Chapter two:
Classroom Management Plan
Ideal Classroom Layout
My ideal classroom consists of a reading corner, lots of storage, computers, a table for discussions and student desks in a U-shape. I believe a reading corner is essential for a classroom because students need to develop a love for reading, and have a comfortable place to relax and become engaged in a book. I would hope to also have an iPad cart available for the students, but having two permeant computers in the classroom allows for educational games and research. Having a kidney table will allow for discussion among students in a closer setting, with the teacher able to sit in and facilitate if needed. Sitting at the teachers desk, she/he is able to see the whole classroom. Having desks instead of tables allows for students to have their own storage for their individual supplies and their own space. When they are in a U-shape discussions as well as teacher-centered work is possible. The students can all see the front of the room where the SmartBoard and projector would be. I believe this is one layout that would allow for optimal learning.
ALTEC. (2008). Classroom Architect. Retrieved from
classroom4teachers.org
Guardino, C. & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. TEACHING Exceptional
Children, 42, 8-13. Retrieved from
http://www.uvm.edu/~cdci/best/pbswebsite/Resources/ChangingBehaviors.pdf
Scholastic Inc. (2014). Classroom organization: The physical environment. Retrieved from
http://www.scholastic.com/teachers/article/classroom-organization-physical-environment
piktochart.com
ALTEC. (2008). Classroom Architect. Retrieved from
classroom4teachers.org
Guardino, C. & Fullerton, E. (2010). Changing behaviors by changing the classroom environment. TEACHING Exceptional
Children, 42, 8-13. Retrieved from
http://www.uvm.edu/~cdci/best/pbswebsite/Resources/ChangingBehaviors.pdf
Scholastic Inc. (2014). Classroom organization: The physical environment. Retrieved from
http://www.scholastic.com/teachers/article/classroom-organization-physical-environment
piktochart.com
Rules/Guidelines/Expectations
I have included the "Three R's" as the rules of the class. In order to have a successful learning environment, students need to do those three things; respect the classroom and school building, respect other students and respect the teacher. This means remaining quiet when another student or the teacher is talking, keeping the classroom clean and organized, along with the student's desks, staying quiet and walking in the hallways, no bad talk about anyone, being gentle with school supplies such as scissors and crayons, and always pay attention to the teacher. These are just a few examples of what respect means in each category. Once students learn this, they will have better relationships with the teacher, other teachers in the school and their other classmates. Also, the classroom will always be clean, well organized and quiet with a focus on either the teacher, or the student adding to discussion, so the room will be an optimal learning enviorment. Without these "respect" rules, students do not know the limits and the class could be chaos.
The expectations for the class are to always do your best, exercise responsibility, and have a positive attitude. These aren't necessarily "rules" but what I would like the students to follow in order to teach them to be on task and develop a love for learning. When students are trying their best, instead of giving up right away, that makes the whole class want to do well and try hard, especially if they are feeling accomplished by their efforts. This makes the best learning environment where students are learning from the teacher and other students. By teaching responsibility, students can retain the skill for life. It is important to have an expectation be "responsibility" so students can learn to turn homework in on time, manage time, and get in-class work done at an early age. This will help them academically and professionally when they are older. Lastly, having a positive attitude about what we are learning makes the class have an overall positive feel which is what students learn best in.
As you can see, I left a portion of the rules and expectations chart where students fill in their own ideas of what each guideline means. This is one way I will include a humanistic approach to my teaching. They are creating expectations and rules for themselves which they can take ownership of and make themselves accountable.
Piktochart Team. (2014). Piktochart [computer software]. Retrieved from
http://piktochart.com
The expectations for the class are to always do your best, exercise responsibility, and have a positive attitude. These aren't necessarily "rules" but what I would like the students to follow in order to teach them to be on task and develop a love for learning. When students are trying their best, instead of giving up right away, that makes the whole class want to do well and try hard, especially if they are feeling accomplished by their efforts. This makes the best learning environment where students are learning from the teacher and other students. By teaching responsibility, students can retain the skill for life. It is important to have an expectation be "responsibility" so students can learn to turn homework in on time, manage time, and get in-class work done at an early age. This will help them academically and professionally when they are older. Lastly, having a positive attitude about what we are learning makes the class have an overall positive feel which is what students learn best in.
