Classroom Management Plan - Essay Example

? room management plan room management plan It is every individual believe that the room management is the major activity in any given educational setting. It is known that if the students are in a secure atmosphere, then studying can occur. This therefore, does not translate to punishing characters bad conduct but it is more of setting a tone in the classroom. It also means controlling conduct problems with interesting and involving curriculums and efficiently involving all students in the classroom so that their requirements are met. Having the appropriate atmosphere for every student to study is the teacher’s main goal of enforcing best classroom management. Without the peaceful environment students will not be able to learn. Discipline Philosophy This season the district has incorporated classroom rules in all of the schools. As an observer during the first two days I learnt a lot that will assist me evaluate my philosophy for the teaching career a head. As a teacher I have placed a lot of emphasis in considering the values and beliefs concerning discipline and personal management style and the social objectives for the students.The objective is to arrange the logistic of the classroom so that the students in the classroom become student-centred instead of becoming teacher-centred. In order to be very organized the structure of the classroom need to vary, which allows change to be done to parts of the plan from one year to another (Elena et al, 2007 P. 64). One of the key rules is to show respect to everybody and accommodating their differences. Every student have his or her own way of learning, and creating an appreciation for those differences will be important in building a safe and peaceful classroom community.From the knowledge gained in classroom what as a teacher I view as main components classroom management plan have receive a great influence. I have view the two sides of the spectrum in ways of structure. A classroom was more structured with the structure dominating the classroom and studying was not going on. Another room was complete chaos and the instructor had lost control over his students, and he did not mind to come up with structure to improve their learning. The view of discipline in the classroom entails all of the skills an individual have had in various classroom setting. There must be a clear understanding of the structure by the teacher as well having valid concern entailing the well-being of the students. If a teacher can understand his individual values on classroom structure, he will create a very reliable management plan that he can use. The classroom experience changes the instructors way to the type of rules he chooses for the classroom. For instance, the teacher may think that one of the main rules, which cannot be negotiated, is for every student to be in school on time. The same teacher my later realize how problematic and narrow-minded the idea is when considering various schools. He can learn that such rule should not exist, as he would be putting students, most of whom have no means of controlling their morning arrival due to a guardian driver, at a disadvantage. In addition the teacher needs to be honest like the saying ‘Honest is the policy’. The instructor should become honest and show respect to those that are also honest. He should, therefore, make a classroom community where every student understands that becoming honest is the best (Sprick, 2010 P. 103). Moreover, they should learn that lying is not a means for escaping out of a problem of for getting a conflict resolved. Having this skills and expectation, the instructor will move into his classroom understanding the kind of person he his. He will also know how he will use his life experiences to assist him to be a guide for his students’ educational experience. Rules/Reward/Consequences Consequential management is an agreed measure in ensuring that students attain their set objectives. It is a positive measure as it serves to provide the student informed choices and an opportunity to study. The teacher’s role for consequences will be to get ready earlier enough for most incidences and be in a position to correctly address the kind of misbehaviour that is taking place. He should be in a position to determine whether the misbehaviour is early stage misbehaviour, awareness kind misbehaviour, misbehaviour seeking attention or whether it is habitual misbehaviour. While the teacher is aware that incidents will come up when he do not have a plan put in place, he should prepare as he can by having a detailed plan for various behaviours. This plan will be more effective in lowering the future chances of the misbehaviour, but in a manner that stands out to be more effective. As a part of consequential correction the teacher need to have contingency contracts. The contingency contracts should be majored on the interview conducted with the students. After the second offense, the teacher needs to make a contract for their behaviours. The teacher is going to create the contract on the second offense, since most of the students will cease behaviour after the first verbal warning. The teacher should correct behaviour irregularities in private in a manner that the student does not feel punished. The student that shows outward behaviours should be advised later concerning their misbehaviour privately between him and the instructor (Moore, 2005 P. 157). Eventually the student and the instructor will be able to come up with a long-lasting solution for the problem. Consequences should relate directly to the breached rules. It is therefore, the duty of the teacher to set out limits. The limits must be in line to the requirement they are seeking by giving positive alternatives. A student that fails to do homework is not supposed to enjoy the similar privileges like going for break and games, together with those that are through with assignments. This will see that the student becomes answerable in future and observers time. For instance, if a windowpane hit by a student breaks, the immediate consequence is for the student to clear up the mess and replace the pane. Procedures allow