Classroom Management Plan

Classroom Management Plan

Contact Information AND demographics of Teacher and Class

As a beginning teacher, I am excited to provide a comfortable classroom environment where students can have successful academic and social experiences. My classroom management plan is designed for upper elementary grade levels (grades 3-5), primarily a mild/moderate resource setting.

Statement of Purpose

Our classroom will provide a positive, safe environment where students and teachers can work together to create successful learning experiences. Students are encouraged to explore and practice academic and social skills, as well as develop an excitement for learning.

Rules & Relationships: Preliminary LRBI Strategies used in the Classroom

Compliance to the following rules will be expected and reinforced:

1. Follow directions the first time
2. Sit in the “Get Ready Position” during class instruction
3. Keep hands, feet, and objects to self (Hands-off policy)
4. Raise your hand when you have a question or comment
5. Speak positive, kind words to class members (this includes teachers too!)

Teaching Rules to Students

On the very first day of the school year I will go through each classroom rule with students. I think it will be effective to have a discussion with students about the rules, providing a rationale for having rules (so we can be safe and learn), and role-playing both positive and negative examples. I believe this would be both a fun and effective way to teach classroom rules. Role-playing would also give students multiple opportunities to practice the rules. For my second rule, I will need to spend time explaining to students what the “get-ready position” looks like: eyes on teacher, hands on desk, feet on floor, and pockets on chair. I would model the “get-ready position” and have students practice, especially during different settings (class instruction: teacher talking/giving instructions, group or independent work, class discussion). I also think it’s extremely important to have the rules posted in the classroom. I would like to establish a contract with all students by having each student sign a poster of the rules that will be posted in class.

Re-teaching or Booster Sessions

I recognize that it’s important to spend time re-teaching the rules to students. Once students become comfortable with the rules, they may be a little more relaxed in how they follow them. Having booster sessions to go over rules and how we follow them will also help me, as the teacher, to reinforce the rules more effectively. As a reminder to students about the rules, I would like to implement a system where students can write positive notes to classmates that they see following the rules. Students put these notes into a classroom mailbox, and they are distributed at the end of the week (Friday). Most likely this will not happen every week, but I will announce to students when we’ll be writing positive notes to each other for following rules. I will also be observing students and writing notes to those who follow classroom rules. I would like to re-teach the rules at least twice a month where we discuss and practice them. More frequent reminders or booster sessions may be given according to how well the students are observing the rules.

Informing Parents about the Plan

At the beginning of the school year I will send a document disclosure home to parents/guardians outlining the classroom management plan. I want parents to have a copy of the plan, but I would like students to bring back the last page of the document with parent signatures. I would also talk with parents during back to school night, and give a brief run-down of the plan. Another strategy that I’d like to use to inform parents about the plan is to have students participate in sharing the classroom rules with their parents. During the first week of school, after we’ve discussed and practiced following the rules, I will provide a booklet that includes all 5-classroom rules. Students will illustrate what following these rules looks like to them and then take it home to share with their parents/guardians.

Building and maintaining relationships with students and parents/guardians

I want to develop sincere, positive relationships with students and parents; I value building and maintaining these positive relationships. In my efforts to build these relationships I will practice effective communication. I believe communication is a key ingredient to building successful relationships with other people. I will take the time to get to know my students: (likes, dislikes, interests, and preferences). As much as possible I would like to be aware of extra-curricular activities that my students are participating in, and if I’m not able to be there I want to at least talk with them about it. I would like to involve parents in the classroom and other school activities. When appropriate, I believe home visits can also be effective in building positive relationships with parents. Frequent communication between parents that includes an interest in them and their family may also be effective in maintaining relationships.

