induction activity must be connected to the lesson
o Students must understand the material and/or activity
o The set induction and the content of the lesson should be related to the students’ lives or a previous lesson
· Introducing Lesson Objectives- clearly describe the purpose of the lesson, discuss the objectives, activities, and evaluation
process
· Distributing and Collecting Materials
· Giving Clear, Focused Directions- have no more than 3 student actions that are required for the activity, describe the
directions in order, clarify what type of product is expected, description of steps must be specific and brief, provide written and
oral directions.
Middle:
· Pacing the Lesson
o Develop awareness of your own teaching tempo
o Watch for nonverbal cues indicating that students are becoming puzzled or bored
o Break activities up into short segments
o Provide short breaks for lessons that last longer than 30 minutes
o Vary style as well as the content of the instruction
o Avoid interrupting the flow of the lesson with numerous stops and starts
o Avoid slowdowns that interfere with the pace of the lessons
o Provide a summary at the end of a lesson segment
· Providing Smooth Transitions
o Arrange the classroom for efficient movement
o Create and post a daily schedule and discuss any changes each morning
o Have material ready for the next lesson
o Do not relinquish students’ attention until you have given clear instructions for the following activity
o Do not do tasks that can be done by students
o Move around the room and attend to individual needs
o Provide students with simple, step-by-step directions
o Remind students of key procedures associated with the upcoming lesson
o Develop transition activities
· Being Task Oriented
· Ensuring Academic Learning Time
· Being Clear
· Exhibiting Enthusiasm
End:
· Providing Closure to Part of a Lesson
o Draw attention to the end of a lesson segment or the lesson itself
o Help organize student learning
o Consolidate or reinforce the major points
· Summarizing the Lesson
· Getting Ready to Leave

Classroom Motto
-How you do anything is how you do everything-

Marco Pecora

Classroom Arrangement
Classroom Rules

1. Arrive on time to class.

2. Come prepared, have notebook out, pencil sharpened and ready to learn when the bell

rings.

3. Raise your hand before speaking.


4. Stay on task during group work.

5. No talking when the teacher, or any other student is talking.

6. Absolutely no bullying.

7. DO YOUR WORK.

8. Follow directions for a great year.

Hierarchy of Consequences

I. Prevention
Teacher Behavior Teacher Action
1. Withitness 1. Eye contact
2. Possess movement management 2. Stop talking (create silence)
3. Create active lesson plans 3. Proximity
4. Smooth transitions between activities 4. Call on student
5. Create caring relationships

II. Intervention
Teacher Behavior Teacher Action
1. Calm, firm, confident 3 Questions
2. Focus on behavior not the child 1. What are? (were) you doing?
3. Avoid hostile response (you) 2. What’s the rule?
4. Sandwich: begin and end on positive note 3. What should you be doing?

III. Penalty
Teacher Behavior Teacher Action
1. Impose Penalties 1. Expressions of disappointment
2. Teach problem solving strategies 2. Loss of privileges
3. Reestablish positive relationship ASAP 3. Time-Out: Exclusion from group
4. Delay actions until both are calm 4. Written reflections on problem
5. Detention
6. Contacting parents
7. Visit to Principal’s Office

Motivational Strategies

1. Adopt two mind-sets


- Substitute manipulate for motivate.
- Manipulation is very different from motivation; Manipulation involves one person doing something to someone
else in order to control his or her actions or attitude.
- First mind-set teachers need is the recognition that motivation is something we create with students not
something we do to them.
- Second mind- set is that there is no such thing as laziness. Humans are hard-wired to do demanding and
complex things
- If a student appears lazy, there is something else going on
- Unmotivated students lack the tools for the task, have too many responsibilities at home or worry that she won’t
be valued if she attempts a task and fails.
2. Empathize and build trust
- Saving by empathizing with them and by conducting ourselves in such a way that students know we have their
backs. Young adolescents need to trust that teachers won’t humiliate them or let them humiliate themselves.
- Building relationships with students, proving daily that risk taking is safe in your class, can dissolve those fears
and replace them with courage.
- Adolescents intensely value teacher’s opinions of them.
- Teacher- student relationships shouldn’t be left to chance, especially when students are struggling.
3. Remember where they are
- Teach in developmentally appropriate ways.
- Incorporate social interaction into any engagement with content; such interactions provide opportunities for
content related conversations, online class discussion, debates or collaborative inquiry.
- Switch activities every 10 to 15 minutes to maintain momentum
- Help students recover from bad decisions and failure
- Teach each topic in more than one way.
- Show enthusiasm about their subject, even after teaching it for years.
- Offer regular opportunities for self-definition; encourage students to incorporate their own culture into
assignments.
4. Give descriptive feedback
- Many teachers falsely assume that judgement and evaluation spur students on.
- Feedback focused teachers recognize the power allowing students to redo their assessments and assignments in
light of specific teacher feedback.
5. Teach the way the mind learns
- Crave vividness
- Prime student’s brains form the beginning of a lesson by describing learning goals.
- Young adolescents crave structure and patterns.
- Making connections among fine and performing arts, with math, social studies, foreign languages and so on.
6. Tell stories to spark curiosity
- Young adolescents are story tellers and receivers. 1 story per unit.

Management Procedures

1. Managing Seatwork Effectively


- Recognize that seatwork is intended to practice or review previously presented material, not
suited for students to learn new material
- Devote no more time to seatwork than is allocated to content development activities
- Work through the first few problems with of seatwork together with students
- Decide if talking is allowed
- Determine when students may get out of their seats
- Arrange seats to facilitate monitoring the students
- Establish a routine for seatwork
2. Collecting Assignments and Monitoring Their Completion
- Have a regular procedure for collecting assignments
- Have a procedure for grouping papers by subject or class session (name and period on top of
all papers turned in)
- Have a record of whose papers have been turned in
3. Maintaining Records of Student Work
- Enter in gradebook
- Enter in online gradebook
4. Managing the Paperwork
- Assess, record, and return assignments quickly
- Be realistic about your grading capabilities
- Recognize that every seatwork assignment does not need to have a grade (Complete or
incomplete will suffice)
- Have a system for coding the papers for each subject or class section
- Have a predetermined way to return papers to students
5. Giving Students Feedback
- Provide frequent and regular feedback
- Develop ways to provide feedback to students in class
- Take corrective actions promptly with students who do not perform well

Instructional Planning

Instructional components Barriers to access Accommodations and modifications


(list the barriers students may have to
understand)
Reading comprehension Text to hard or text to easy To easy
- Compaction
- Trade books
- Research projects
To hard
- Study guide
- Graphic organizers
- Pre post reading strategies
- Vocabulary strategies
- Cornell noting
- Summary
- SQ3R
- other

Writing Understanding the process Process


Syntax- study of grammar and Argument
sentence structure Persuasion
organization Paragraph structure
Rubric
Checklist
Graphic organizer
Proof read
Vocabulary understanding Everyday vocabulary strategies
Frayer model
Graphic organizer
Others
Non academic
Guided practice
Repetition
Practice

Group work Does not work well Try a different group


Partners
Grouping mixed/learning style/ability

Discussion strategies Non participation Discuss by pair


Small groups
Google dox and blogs
Role playing

comprehension Not understanding Multiple approaches


Repeated patterns
Revie of pre requests
Active participation
Recall strategies
Five conditions of memory
Four levels of questions
Assessment Failure on assessment Multiple assessment
Check for understanding
Completion of hw assignments
Listen to student’s response
Other