the student to examine critically by being time conscious. Procedures In terms of providing a peaceful environment for all to learn, classroom procedures are required to demonstrate how things need to be. It is by having the plan set down on board so that the students copy it as they move into the classroom. The teacher needs to implement a job chart where students will be busy throughout the week. The teachers need to have students doing the job of paper passers, others being overhead cleaners, and some board erasers, recyclers and line heads. This should be introduced on the beginning day of the term and assigning of jobs should be done randomly to students. Insisting on the essentials of the job will improve students arch to do the job to show their responsible conduct. The teacher need to have a procedure that every student who cannot show responsible conduct and finish their job in time will have to delegate their work title to others. The instructor should also have an encouraging system of whereby he rewards good conducts, which will in turn raise the need good conduct. However, some students will not mind to get the reward and if this occurs the teacher should institute another system like reinforcing students that to do not behave with a stimulus that he understands is rewording to them. This will be from an interview conducted earlier with the students. These procedures above are important to a highly structured classroom (Delta et al, 2005 P. 77). It is important to keep in mind the reinforcement that is natural, which is the verbal reinforcement. Sometimes involving students for a free writing assignment assist them to work mainly on their writing, and the teacher takes the position. Students should have their work on notebooks to ensure all class work is in one place. All the assignments are marked every time they are expected and notebooks collected after some period for grading purposes. The uncompleted assignments may not be marked hence lead to lose of points, but gives the student humble time to re do the task before the collection time. If the homework is both unmarked and ungraded, it adds consistency to the class and do not have an unacceptable influence of grading the assignment subsequently. Homework assists students in enhancing understanding of classroom work. Moreover, for summary purposes of the day’s lessons, question related to the same session are tried. Teachers should spend at least ten minutes to summarise the main points after every lesson. Questioning assists to find out where the students are; by this, students understand the work. Their way of providing answers varies, as some would wish for more creative method of answering questions opposed to essays which many of the students go for thus showing their level of competence (Burden, 2000 P. 123). For students who may have difficulties with their classwork keeping them in a meeting where they are motivated to have a favourable attitude and feel respected. They should understand that they have the rights over their learning, since it is not genetic. Procedures allow the student to think critically by being time conscious. For instance, Students are awarded all participation like assignments, attendance, group work, tests and quiz. Procedure chat Procedure to address when occurring, saying a short comment. Procedure requiring consequence. Procedure to motivate. Talking without raising a hand. Throwing objects putting hands up noises Causing disturbance to the class Saying please and thank you roaming Becoming physical Following instructions Littering paper loitering in class Working on an homework Not sitting upright Working silently Physical Environment Classroom arrangement does a crucial role in students’ learning. A well-ventilated room lets light from the windows and vibrant colours on the walls. This provides students with a welcoming feeling as they move to the classroom. Students feel secured walking to their well-arranged classroom. Walls painted in shinning colours, colourful writing, and maps hanging on them enable the student to have peace as the carpet on the ground give them comfort. The teacher must place himself in front of the room whose seats are in rows as they begin the day’s lessons (Charles, 2011 P. 123). Having students seated in columns encourages discussion amongst themselves. The students enjoy face-to-face interaction as they share information creating understanding between them opposed to receiving it from teachers. Moreover, covering the walls with written posters evokes critical thinking of students. Some students who may not be paying close attention think about the same posters asking themselves several questions concerning the same. The instructor places bookshelves at the corners of the room, which gives supplemental materials like textbooks and computers for research and more knowledge. Arrangement of students in columns with spaces amongst them enables the teacher to access each student simply other than being stationed at the front. Columns also encourage group discussion as students is seated facing a group. Group work makes each student take part in discussion thus learn from each other. Also the teacher should involve the students in making drawings, dancing and singing, and making mobiles of the lessons and ensure that he is equipped in getting materials for them to use and be innovative. Classroom arrangement allows students to think critically and come up with unique methods of handling a similar task. For example, students can come up with a method of doing their problems in a class like choosing one of them to stand as a link between them and the administration. Parent Support and Cooperation The teacher needs to develop a communication with the student parent. By doing so, the teacher will be able to inform the parent what takes place in the classroom. It is crucial for the management of the classroom that the instructor keeps open communication with the guardians of the student. It will also be beneficial for the guardian teacher meeting if the guardian has in mind what has been taking place at school (Algozzine et al, 2010 P. 129). Each student will be required to