Consequences: Positive and Negative

Positive Consequences: 3 categories

Free & Frequent

Smiles (if appropriate, pats on the shoulder)

Verbal Praise

High Fives

Stamps & stickers

Intermittent

Praise Notes

Homework Passes

Happy Notes Sent Home

Special Priveleges

Strong & Long-Term

Class Field Trip

Class Party or Special Guests

Friday Fun Activities

Negative Consequences

1^st Time: Class rule reminder

2^nd Time: Individual rule reminder

3^rd Time: “Think Time” (Removal from activity)

4^th Time: Phone call to parent/note home

5^th Time: Office Referral

I want to maintain a positive atmosphere in the classroom, and hope to emphasize positive consequences and appropriate behaviors that students can learn. Negative consequences will be used in a hierarchically—more severe consequences will be used if students ignore reminders or warnings, and continue an inappropriate behavior. I would like to incorporate a system where students work together to earn class points. Free & Frequent and Intermittent positive consequences (reinforcers) will be given to individual students, but in order to obtain strong & long-term reinforcers, students will need to work together to earn class points. I would like to have strong & long-term reinforcers happen at least twice a month (especially Friday Fun Activities). These activities could include extra P.E or recess, a movie, and art/craft or science projects. If students individually do a great job following the rules, I want to provide intermittent consequences such as praise notes and special privileges like choosing the book the class will read, candy, receiving praise from everyone in the class, and extra computer time. These intermittent rewards will be kept in some sort of prize box (activities will be written on pieces of paper).

Data Collection Method

Student Name(s)	Date(s)	Positive Consequences	Negative Consequences
Katelyn Sneed	2/28	+ received a smile (talked with classmate)	- Late to group meeting (natural consequence)

Key: + major positives & -- negatives (followed by brief description for both)

*This data collection method will keep track of positive & negative consequences students receive from teacher.

Method for Student(s) to Monitor Consequences

I will observe and monitor students during the day, and students will also observe their own behavior(s). I will draw stars in each student’s folder three different times during the school day (Am, Lunch, and Pm after lunch) if they have been following classroom rules. Along with giving individual praise I will be watching the class as a whole, and I will give points according to how well everyone is working and following instructions. At the end of class I will record each student’s stars and add them to the overall total class points for the day. Students may earn a strong & long-term positive consequence when they’ve reached 100 points as a class.

Intermittent positive consequences will be given to students according to the number of stars they’ve earned in their folders during the week. Students may choose an intermittent positive consequence out of the prize box on Friday at the end of class-time if they have 13-15 stars in their folder for that week. Students can use these positive consequences (reinforces) on the following Monday.

Procedures

Schedules & Routines

Each day a schedule will be on the board outlining for students & teacher what will be happening during the day and at what time. This will be a support for all students, and will help maintain effective transition time. If needed, pictures will also depict regular routines that students might anticipate during the school day (examples: going to the library, computer lab, recess, and turning in homework.

Important Signals

Attention signals and group response signals will be practiced on the first day of class and reviewed frequently during the first week of school. It’s important that all students be aware of attention signal used in class. Some example signals might include: clapping hands in which students join in, or teacher calling out “Class” and students responding “yes.” I’d like to have one consistent attention signal—during the first 2-3 days of school I will observe student responses to various attention signals and determine a signal that’s most effective with all students. Signals for group responses may include visual (hand-drop, conducting), auditory (snapping, clapping), or a touch (pointing to items or materials used during instruction).

Transitions

I expect appropriate classroom behavior and observance of our class rules during transitions that take place within and outside the classroom. Students will use their inside, 6 inch voices during transitions between activities in the classroom and when walking to the cafeteria, recess, or other locations in the school (library, multi-purpose room). When the class is transitioning to other places within the school, students & teachers will form lines to make sure everyone stays together. Transitions can be exciting, and procedures have been established for appropriate transition to ensure the safety of all students.

Crisis Plan

During emergency situations or drills, students and teacher will follow school emergency procedures. A crisis plan is in place for emergencies that happen within the classroom. If an emergency situation occurs in the classroom (medical, behavioral, or other) students not involved will be given an instruction or task (read a book from the classroom library, color or draw, etc.), or of needed students will relocate to another classroom. A color code system will be in place to inform the office (nurse) of the emergency and request help if needed (blue-medical, and red-behavior). Teacher will send a capable student (student who knows the procedure) to take the card to the office. Parents of the student(s) involved in the crisis or emergency will be contacted.