As you can see, I left a portion of the rules and expectations chart where students fill in their own ideas of what each guideline means. This is one way I will include a humanistic approach to my teaching. They are creating expectations and rules for themselves which they can take ownership of and make themselves accountable.
Piktochart Team. (2014). Piktochart [computer software]. Retrieved from
http://piktochart.com
Procedures
Lining Up:
1. We will walk to the line.
2. The line leader is dismissed first.
3. We will be dismissed three desks at a time.
4. The caboose is dismissed last.
5. We will quietly stand in line until all students are standing in line.
6. We will stand quietly, with hands by sides, the caboose decides when class is ready to leave.
Cleaning Up:
1. Teacher tells the class it is time to clean up.
2. We will stop work right away.
3. We will put any supplies (scissors, crayons, glue etc.) in desk.
4. We will walk any garbage to the garbage can.
5. We will sit down back at desk with hands in lap.
Asking for help:
1. We will read directions fully.
2. We will try the problem to the best of our abilities.
3. We will raise our hands quietly while sitting at our desks.
4. Teacher goes to student and explains problem in a different way.
Getting ready to learn after recess:
1. We will walk into the classroom quietly.
2. We will quickly take gear off and hang up in cubby.
3. We will walk to desk and sit down with hands in lap.
4. We will perform a "switching" action with our heads, led by the teacher, turning our brains on.
5. We will sit in desk ready to learn.
1. We will walk to the line.
2. The line leader is dismissed first.
3. We will be dismissed three desks at a time.
4. The caboose is dismissed last.
5. We will quietly stand in line until all students are standing in line.
6. We will stand quietly, with hands by sides, the caboose decides when class is ready to leave.
Cleaning Up:
1. Teacher tells the class it is time to clean up.
2. We will stop work right away.
3. We will put any supplies (scissors, crayons, glue etc.) in desk.
4. We will walk any garbage to the garbage can.
5. We will sit down back at desk with hands in lap.
Asking for help:
1. We will read directions fully.
2. We will try the problem to the best of our abilities.
3. We will raise our hands quietly while sitting at our desks.
4. Teacher goes to student and explains problem in a different way.
Getting ready to learn after recess:
1. We will walk into the classroom quietly.
2. We will quickly take gear off and hang up in cubby.
3. We will walk to desk and sit down with hands in lap.
4. We will perform a "switching" action with our heads, led by the teacher, turning our brains on.
5. We will sit in desk ready to learn.
Teaching Rules and Procedures
I believe it takes much practice to teach the rules and procedures. It is important to talk about them with the students about why the procedure is important, as well as model and then have them practice. When students have a visual of the procedure or rule, they can imagine themselves doing it and learn as a result. In my classroom throughout the year, but in the beginning especially, I will tell the students what the rule or procedure is, then I will model it and have them practice until they master it.
For "Respect the classroom":
I will ask the students what they think it means to respect the classroom. Then I will tell them examples such as, "respecting the classroom means to keep it clean, keep your voice down and be gentle with supplies." I will then model a few scenarios such as seeing garbage on the floor and picking it up, or handling crayons nicely. I will then show the class examples of the wrong way to respect the class along with the right way. They will have to tell me what I was doing wrong and what I can do instead. I will then ask students one at a time to show us how they respect the classroom. I will reinforce a student when I see him/her "respecting the classroom."
