Classroom Management Plan - Essay Example

CLASSROOM MANAGEMENT PLAN Name Course Instructor’s Name Date of Submission CLASSROOM MANAGEMENT PLAN Classroom management involves a set of well-thought activities undertaken by the teacher to establish a planned and controlled classroom atmosphere that supports students learning as well as their socio-emotional needs. It can also be viewed as the development of a positive learning environment through creation of good relationships, using an instructional model, learning and making use of various resources (Arthur- Kelly et al,2006). Controlling and organizing a large group of people is likely to scare someone since it threatens to interfere with their ambition of being the majority’s favorite teacher. Inadequate class discipline and lack of proper behavior management skills is a major setback to the teaching career. Therefore, it is important that teachers plan for classroom management in order to ensure that both the teacher and students achieve their goals at the end of the class. The sections below discusses the classroom management plan for class 3 blue with respect to the teaching philosophy, the preventive measures and the intervention strategies I intend to use for the class. Teaching Philosophy I am convicted to the belief that a positive classroom environment is one where your students feel safe and motivated in a manner that they look up to the next class. The students should feel free to interact with the teacher and discuss any kind of problem they face ranging from the slightest mistakes they have made to their deep emotional thoughts when something is wrong. However, this atmosphere can exist if the teacher-student relationship is similar to that of parent-child to some extent. As the teacher, my students must know my expectations of them when it comes to their performance in class as well as their behaviour both in class and outside the class. I conform to restorative justice as my approach to classroom management since I tend to belief in doing things with the student rather than to them of for them. The students will be involved in coming up with the rules on how to punish inappropriate behaviour. Also, it is my duty to give instructions that can encourage deeper and meaningful learning as I seek to establish the atmosphere where the students who go wrong have the chance to learn their mistake, take accountability for it, and suggest how they can correct their wrongdoing. Restorative justice concerns involving your students rather than practicing an authoritative role where everything comes from the teacher’s side. Restorative practices ensure that students take responsibility for their behaviour in a manner that is supportive and admirable, not punitive or humiliating (Porter, 2007). It promotes self-regulation and positive social skills since it gives an opportunity to the students to become aware of their mistakes by themselves and learn how to take accountability for them. As their teacher, I purpose to respond to their needs and challenges so that their learning and welfare are improved and they can achieve the best they possibly can. Preventive Strategies Preventive classroom management refers to creating a learning environment that minimizes the possibility of inappropriate behavior through a well thought-out plan that uses rules, practices, expectations, good relationships, classroom layout, and self-awareness as key strategies (McDonald, 2013). Preventive practices include establishing a positive classroom climate through good relationships and communication, and a positive classroom culture through proper organization of the classroom. It also encompasses establishing a good physical environment through a class layout that enhances the comfort of the students, and instructional practice through curriculum, pedagogy and assessment. Classroom Climate A positive classroom climate is one where the students feel they belong, are happy, extended and safe. It is also where verbal and physical harassment on gender, racial or other grounds are prevented and addressed. Teaching is about creating relationships and you may not succeed if the relationship with your class members is not positive (De Nobile et al, (in press)). Thus, as a teacher, I picture myself as a mentor to my students so that I can impact their lives positively. In class, 3 blue, there are students with diverse needs. For instance, there are four students who require ESL teaching. It is my obligation to ensure the rest of the students do not despise them due to their inability to articulate themselves well in English like most of them. It starts with making them understand that their ethnic backgrounds are not important in their social wellbeing at school or outside the school environment. Another student also requires special education support, and I plan to ensure that this student receives the special treatment he or she needs to enhance her comfortable stay in class. Supporting the students’ emotional needs and achievement is essential to winning the hearts of the young children in my class. Classroom Culture Basing on the fact that the class is gregarious and the students are easily distracted or excited, I intend to involve them in interactive sessions and more play time so that students like Allen, Albert and Allie can get the attention they require from the other class members. However, I will ensure there is organization, a sense or order and consistency because I foresee challenges if the timings are not followed strictly. For instance, Albert is impatient and bossy. Making him a leader can help him to calm down since he will have the opportunity to attract the attention of all the students and will ensure that he learns how to control himself in front of the other students. A positive classroom culture can be created by engaging the students in