Andrew Keane

9/20/2014

Classroom Management Notebook

“The purpose of education is to produce not just good learners, but also good
people” (Hardin, 2008, p. 142).
 Table of Content

Section 1. Philosophy of Discipline and Management

• Beliefs about Classroom Management and Discipline

• Goals of Discipline and Management System
• Approach to Discipline is aligned with one or more of the models discussed in
class.

Section 2. Preventative Measures

• Structuring the Classroom Space

• Daily Schedule, Routines, and Procedures
• Rules or Norms of Behavior

Section 3. Supportive and Corrective Measures

• First Steps - redirecting and warning

• Consequences
• Incentives
• Student Accountability

Section 4. Working Effectively with Diverse Students and Families

• Home-School Communication Philosophy and Plan

• Cultural Considerations with Discipline
• Legal issues regarding students with special needs
Section 1: Personal Discipline and Management Philosophy

There are many different philosophies on the best way to discipline or

manage a classroom. For me, the best way to manage a classroom is with an eclectic

approach. I would like to teach students to take responsibility for their actions and

the consequences as seen in Barb Coloroso’s Backbone Model. After students take

responsibility for their actions I would model Kagan and Scott’s win-win philosophy

and join sides with the student and together create a plan to correct the behavior. I

will not point fingers or create blame; rather, I will treat the students with dignity

and respect. A major component of my classroom management philosophy is

prevention. Prevention comes from good instruction and routine. In Jones’s model he

states that with the use of VIP’s (Visual Instructional Plans), teachers can increase

the class understanding of lessons, which in return limits classroom interruption and

discipline problems. So, I will aim to plan and teach excellent lessons so that I can

minimize disruptions to instruction and help students become respectful,

responsible, and productive young people.

 Section 2: Preventive Measures

Structuring the Classroom Space

Structuring the Classroom Space

In my ideal classroom I would pair the students up with table desk and set up

the classroom in four rows and four columns. This set up allows students to face the

front of the class for lecture, PowerPoint presentations and white board instruction.

The classroom table arrangement also has the ability to easily transform the

classroom from front facing to a group friendly classroom. Rows one and three can

flip their chairs in 180 degrees and row two and four become eight groups of four

students. I would like to have a podium and or technology desk in the front of the

classroom facing the students. During verbal instruction I believe it is important to

be easily seen and to put your self in a position to have eye contact with all of the

students. The technology table allows the teacher to easily access laptops and

projectors while giving instruction. I would like to keep the door of the classroom in

the front if possible because I want to limit distraction of people coming in and out of

the classroom. Adequate spacing between desks and tables is important for class

function. If tables and desk are too close together it becomes extremely difficult for

students to move around with out causing more distractions.

Dailey Schedule, Routines and Procedures

An average day in my class would start with a warm up assignment, which

would be on the board as the students entered the classroom. I would greet students

from the door or from in the classroom as they entered. Students would know to turn

in any homework assignments to their designated drop box during the warm up.

They also would pull out their notebooks and start on the warm up. When the bell

rang I would greet entire class and remind students about homework and to work on

warm up for another five minutes while I took attendance. Next I would introduce

the lesson for the day with an outline that clearly stated goals and standards. After

that I would start the lesson with verbal instruction accompanied by VIPs for about

fifteen minutes. During this time students would be taking note. Then I would have a

complementary assignment to the verbal instruction, which would take another ten

to fifteen minutes. I would follow the assignment with some more verbal instruction

supported with interesting VIPs and the student would take notes. The students

would finish class with a ten to fifteen minute assignment that would wrap up and

recap the daily lesson. If a student has a questions they must raise their hands and be

called on before speaking. Students must stay in there seats until they are excused.
Rules and Norms of Behavior

Before I establish rules and behavior expectations in the classroom I must explain

their importance. We have rules and laws that we must follow in society and schools are

microcosms of society, therefore we must have and follow rules in school. The students

and myself will develop a list of rules cooperatively. There will be no more then six rules

and these rules will be positively phrased. Rules must be demonstrated and practiced until

understood. The students will be asked to sign a commitment stating that they understand

and will follow the rules established in the class. According to (coloroso Back Bone

Model) it is extremely important that teachers have simple rules and clear structure in the

classroom. Below are some examples of classroom rules.

1. Show up on time to class

2. Be prepared for class

3. Complete all assignments

4. Respect your classmates and classroom

 Section 3: Supportive and Corrective Measures

Policy for Severe Behavior

Severely disruptive behavior such as repeated disruptions, fighting, cursing,

physical assault, or verbal abuse of the teacher will result in immediate referral to

the assistant principal or school security officer.

Consequences for Disruptive Behavior

1st Offense: A verbal warning will be given when a minor classroom or school rule is

broken, unless the discipline code calls for a referral.

2nd Offense: A 2nd verbal warning will be given and may be accompanied with private

teacher student meeting where the teacher will hold student responsible for actions

and create a plan together to prevent reoccurring behavior problems

3rd Offense: If the problem persists after a verbal warning, students will have another

teacher student meeting and a written contract will be made, which will outline

behavior and solution as well as consequence.

4th Offense: If the problem persists after 3rd offence a call home will be made to

parents. The call home will provide the parent with insight of the behaviors of their

child as well as how it affects the class. The phone call home will also enlighten

parent on future consequences if behavior continues.

5th Offence: If parent phone call does not help a referral will be given along with a

trip to the vice principles office.

 Section 4: Working Effectively with diverse Students and
Families

One of the most beneficial aspects of teaching is building positive

relationships with parents. Effective parent and teacher communication is essential

for a teacher to be successful. A good relationship between parents and teacher is

invaluable towards maximizing the time that the teacher has with that student. A

student who knows that the teacher communicates on a regular basis with their

parents and who knows that their parents trust the teacher will likely put more effort

into school. Likewise, a student who knows that the teacher rarely or never

communicates with their parents and/or their parents do not trust the teacher will

often put the two against each other. This is counterproductive and will create

problems for the teacher.

First I want to build the trust of the parents. The best way to build trust is to

increase exposure to parents and get to know each other on a personal level. Next

listen to the parent. There are many things teachers can learn about their students by

working together with the parents. Listening to the parent is also a good way to

strengthen the teacher parent relationship. Work together with parents instead of

against each other and have an open line of communication. Communicate as much

as possible and avoid only communicating student problems. Communicating success

will be beneficial to the parent, student and teacher relationship.