For "Getting ready to learn after recess":
I will talk to students about how recess is a time for play, but when we come inside we have to be ready to learn right away. I will then talk to them about how they should walk in the door, quickly take off their gear, hang it up and walk to their desks and sit down. It is important to stress those are the only steps. No talking to their neighbor, taking their time, or wandering around. I will then model the process, including the switch on of the brain action. I will then tell the students I will see what they learned when they come in from the next recess. When they do come in from the next recess, I will have a timer and a noise level meter (stop light-red is too loud, yellow-needs to be quieter and green is a quiet). Each time students come in they will have to beat their time and also keep noise levels on green. (Jones, 2015, p. 121)
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
For "Respect the classroom":
I will ask the students what they think it means to respect the classroom. Then I will tell them examples such as, "respecting the classroom means to keep it clean, keep your voice down and be gentle with supplies." I will then model a few scenarios such as seeing garbage on the floor and picking it up, or handling crayons nicely. I will then show the class examples of the wrong way to respect the class along with the right way. They will have to tell me what I was doing wrong and what I can do instead. I will then ask students one at a time to show us how they respect the classroom. I will reinforce a student when I see him/her "respecting the classroom."
For "Getting ready to learn after recess":
I will talk to students about how recess is a time for play, but when we come inside we have to be ready to learn right away. I will then talk to them about how they should walk in the door, quickly take off their gear, hang it up and walk to their desks and sit down. It is important to stress those are the only steps. No talking to their neighbor, taking their time, or wandering around. I will then model the process, including the switch on of the brain action. I will then tell the students I will see what they learned when they come in from the next recess. When they do come in from the next recess, I will have a timer and a noise level meter (stop light-red is too loud, yellow-needs to be quieter and green is a quiet). Each time students come in they will have to beat their time and also keep noise levels on green. (Jones, 2015, p. 121)
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
Positive/Negative Consequences
This is an example of a poster I could have in my classroom that outlines the positive and negative consequences.
In my classroom I will have methods for positive and negative consequences. To reinforce positive behavior I will be constantly given non-evaluative praise. An example would be, "Sally, you worked so hard today, you must be proud." This is reinforcing our "work hard" expectation and makes Sally feel good about herself. Besides the praise I will give to my students, we will also have a jar which gets a marble whenever I see someone following the rules and expectations. Once the jar is full we will have a party, celebrating what great attitudes, responsibility and respect the students have. I would have this system because it is proven to work. By mixing the right kind of verbal praise with rewards, students are not so reliant on the reward, but still get recognized for their hard work and are motivated to do the right thing.
Negative consequences will come when a student is not following the rules and expectations on a daily basis. Smaller discipline methods include sending non-verbal cues, and standing by the student can remind him/her to look at the expectations (Jones, 2014, p. 187). If these do not work it is important to never become angry at the student, but rather find where the source of behavior is coming from by talking with the student. Sometimes the behaviors can be fixed right there, but if they continue, I would have a special meeting with the student privately, reminding him/her of the expectations and why we have those expectations. Giving the student roles also makes them more involved in the classroom and makes them feel important. After having my conference with them I would monitor their behavior and reinforce positive behavior constantly. Letting them know they are wanted can take away behavior problems and they will want to do better. If the problem is severe and persists I will get the principals help and we we will figure out a plan for the student (Jones, 2015, p. 197-199).
I choose this strategy because taking the student to the principal right away or putting him/her in timeout are not effective discipline strategies. However, giving small nonverbal and verbal cues and then talking to the student if it progresses never puts the student down. We do not want to make students feel like they are "bad" students. We want to let them know how much they are capable of when they are ready to learn. This also gives us an opportunity to learn more about the student and why he/she is acting out. The relationship only becomes stronger.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
Piktochart Team. (2014). Piktochart [computer software]. Retrieved from
http://piktochart.com
In my classroom I will have methods for positive and negative consequences. To reinforce positive behavior I will be constantly given non-evaluative praise. An example would be, "Sally, you worked so hard today, you must be proud." This is reinforcing our "work hard" expectation and makes Sally feel good about herself. Besides the praise I will give to my students, we will also have a jar which gets a marble whenever I see someone following the rules and expectations. Once the jar is full we will have a party, celebrating what great attitudes, responsibility and respect the students have. I would have this system because it is proven to work. By mixing the right kind of verbal praise with rewards, students are not so reliant on the reward, but still get recognized for their hard work and are motivated to do the right thing.