Tardy and Absent Procedures

If students are late to class, they need to get a pass from the office and bring it to the teacher. Students are expected to enter the classroom quietly, hand the late pass to teacher, receive directions from the teacher, and go sit at their desk. For absences, parents can either send a note with their child to school regarding absence (student takes this to the office), or call the office. It is the students’ responsibility to come talk with the teacher about missed assignments and any other important information.

Bathroom, Drinking Fountain, & Pencil Sharpener

Students are expected to raise their hand & inform teachers regarding sharpening pencils, bathroom needs, and the drinking fountain. I understand that students will need to use the bathroom during the school day, however it’s most effective if these needs are taken care of during recess, lunch, and other classroom breaks. If needed, students may get a drink of water after recess. Students may sharpen their pencil during independent or group work. It is distracting to sharpen pencils during class instruction, especially when the teacher is talking.

Physical Layout of Classroom

I have set-up my classroom as shown in the figure below. I aligned the desks so that all students can see the whiteboard; I believe the desk formations also provide the teacher the ability to observe all students. I wanted the set-up of student desks to encourage communication, especially during group work. Currently I have my think time area by the door, but depending on how students respond to think time (removal from activity) I may move the area to another place in the classroom. I would like to avoid having students run out of my classroom, particularly when they are upset. I have included a class library in my set-up along with an area for students to read. I also want to read to my students, and so I have set-apart an area where we can sit together during this activity. I may make slight changes to the layout of my classroom after I’ve had time to observe my students during the beginning weeks of school.

	Computer(s)

Welcome: Door

“Think Time” Area

Student desks

Class Library

Reading Area

White Board

*Physical Layout of Classroom

Link to Wiki (For Unposted Lesson Plans)

I realize that I've posted the majority of my projects on my blog, but my lesson plans and project plans have not been as fortunate. For right now, because of time, I'm going to provide a link to my Wiki where all my projects and lesson plans are either embedded or "linked."

I'm pretty sure I will go back and post everything that is on my wiki (all projects and plans) to my blog as a backup. I'll have this backup just in case my wiki crashes and burns :) Plus, double practice with linking and embedding is going to make me soooo good!

Link to my Wiki: To the projects, plans, and beyond!

Week 14 PLE Post:Internet Safety Assignment

I was blown away in class by all the different "traps" found on the Internet. I've recognized that there needs to be some safety precautions taken when using the Internet, but I was not aware of the dangers that surf the Internet. One of the most disturbing danger that the video in class mentioned was of Internet predators. It is frightening that there are some people who join chat rooms under a false disguise, befriend children and adolescents with the intent to do them harm. I am also alarmed that many parents are not aware of what their children are doing on the Internet. Practically every child has been told not to talk to strangers, but that warning does not seem to apply to the Internet in most cases. I think Internet users need to be extremely cautious, especially if you are using a chat room. As a teacher, I realize I am going to have a great responsibility to inform my students about Internet Safety. I think it will also be essential to inform parents about the safety precautions needed when using the Internet.

Week 13 PLE Post

I've never noticed before how many different technologies are available in a classroom. I've been in some classrooms where the only computer available belongs to the teacher, but in other classrooms I've seen computers in sets of two. At Mary-Ann Sanders Elementary in California I have visited a few classrooms: these classrooms were equipped with a smartboard, the teacher was provided with a laptop, and the students had access to two computers (lap-tops) in the classroom. This is a newer school, so it might be more technologically equipped than other schools. There is a computer lab at Mary-Ann Sanders.

I've found that sometimes these newer technologies aren't used because teachers are not taught how to use them. I'm not sure if they hold seminars that teach teachers specifically about technology and how to use it, but I'm certain they do. If districts do not--I think it'd be worth the investment to train teachers on technology use and integration. It is most likely that if a teacher does not know how to use a technology--that technology will not be integrated into any lesson plan. I have seen teachers working together to figure out how some of this stuff works--I think this is great teamwork!

