Classroom Management Plan
Level 1: Creating Community
My educational philosophy is essentialism, I believe that there are essential ideas and knowledge that everyone should possess. I feel that a strong grasp of math, science, and language help students to become critical thinkers and informed citizens. I feel that having an understanding of what the teacher is expecting from the class and how the class will be run at the beginning of the semester will better prepare students to do well in any class. To ensure that all students receive a fair and complete education I will ensure that my lessons are structured in a way to meet their differentiated needs. Further that my classroom management strategies are reflective concerning the reasons why students misbehave and address how we can come to an understanding that will allow them to learn in my classroom.
Respect Agreement - Establish a Respect Agreement with the students on the first day. Ensure that students understand what is expected of them and how I will respond to issues in class. (Claassen & Claassen, 2008)
Routines - Establish routines for students to follow at the start of everyday. Have a task for students to work on at the beginning of class everyday. (Wong & Wong, 2001)
Procedures - Ensure that students know where to find homework and when it will be posted. Outline the procedure for asking to use the restroom and when they can go. Ensure that students know where to go to find work if they missed school. Minimize reasons for students to distract the teacher at the beginning of the class. (Villa, Thousand & Nevin, 2010)
Seating chart - Establish a location for students to start each day and an understanding that the people seated around them are to be consulted first about questions. Students should feel comfortable asking their tablemates for assistance with the task. Establish that these types of conversations are fine as they help both students to understand the material. (CT Nafeezah Smith)
Equality Sticks - Have student names on popsicle sticks and ensure that students understand that these represent the primary method that students will be called on during class. Students should understand that they all have an equal chance of being called on and that favoritism is not being utilized during class. (CT Nafeezah Smith)
Consistency - Ensure that students understand all of the rules and that they will be enforced consistently for all students. (Wong & Wong, 2001)
Syllabus - The syllabus will be sent home on the first day so that students and parents know what will be covered in class. Students will understand the pacing of the class and their options for seeking help outside of class. (CT Nafeezah Smith)
Differentiated Lessons - Lessons designed to meet the needs of different students and scaffolded in such a way that all students can participate and learn. (Prof. Anne René Elsbree)
My educational philosophy is essentialism, I believe that there are essential ideas and knowledge that everyone should possess. I feel that a strong grasp of math, science, and language help students to become critical thinkers and informed citizens. I feel that having an understanding of what the teacher is expecting from the class and how the class will be run at the beginning of the semester will better prepare students to do well in any class. To ensure that all students receive a fair and complete education I will ensure that my lessons are structured in a way to meet their differentiated needs. Further that my classroom management strategies are reflective concerning the reasons why students misbehave and address how we can come to an understanding that will allow them to learn in my classroom.
Respect Agreement - Establish a Respect Agreement with the students on the first day. Ensure that students understand what is expected of them and how I will respond to issues in class. (Claassen & Claassen, 2008)
Routines - Establish routines for students to follow at the start of everyday. Have a task for students to work on at the beginning of class everyday. (Wong & Wong, 2001)
Procedures - Ensure that students know where to find homework and when it will be posted. Outline the procedure for asking to use the restroom and when they can go. Ensure that students know where to go to find work if they missed school. Minimize reasons for students to distract the teacher at the beginning of the class. (Villa, Thousand & Nevin, 2010)
Seating chart - Establish a location for students to start each day and an understanding that the people seated around them are to be consulted first about questions. Students should feel comfortable asking their tablemates for assistance with the task. Establish that these types of conversations are fine as they help both students to understand the material. (CT Nafeezah Smith)
Equality Sticks - Have student names on popsicle sticks and ensure that students understand that these represent the primary method that students will be called on during class. Students should understand that they all have an equal chance of being called on and that favoritism is not being utilized during class. (CT Nafeezah Smith)
Consistency - Ensure that students understand all of the rules and that they will be enforced consistently for all students. (Wong & Wong, 2001)
Syllabus - The syllabus will be sent home on the first day so that students and parents know what will be covered in class. Students will understand the pacing of the class and their options for seeking help outside of class. (CT Nafeezah Smith)
Differentiated Lessons - Lessons designed to meet the needs of different students and scaffolded in such a way that all students can participate and learn. (Prof. Anne René Elsbree)
Level 2: Recovery with Accountability
My views on student recovery and accountability are based on the understanding that student need to be shown how to respond to and address their concerns in a equitable and consistent way. It is essential that student learn how to deal with social and emotional issues early if they are to have success as adults and I model my systems for management on methods that help to guide students to make sound decisions. Students understand that rules are enforced the same for all students and that they must accept responsibility for their actions. Similarly students understand their rights and can express their views concerning conflict in the classroom.