Negative consequences will come when a student is not following the rules and expectations on a daily basis. Smaller discipline methods include sending non-verbal cues, and standing by the student can remind him/her to look at the expectations (Jones, 2014, p. 187). If these do not work it is important to never become angry at the student, but rather find where the source of behavior is coming from by talking with the student. Sometimes the behaviors can be fixed right there, but if they continue, I would have a special meeting with the student privately, reminding him/her of the expectations and why we have those expectations. Giving the student roles also makes them more involved in the classroom and makes them feel important. After having my conference with them I would monitor their behavior and reinforce positive behavior constantly. Letting them know they are wanted can take away behavior problems and they will want to do better. If the problem is severe and persists I will get the principals help and we we will figure out a plan for the student (Jones, 2015, p. 197-199).
I choose this strategy because taking the student to the principal right away or putting him/her in timeout are not effective discipline strategies. However, giving small nonverbal and verbal cues and then talking to the student if it progresses never puts the student down. We do not want to make students feel like they are "bad" students. We want to let them know how much they are capable of when they are ready to learn. This also gives us an opportunity to learn more about the student and why he/she is acting out. The relationship only becomes stronger.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
Piktochart Team. (2014). Piktochart [computer software]. Retrieved from
http://piktochart.com
Community
Creating a positive community in my classroom is very important. Throughout the year I will be continually monitoring how I am creating this community so my students feel they can learn to the best of their abilities. Practical Classroom Management by Vern Jones says, "Feeling valued, cared for, and supported by others in a community is a positive motivating force that promotes attachment to the group and commitment to community norms and values" (p. 49). This is why it is so important to create this community.
In the beginning of the year:
I will greet students at the door on the first day, welcoming them and starting the year off on a positive note. We will then start by playing a game to get to know one another. The game is called "Four Corners" (Jones, 2015, p. 59). I will ask a series of questions such as, "What is your favorite animal?" Each corner of the room will be labeled A,B,C or D. I will give four options, A. dog, B. cat, C. horse, or D. other. Students will then go to the corner that contains their favorite animal and see that they have something in common with their peers standing in the same corner. By the end of the game students will know my interests along with their peers interests. Students can find if they have anything in common with other students, therefore meeting some friends. It is important for me to retain names and student interests right away so I can be intentional in asking Jonny about his dog the next day, for example. We will also do many group activities in the beginning of the year and I will list expectations, having students help me, while making students feel wanted and comfortable. The beginning of the year will set the tone so it is important to let the students know how much you care and are excited to get to know them.
During the School Year:
I will have student of the week at different times in the school year until each student has been student of the week. When the student is student of the week, a picture of themselves along with baby pictures, pictures of their family or pet, pictures of their hobbies etc. will be the focus of the bulletin board. At the end of the day, the student will present their information so the student and teacher can get to know them more. The student will then get to choose whether he/she wants to sit at the teachers desk, in the bean bag chair for reading or get a special prize during the week. This will allow everyone a chance to be the star of the class and for students to get to know each other even more.
Another activity I will do to further classroom community is to have "secret pal books" (Jones, 2015, p. 55). A student will draw another students name out of a hat. Throughout the week they will watch their secret pal and whenever they do something nice they will write it down. With all the nice things their secret pal did, they will create a book illustrating pictures and in the end reveal their pal and give them the book. This is a great form of positive communication and makes all kids feel special. Knowing they are an important part of the class and are appreciated adds to the great community.