Week 12 PLE Post

I watched the videos I love Spiders and Brown Bear, Brown Bear, What do you see? I was very impressed while watching Brown Bear Brown Bear at how the teacher was able to take a non-digital technology (a picture book) and use the pattern of the book to create a multimedia presentation which covered a different standard (in this case-- the standard was vehicles or things that go). It is amazing that her kindergarten students (4 and 5 year olds) were able to take the vehicle that they had drawn on paper, and create/draw their vehicle on the computer using a drawing program. The teacher commented that her students have usually not had any prior knowledge of computers or any computer skills. It is incredible how quickly they developed the skills needed to draw their pictures on the computer. I also really like how technology is used to involve the parents with what their students are doing at school. In this case, I believe the teacher said that videos of the stories were sent home so parent and student could enjoy them.

This teacher referred to her students as being fearless and willing to help each other--I think this excitement to try and learn new things (experiment with the computer) helps you to develop and learn more quickly and effectively. It's okay to have difficulty understanding, struggle with learning, or find yourself lacking in skills or talents-------- Be fearless! . . . . . it will come with time!

Week 11 PLE Post

Pedagogical knowledge (PK) can be defined as general knowledge and skills related to teaching. Examples: knowledge of teaching methods, classroom management, or understanding how to motivate students. It's amazing that teaching or the ability to teach requires its own standard of knowledge. This is also a knowledge unique to teachers. PK is the knowledge of how to teach.

Content knowledge (CK) is independent of Pedagogical knowledge in that it is knowledge of facts, concepts, and skills in a particular domain (like science, history, or nutrition). Someone could have a very good content knowledge about a certain subject, but not know how to teach it (pedagogical knowledge). CK is the knowledge needed for what to teach.

Technological knowledge (TK) is the knowledge needed to understand and implement/use different technologies. TK is needed in order to appropriately integrate technology in education. An example of TK could be the knowledge needed to understand and use digital hardware/software, or the knowledge need to download certain programs.

TPACK is the knowledge of how to use the technology to support content -specific pedagogical methods and strategies. It is the integration of technology in teaching certain content standards.Technology included in the TPACK framework includes an array of representations (or ways the concept being taught can be represented). Types of representations include: textual (article), visual (picture), auditory (recording), dynamic (use of website like Goggle Earth), and multimodal (video--combo of representations)) representations. Sometimes a particular representation of a concept (supported by a certain technology) can enable students to better understand that concept. When choosing to use a certain technology, consider how the representation of the concept you're trying to teach will be impacted and what will be of most benefit to your students. You want to use a technology that supports the concepts and particular representation of those concepts you hope to achieve in your teaching.

Week 10 PLE Post

Discovering New Technologies!

In class we explored some new technologies that are available online--one of which is called Prezi. This is a presentational software that enables you to create an entire presentation from a single slide. It is similar to PowerPoint in its presentational use, but with Prezi you only need to make one slide. The features allow you to zoom in or navigate around this single slide board while giving the presentation. I think it's amazing that so much can be done from a single slide. I think it would take a lot more practice to learn how to navigate the page . . . the way you use the page or navigate could have a huge impact on the efficiency of your presentation.

Another new technology found online is Gliffy. I must say that so many of these newer technologies have awesome names. Gliffy is a fun word to say--like, that was totally Gliffy, dude! Gliffy is a diagram software that can create all sorts of different diagrams, flow-charts, floor plans, and technical drawings. It appears that this software makes creating diagrams much easier than Microsoft word processor.

Mind Mister is another technology found on the web. This technology can create mind maps from which you can develop all sorts of different ideas. It allows for concept-mapping. For instance, a teacher can present a main idea from which students would fill in the webs that connect to the main concept. This technology would be great source to use when exploring ideas--and great source for a teacher in order to help students see the "BIG picture" for whatever is being taught.