Classroom Management Plan

CMP: Goals for Classroom Management

Definitions:

Teaching: Teaching is the art of transferring information in a manner that inspires the student to seek more.

Classroom Management: Classroom management can be defined as the procedures used to ensure the best possible environment for the transfer of information to take place.

My Needs:

A. Ordered, yet relaxed and comfortable atmosphere.

B. Varieties of suitable subject material and necessary equipment.

C. Flexibility in structure and routine.

D. Preparation or planning time.

E. Student attention and participation.

My Likes:

A. Respectful behaviors of students toward authority figures and peers.

B. Enthusiasm for learning.

C. Positive attitudes.

D. Parental support and involvement

My Dislikes:

A. Disruptive and/or rude behaviors.

B. Misuse and destruction of materials or equipment.

C. Late and/or missed assignments.

D. Plagiarism or cheating.

E. Apathy.

  CMP: Room Design (5 Keys)

1. Action Zone: In this room design there are two action zones. The primary zone refers to the front of the classroom where the majority of lessons will be taught from. The seating has been arranged to maximize the amount of students occupying the action zone. The secondary zone refers to the second chalkboard along the far-right side of the room. Lessons can be taught from this area when needed. In this way, it is possible to bring the students located in the far back directly into the action zone without moving them.

2. Teacher Proximity: It is important for the teacher to be as close as possible to the largest number of students for the greatest amount of time. Therefore, this room is set up to facilitate that proximity as much as possible. The primary and secondary action zones, already discussed above, reach the majority of students. However, the group at the rear left should not be left out. Consequently, the teacher's desk is placed in this corner of the room. This provides for the teacher to be closely associated with this group during seat work times or whenever the teacher is not moving about the room for various tasks.

3. Arranging Student Desks: As a Social Science teacher, I will be teaching such subjects as history, geography, and political science. It is very important to facilitate discussion for these subjects. In addition, I plan to incorporate a variety of cooperative and group assignments. The cluster pattern allows for just that type of learning environment. Desks are available for 26 students. Another cluster of four can be added in the rear of the class if necessary.

4. Traffic Patterns: This design incorporates as much freedom as possible when moving about the room. The action zones are clear of any unnecessary clutter. The audio/visual equipment is located convenient to one corner between the two action zones so that it is readily available when needed. The teacher's view is unrestricted from any point in the room. Additionally, the teacher can be at a student's desk within seconds. The teacher's desk is placed near the rear of the room to facilitate proximity to the students who prefer to be out of the action zone. There are two more reasons for the rear placement of the teacher's desk. It affords some privacy when in a private conference with a student and it is near the computer station, so that it can be monitored easily.

5. Identifying Activity Boundaries: The rear right corner of the room is a clearly delineated boundary area. This area is partitioned by book shelves and has multiple uses. The activity center is located here. Small groups can use this area during these rotated activities. Furthermore, the area doubles as a privacy area for one or two students when not in use for activities and can be used for quiet reading during free time. It is also in a clear line of sight of the teacher when at the desk or from the left corner of the primary action zone. The secondary action zone is close enough to hear any excess commotion coming from the area. The computer area is not partitioned because often students need considerable attention when this area is in use.

It is also important to note the ambiance of the room, as well as some of the functional characteristics. To give some feeling of home, it is important to include items normally found in that environment. Plants really help in this area. They are aesthetically pleasing and can also be used to assign some responsibility to students. In the room design, they are placed at the rear of the room under the windows on the storage area. Lamps are also a valuable addition. Sometimes, the room is far more pleasant if the overhead lights are dimmed and lamps are turned on instead. Of course, at least two sets of light switches have to be available, so one can be turned off. The private group area is one particular spot where a lamp can be of great use. The bookcase boundaries could make this area rather dark. Decorative but functional bulletin boards are placed to the left of each of the action zones. In that way, they are fully accessible to the students without causing distractions. Maps and posters of relevant subjects will be displayed on vacant wall space. Last but not least, the placement of the pencil sharpener must be considered too. In this design, the pencil sharpener is between the storage cabinets and the computer station. The area is fully accessible and should not cause traffic problems or noise distractions.