interesting activities such as drawing, molding models of items they like using Manila paper and paper pins. Rewarding the student with the best model or the drawing will help in motivating the students and create an atmosphere of competition where the students can become aware of their skills or talents. Physical Environment The class layout will also come in handy in shaping the conduct of the students. I intend to engage the students in writing down a set of negotiated rules related to their expected behavior and help them stick them on the walls of our class in designated places where they are easily visible. The students will take part in art competitions such as drawing geographical maps of the school or their estate. The best drawings will receive a reward or get their piece of art fixed on the school notice board. Since the class has an equal number of boys and girls, I intend to arrange the sitting positions in a manner that the students can be mixed to enhance their perceptions towards the opposite sex. It is also important to ensure that the group of six students who are very conscientious sit in between the rest to help them regain their focus when doing work. I concur that a positive classroom atmosphere can help to reduce aggressiveness and also enhance better conduct in the students (Brackett et al., 2011). However, it is essential to note that preventive mechanisms help to minimize the possibility of inappropriate behaviour but they do not eradicate them. Key Intervention Strategies It is my belief that corporal punishment is bad for students between the ages of seven years to nine years. It can lower their self-esteem and self-respect. Corporal punishment can also impact the student emotions and cause withdrawal behaviour among the students (Wilson, 2002). I intend to use restorative practices in responding to inappropriate behaviour challenges in combination with some psycho-education practices of interaction and negotiation if the preventive strategies discussed above do not work well for the students. Helping the students become self-aware and realize when they have done a mistake can help them devise ways of making up for those mistakes. Giving the students chances before taking a high level action can ensure that you learn them better before you give up on the restorative justice measures. For instance, in the case of Albert, he has a tendency to get violent whenever he is slightly provoked. In such cases, I can take a range of measures such as giving him an eye contact. If he does not stop it, giving him a hand signal such as pointing a finger at him can be the next appropriate action. If that does not seem to work him, the next step can be to tell him to refer to the rules we set in class. The action can be followed by a short-time out if the behaviour persists. The next step is to detain him over lunch hour. However, if the behaviour persists, referring the issue to the deputy principal can help scare him. Nothing seems to be done by her mother to help him whenever she is informed about her son’s behaviour. I intend to take a step of inviting her to school whenever there is a competition or a match so that she can see the positives about her son. The next action should be to discuss about her son’s behavior in school and encourage her using the positives. I intend to use the five levels of response as suggested by Miles, (2003). Applying the five actions and using restorative practices can help the student reflect on his actions and realize the reason for the punishment (Jones, & Jones, 2013; Konza et al, 2003; Olsen & Nielsen, 2006). Action 1 Action 2 Action 3 Action 4 Action 5 Low level Low Level Medium Level Medium Level Higher Level -Eye Contact -Proximity -Hand signal e.g. point a finger -refer to rules -short time out -long time out - lunch time detention -Parent interview -referral to principal Conclusion Adopting a student-centered classroom culture, creating a positive classroom environment as well as engaging the students in setting a set of rules is the best approach to classroom management. Responding to students’ needs or challenges can create a learning environment that supports active student involvement. Teachers should encourage positive social skills among their students and promote self-regulation. The interventions discussed above about responding to challenging behaviour are important in fostering a positive teacher-student relationship. A reward system is also essential in promoting a change of behaviour so that the leaners can know that they are appreciated whenever they show a positive change of behaviour. References Arthur- Kelly, M., Lyons, G., Butterfield, N. & Gordon, C. (2006). Classroom Management (2E). South Melbourne: Thomson. Brackett, M.A., Reyes, M.R., Rivers, S.E., Elbertson N.A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction. 46 (1), 27-36. De Nobile, J., Lyons, G., & Arthur-Kelly, M. (in press). Positive Learning Environments. South Melbourne: Cengage. Jones, V. & Jones, L. (2013). Comprehensive Classroom Management (10e). Boston: Pearson. Konza, D., Grainger, J. and Bradshaw, K. (2003). Classroom Management; A Social Guide. South Melbourne: Thomson. Lyons, G., Ford, M. & Slee, J., (2014). Classroom Management (4e). South Melbourne: Cengage. McDonald, T. (2013). Classroom Management: Engaging Students in Learning (2E). South Melbourne: Oxford Uni. Press. Miles, P.G. (2003). Don’t Just Stand There, Yell Something! Behaviour Management Techniques for Teachers. North Ryde: McGraw Hill. Olsen, J. & Nielsen, T.J. (2006). Holistic Discipline; A Total Approach to Classroom Management. Frenchs Forest: Pearson. Porter, L. (2007). Student Behaviour; Theory and Practice for Teachers (3e). Crows Nest: Allen & Unwin. Wilson, J. (2002). Corporal Punishment Revisited. Cambridge Journal of Education, 32 (3), 410-416. Read More