Nonverbal Cues - Without disrupting the task or lesson, make eye contact and let the student know that their disruptive actions are to stop. (Wong & Wong, 2001)
Proximity - Move closer to students who are getting off task so that they are reminded to bring their actions back in line with expectations. (Claassen & Claassen, 2008)
Verbal reminders - Directly address the student with a reminder to return to the task or lesson the class is working on. (Villa, Thousand & Nevin, 2010)
Listening - Ask a student why they are acting out at an opportune time and attempt to find a solution that will bring the students behaviour back into expectations. (Claassen & Claassen, 2008)
Monitoring - Observe and evaluate student behavior daily to gain an understand of how each student reacts to situations and better learn how to gauge responses to student behavior problems. (CT Nafeezah Smith)
Classroom profile - Maintain a living document listing information about students in the class. Use this document to monitor and track student information and ensure that lesson plan is meeting needs of students. (Prof. Anne René Elsbree)
My views on student recovery and accountability are based on the understanding that student need to be shown how to respond to and address their concerns in a equitable and consistent way. It is essential that student learn how to deal with social and emotional issues early if they are to have success as adults and I model my systems for management on methods that help to guide students to make sound decisions. Students understand that rules are enforced the same for all students and that they must accept responsibility for their actions. Similarly students understand their rights and can express their views concerning conflict in the classroom.
Nonverbal Cues - Without disrupting the task or lesson, make eye contact and let the student know that their disruptive actions are to stop. (Wong & Wong, 2001)
Proximity - Move closer to students who are getting off task so that they are reminded to bring their actions back in line with expectations. (Claassen & Claassen, 2008)
Verbal reminders - Directly address the student with a reminder to return to the task or lesson the class is working on. (Villa, Thousand & Nevin, 2010)
Listening - Ask a student why they are acting out at an opportune time and attempt to find a solution that will bring the students behaviour back into expectations. (Claassen & Claassen, 2008)
Monitoring - Observe and evaluate student behavior daily to gain an understand of how each student reacts to situations and better learn how to gauge responses to student behavior problems. (CT Nafeezah Smith)
Classroom profile - Maintain a living document listing information about students in the class. Use this document to monitor and track student information and ensure that lesson plan is meeting needs of students. (Prof. Anne René Elsbree)
Level 3: Life Skills
My class will strive to give students the life skills they need in order to be successful in life outside of school. I will ensure that students understand how they are expected to behave both inside and outside of class. Further I will strive to give students skills that will help them in dealing with stressful and unforeseen experiences throughout their lives. Being successful in life requires understand their own emotions and being able to control themselves in less than optimal situations.
Modeling - Demonstrate to students how to respond to and address each other. Being consistent in this will help students to understand that these actions are norms for the class. (CT Nafeezah Smith)
Self-Control Script - Have a formal plan of action in place to implement for students who are having behavioural issues. Ensure that student understands that they should follow these steps when dealing with issues. (Villa, Thousand & Nevin, 2010)
Option Model - Ensure that the students know what their options are in dealing with issues in the class and that they have a way to voice their opinion and concerns. (Claassen & Claassen, 2008)
Cooldown Plan - Have a procedure in place for the class to follow when the entire class needs to settle down.(Villa, Thousand & Nevin, 2010)
Personal Contracts - Have a procedure in place for communicating to a student what their expectations and responsibilities are after a behavioural problem. Ensure that students understand that they have to take ownership of their deeds. (Villa, Thousand & Nevin, 2010)
My class will strive to give students the life skills they need in order to be successful in life outside of school. I will ensure that students understand how they are expected to behave both inside and outside of class. Further I will strive to give students skills that will help them in dealing with stressful and unforeseen experiences throughout their lives. Being successful in life requires understand their own emotions and being able to control themselves in less than optimal situations.
Modeling - Demonstrate to students how to respond to and address each other. Being consistent in this will help students to understand that these actions are norms for the class. (CT Nafeezah Smith)
Self-Control Script - Have a formal plan of action in place to implement for students who are having behavioural issues. Ensure that student understands that they should follow these steps when dealing with issues. (Villa, Thousand & Nevin, 2010)
Option Model - Ensure that the students know what their options are in dealing with issues in the class and that they have a way to voice their opinion and concerns. (Claassen & Claassen, 2008)
Cooldown Plan - Have a procedure in place for the class to follow when the entire class needs to settle down.(Villa, Thousand & Nevin, 2010)
Personal Contracts - Have a procedure in place for communicating to a student what their expectations and responsibilities are after a behavioural problem. Ensure that students understand that they have to take ownership of their deeds. (Villa, Thousand & Nevin, 2010)
Level 4: Somewhere Else Plan
I recognize that students have a right to feel safe and to express their emotions and will implement a classroom management plan that allows for students to deal with stressful situations and encounters. By expressing to students that I already have a plan in place for dealing with extremely difficult occurrences I will be demonstrating to students the need for plans that take into account less than optimal situations. Students need to understand that event will not always go the way they plan and that contingencies have to be made. My somewhere else options are only to be uses when no other option will suffice and I do everything I can to never have to resort to using them.