CMP: Classroom Rules and Preventive Component

Classroom Rules for Secondary Students

(Respect & the Three P's)

1. Respect: Students will show proper respect for every member of the class.

2. Proper handling of materials and equipment is expected at all times.

3. Prior arrangements must be made with the instructor before late assignments are accepted.

4. Plagiarism and cheating will not be tolerated.

Preventive Component:

Rule one is a comprehensive rule. All potentially disrupting behaviors are contained under this heading and include, inattention, inappropriate talking, rudeness, or fighting. The three P's are more or less self-explanatory. The list of steps that follow are preventive measures in the hope that misbehavior can be stopped before they start.

Preventive Procedures

1. The list of rules will be handed out to the students on the first day of class. Then they will be discussed and explained as needed.

2. Procedures of the classroom will also be discussed during this time, so that every student is aware of what is expected.

3. Graded assignments will be returned on a designated day of the week and students with missing assignments will have a note sent home to parents, which is to be returned with their signature.

4. Newsletters will go out biweekly or monthly for the parents. This will also have to be signed by the parents and will include details about the current curriculum, class events, and highlights of outstanding students. (Every effort will be made to include something positive about every student at least once.)

5. Teacher accessibility is also very important. A phone number and E-mail address will be distributed, so that students have a means of making contact for important matters of concern.

6. During classroom instruction, the instructor will move throughout the room to insure attention is kept on task, while checking for any body language cues to indication confusion, etc.

7. When the potential for a minor infringement is noticed, the instructor will look in the direction of offender and make eye contact. If necessary, the teacher moves closer to the individual to gain attention. Last, the name of the student will be used during the lesson to change their behavior.

CMP: Supportive Component

When the instructor notices a disrupting behavior the first steps are preventive. This includes the teacher making eye contact, moving closer, and finally using the student's name during the lesson to gain attention and as a subtle reprimand, but without negative connotations.

If the minor misbehavior continues, the No-Lose Conflict Resolution would work best for secondary students. Depending on the nature of the circumstance, this can be accomplished individually, small group, or class.

1. Define the problem using I-messages.

Ex: Teacher will state, "I get interrupted while giving the lesson."

2. Generate possible solutions.

(See below)

3. Evaluate the solutions with student input.

4. Decision by consensus, if obvious solution is not found.

5. Implement the decision.

6. Evaluate the success of the solutions.

Ask, "Is this working?"

Possible Solutions:

Modify the environment:

Rearrange seating; Move friends farther apart, move distraction prone students to action zone, or move student to an area more private.

Time out area: A remote area for the student to go to when they need to regain control of behavior.

Development of a Behavior Modification Plan: This may include a written contract between student and teacher to be signed by both. Generally, it will include the positive and negative reinforcers used for respective appropriate and inappropriate behaviors. Goals will be set.

Reinforcers:

Social: Such as praise, smiles, encouragement, and a pat on the back will be used by the teacher appropriately for all students.

Activity: Extracurricular events will be used as rewards for goals attained. A fun day.

Negative: Corrective consequences used for misbehavior.

Teacher Introspection:

Teacher should continually question his/her own actions.

What messages are sent by self behavior? Are mistakes admitted?

How was actions of others responded to? What motives guide responses?

CMP: Corrective Component

 Notes:

I. Beyond the third consequence or particularly severe offenses, the student will be sent to main office for disciplinary action.

II. School wide policies regarding severe offenses will take precedence and may be in addition to those stated above.

III. Chronic minor offenses will require student/teacher conference and parent contact (Example; In excess of three days a week).

IV. All students who do not receive any detentions or worse during the marking period will receive a fun day to be democratically agreed upon-- However, teacher has final approval.

Evidence Rationale Statement
Classroom Management Plan

The classroom management plan is an example of my personal philosophy described for actual classroom use. The tenets valued by me which are taken from the major philosophies of Essentialism, Progressivism, and Behaviorism are clearly reflected in the goals, classroom design, rules, and support components of the plan. The Essentialist values are outlined in my expectations for students' respect for authority and consideration for others as set forth in the class rules. Practicality can be gleaned from my goals and needs for the classroom. The Progressivist aspect is directly related to the room design which is geared for group and interactive learning. Last, the most favored tenet of Behaviorism has its influence on the classroom rules and consequences portion. Students who behave admirably will be rewarded.

Evidence meets standard: Learning Environment 6.1