Lastly, I will have student roles for jobs around the classroom. Usually, these roles will be performed in groups of two so the students have to learn to work together. For example, Sally and Johnny have the job of feeding the class fish. They will have to communicate with each other on who is going to get the food and open it, who is going to get the food out and give it to the fish and decide how much they need. When talking through situations like this the students are working on communication skills and also creating a relationship with the other student. Students will be paired with every other student before the year is over. Not only will they be most likely interacting during lessons, but also at the end of the day for their jobs.
End of Year:
My end goal is that all students feel comfortable around each other. They are all willing to participate, feel comfortable and learn. I really like what Sarah Wessling said in her article, "14 Ways to Cultivate Classroom Chemistry," "You would hear 'we' more than 'me' or 'you." I think that is a sign you have created a great community where the students and teacher feel close, and know they are in it together. Also, when the students are sad to be leaving my class, and I have seen the progress they have made academically, emotionally and behaviorally, I will know I succeeded.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
Scholastic Inc. (2014). Building community in the classroom. Retrieved from
http://www.scholastic.com/teachers/article/building-community-classroom
Teaching Channel. (2014). 14 ways to cultivate classroom chemistry. Retrieved from
https://www.teachingchannel.org/blog/2012/09/10/14-ways-to-cultivate-classroom-chemistry/
In the beginning of the year:
I will greet students at the door on the first day, welcoming them and starting the year off on a positive note. We will then start by playing a game to get to know one another. The game is called "Four Corners" (Jones, 2015, p. 59). I will ask a series of questions such as, "What is your favorite animal?" Each corner of the room will be labeled A,B,C or D. I will give four options, A. dog, B. cat, C. horse, or D. other. Students will then go to the corner that contains their favorite animal and see that they have something in common with their peers standing in the same corner. By the end of the game students will know my interests along with their peers interests. Students can find if they have anything in common with other students, therefore meeting some friends. It is important for me to retain names and student interests right away so I can be intentional in asking Jonny about his dog the next day, for example. We will also do many group activities in the beginning of the year and I will list expectations, having students help me, while making students feel wanted and comfortable. The beginning of the year will set the tone so it is important to let the students know how much you care and are excited to get to know them.
During the School Year:
I will have student of the week at different times in the school year until each student has been student of the week. When the student is student of the week, a picture of themselves along with baby pictures, pictures of their family or pet, pictures of their hobbies etc. will be the focus of the bulletin board. At the end of the day, the student will present their information so the student and teacher can get to know them more. The student will then get to choose whether he/she wants to sit at the teachers desk, in the bean bag chair for reading or get a special prize during the week. This will allow everyone a chance to be the star of the class and for students to get to know each other even more.
Another activity I will do to further classroom community is to have "secret pal books" (Jones, 2015, p. 55). A student will draw another students name out of a hat. Throughout the week they will watch their secret pal and whenever they do something nice they will write it down. With all the nice things their secret pal did, they will create a book illustrating pictures and in the end reveal their pal and give them the book. This is a great form of positive communication and makes all kids feel special. Knowing they are an important part of the class and are appreciated adds to the great community.
Lastly, I will have student roles for jobs around the classroom. Usually, these roles will be performed in groups of two so the students have to learn to work together. For example, Sally and Johnny have the job of feeding the class fish. They will have to communicate with each other on who is going to get the food and open it, who is going to get the food out and give it to the fish and decide how much they need. When talking through situations like this the students are working on communication skills and also creating a relationship with the other student. Students will be paired with every other student before the year is over. Not only will they be most likely interacting during lessons, but also at the end of the day for their jobs.