Informal Location - Establish an informal location that a student will be sent to while the teacher gets the rest of the class on task. The teacher can then talk to the student about the issues they were having in class. (CT Nafeezah Smith)
Thinkery - Have a formal place to send students to consider what they have done and have an adult available (councilor/AP) to talk to voice their views over the incident. (Claassen & Claassen, 2008)
Option Model - Have different methods for mediating conflict in the class so that students feel that they have a say in how the situations is dealt with and which parties are involved. (Claassen & Claassen, 2008)
I recognize that students have a right to feel safe and to express their emotions and will implement a classroom management plan that allows for students to deal with stressful situations and encounters. By expressing to students that I already have a plan in place for dealing with extremely difficult occurrences I will be demonstrating to students the need for plans that take into account less than optimal situations. Students need to understand that event will not always go the way they plan and that contingencies have to be made. My somewhere else options are only to be uses when no other option will suffice and I do everything I can to never have to resort to using them.
Informal Location - Establish an informal location that a student will be sent to while the teacher gets the rest of the class on task. The teacher can then talk to the student about the issues they were having in class. (CT Nafeezah Smith)
Thinkery - Have a formal place to send students to consider what they have done and have an adult available (councilor/AP) to talk to voice their views over the incident. (Claassen & Claassen, 2008)
Option Model - Have different methods for mediating conflict in the class so that students feel that they have a say in how the situations is dealt with and which parties are involved. (Claassen & Claassen, 2008)
Level 5: Wrap Around Support
I have a duty to instruct students and therefore have plans in place to help students who are having issues complete my class. Student success relies on more than just the student. I will work with the student and their family to find a plan of action that will help them to move forward in their education and deal with issues in the classroom. Students need to know that just because they have made a mistake doesn't mean that they are out of the class or without options. They need to see that they have options available to them to continue with their education.
Behavior Contract - Have a formal plan for dealing with behavior problems in a timely manor. (Villa, Thousand & Nevin, 2010)
Family Meeting - Have a formal plan in place that students know for when you will contact their family and what will be discussed. (Claassen & Claassen, 2008)
Pre-emptive planning - Look over the students records to try and gauge a student's personality before the semester starts to learn what triggers the student might have and how to avoid them. Examine the IEP if available to create lessons that will help the student and not alienate them. (Prof. Anne René Elsbree)
I have a duty to instruct students and therefore have plans in place to help students who are having issues complete my class. Student success relies on more than just the student. I will work with the student and their family to find a plan of action that will help them to move forward in their education and deal with issues in the classroom. Students need to know that just because they have made a mistake doesn't mean that they are out of the class or without options. They need to see that they have options available to them to continue with their education.
Behavior Contract - Have a formal plan for dealing with behavior problems in a timely manor. (Villa, Thousand & Nevin, 2010)
Family Meeting - Have a formal plan in place that students know for when you will contact their family and what will be discussed. (Claassen & Claassen, 2008)
Pre-emptive planning - Look over the students records to try and gauge a student's personality before the semester starts to learn what triggers the student might have and how to avoid them. Examine the IEP if available to create lessons that will help the student and not alienate them. (Prof. Anne René Elsbree)
Villa, R.A. Thousand, J.S. & Nevin, A.I. (2010). Chapter 9: Students as Collaborators in Responsibility, Collaborating with Students in Instruction and Decision Making, Thousand Oaks, CA: Corwin Press, p. 171-188.
Claassen, R. & Claassen, R. (2008). Discipline That Restores, Strategies to Create Respect, Cooperation, and Responsibility in the Classroom, Charleston, SC: Booksurge Publishing
Wong, H.K. & Wong, R.T. (2001). The First Days of School: How to Be an Effective Teacher, Mountain View, CA: Harry K. Wong Publications
Claassen, R. & Claassen, R. (2008). Discipline That Restores, Strategies to Create Respect, Cooperation, and Responsibility in the Classroom, Charleston, SC: Booksurge Publishing
Wong, H.K. & Wong, R.T. (2001). The First Days of School: How to Be an Effective Teacher, Mountain View, CA: Harry K. Wong Publications