End of Year:
My end goal is that all students feel comfortable around each other. They are all willing to participate, feel comfortable and learn. I really like what Sarah Wessling said in her article, "14 Ways to Cultivate Classroom Chemistry," "You would hear 'we' more than 'me' or 'you." I think that is a sign you have created a great community where the students and teacher feel close, and know they are in it together. Also, when the students are sad to be leaving my class, and I have seen the progress they have made academically, emotionally and behaviorally, I will know I succeeded.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
Scholastic Inc. (2014). Building community in the classroom. Retrieved from
http://www.scholastic.com/teachers/article/building-community-classroom
Teaching Channel. (2014). 14 ways to cultivate classroom chemistry. Retrieved from
https://www.teachingchannel.org/blog/2012/09/10/14-ways-to-cultivate-classroom-chemistry/
Tools In My Toolbox
At this point in my preparation in becoming a teacher, I have many resources to help me manage the learning environment. Below I will list some of these resources which I will use throughout my career, especially in the beginning.
Each link will send you straight to the website.
https://www.gonoodle.com/
This is a great site for "brain breaks." It has little movement activities that students love and is a great way to get them moving, give their brain a break and then get ready to start learning again. Since younger students do not have the ability to sit still for long periods of time, this gives them a chance to get some movement in.
http://www.teacherspayteachers.com
Teachers Pay Teachers in an interesting site where teachers can sell their lesson plans for money. This is a good way to gain a little extra cash, but it is mainly for new teachers like me to find great teacher-tested lessons. Having a great and engaging lessons is a classroom management strategy in itself.
http://www.interventioncentral.org/home
This site has many academic and behavioral intervention (RTI) strategies which could be very helpful for me if I have students who struggle. This site also gives tools such as a "behavioral intervention planner" and worksheets for students along with many "how to" videos for teachers.
https://www.teachingchannel.org
The Teaching Channel has just about everything I would need to know as a teacher. There are many resources, videos, mentoring programs for new teachers and more. You can find a resource for each subject.
http://www.pinterest.com
I have an education board on Pinterest where I "pin" many great ideas and activities for students. There are many educational resources on Pinterest that deal with academics and behavior.
http://www.scholastic.com/teachers/
This site has so many great ideas for activities and lessons and also teacher resources such as Instructor Magazine.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
This was the textbook from my Managing the Learning Environment class at MSU. I found it helpful in so many different aspects. It includes everything you would need to know on managing a classroom and it will definitely always be on my bookshelf.
Throughout the years I will most likely gain many more resources. Teachers are never alone in this process and can always find help from other teachers, books and the web. All the websites fit together and will all help me mange the learning environment.
Each link will send you straight to the website.
https://www.gonoodle.com/
This is a great site for "brain breaks." It has little movement activities that students love and is a great way to get them moving, give their brain a break and then get ready to start learning again. Since younger students do not have the ability to sit still for long periods of time, this gives them a chance to get some movement in.
http://www.teacherspayteachers.com
Teachers Pay Teachers in an interesting site where teachers can sell their lesson plans for money. This is a good way to gain a little extra cash, but it is mainly for new teachers like me to find great teacher-tested lessons. Having a great and engaging lessons is a classroom management strategy in itself.
http://www.interventioncentral.org/home
This site has many academic and behavioral intervention (RTI) strategies which could be very helpful for me if I have students who struggle. This site also gives tools such as a "behavioral intervention planner" and worksheets for students along with many "how to" videos for teachers.
https://www.teachingchannel.org
The Teaching Channel has just about everything I would need to know as a teacher. There are many resources, videos, mentoring programs for new teachers and more. You can find a resource for each subject.
http://www.pinterest.com
I have an education board on Pinterest where I "pin" many great ideas and activities for students. There are many educational resources on Pinterest that deal with academics and behavior.
http://www.scholastic.com/teachers/
This site has so many great ideas for activities and lessons and also teacher resources such as Instructor Magazine.
Jones, V. (2015). Practical classroom management. Upper Saddle River, New Jersey: Pearson Education Inc.
This was the textbook from my Managing the Learning Environment class at MSU. I found it helpful in so many different aspects. It includes everything you would need to know on managing a classroom and it will definitely always be on my bookshelf.
Throughout the years I will most likely gain many more resources. Teachers are never alone in this process and can always find help from other teachers, books and the web. All the websites fit together and will all help me mange the learning environment.