take home a report form at the end of the week containing information that include their school work and notes from the office. The parent will then send notes to the teacher using the same report form, which the student must give to the teacher at the beginning of the week. The instructor in responding to what the parent has written to them will write a newsletter to the student’s guardian. The newsletter explains what they will be learning in the coming will as well as other activities that they will be doing. In addition, it will give suggestion of activities parents can do at home with their children and essential news. The moment the student comes in with a note, the instructor will respond in the shortest time possible to the guardian right away. Administrative Support Behaviour management plan is a vital system, which the administration look at. This is because it sought opportunities in behaviour that affect a student’s nature of life in all aspects, which is not only student behaviour in school. There are various approaches to this plan that the administration use. The first approach is the primary prevention plan, which categorises the students in the similar manner. It involves effective teaching and providing curricula, which is acceptable within the learning environment. These play a vital role in the determination and differentiation of those that have behaviour difficulties from the rest. The other is secondary prevention that involves those students that are at risk for behaviour problems. Programs here involve pre-correction and self-management training. These students arrange each other in small groups for them to get interventions like social or academic support. These allow maximum use of either time or effort. In the process of progressive persistent, disciplinary problems by the student, the attention turns to tertiary level. Here, it tends to sought support from family members and immediate friends of the student. This assist to heightened and strengthen the intervention. Behaviour management plan allows a student to think deeply by recognizing the origin of their problems and seeking workable solutions for those problems. For instance, a student that performs mistake for the first time gets warning, and when he repeats the mistake, again he get expulsion. Student must be consistent particularly in behaviour and respect for administration and this is what makes a character. It is therefore, essential to apply a firm and consistent discipline to students. Proper management of students in a class starts with regular enforcement management laws (Bianco, 2002 P. 180). This minimizes the resources needed to develop and improve teaching activity. Therefore, regularity in the classroom creates a peaceful atmosphere that allows students to do well. Consistence allows one to think deeply by reconstructing one’s patterns of thoughts based on extensive experience. For instance, students that do all the homework do better than the lazy ones. Evaluation Plan Setting expectations or rule for every student start at the beginning of the academic year. The reason of setting expectations is the determination of personal targets depending on their capabilities. These enhance students learning. Expectation is about the process and not measurement. It is extremely advantageous than using value added arithmetic to compare students’ performance. Setting expectation entails a number of actions that are essential to the individual learner. It therefore, needs the instructor to have an intimate understanding on the student, and the learning activity. These make the learning attainable and challenging. Expectations need that they are discussed and agreed by the teacher and remain in possession of the student. Challenging learner’s enable them opportunity to do the best they can, while the ownership has, vital emotional, and encouraging elements. Expectations require reviewing and adjustment as the year continues. It is therefore, a progressive process. Procedures allow the student to think deeply by becoming time conscious. Setting expectations allow the student to sit back and critically examines by analysing his or her performances hence identify their areas of weakness (Cipana, 2007 P. 171). These enable them to improve on those fields. For instance, an instructor sets a pass mark for a student basing it on what he understands about the performance of the student. Conclusion To conclude, it is everybody’s believe that classroom management is the opener to an atmosphere where learning can occur and students can feel secured taking part. The teacher should establish an atmosphere that is peaceful to learning and involves all his students. It is also every individual believe that the most vital area of the classroom is not the behavioural problems but establishing a good relationship with the students, motivating them to perform well and setting best expectations for them. In addition, utilizing an engaging a curriculum is important as well (Bosch, 2006 P. 147). Therefore, any teacher can make this environment and it will control behaviour problems in his classroom from the beginning. References Algozzine, B. & Queen, A. (2010). Responsible classroom management, K-5: a schoolwide plan. USA, NJ: Corwin Press. Bianco, A. (2002). One-minute discipline: classroom management plan that work. USA, NJ: University of California. Bosch, K. (2006). Planning classroom management: a five-step process to creating a positive learning environment. USA, NJ: Corwin Press. Burden, P. (2000). Powerful classroom management plan: motivating students to learn. New York, NY: Corwin Press. Charles, C. M. (2011).Building classroom discipline (10th Ed.) Boston, MA: Pearson. Cipana, E. (2007). Classroom management for all teachers: plans for evidence-based practice. USA, NJ: Pearson Merrill/Prentice Hall. Delta, K. & Kramer, P. (2005).The ABC's of classroom management: an A-Z sampler for designing your learning community. USA, NJ: Kappa Delta Pi. Elena, J & Wyatt, R. (2007).Making your first year a success: a classroom survival guide for middle and high school teachers. USA, NJ: Corwin Press. Moore, K. D. (2005). Effective instructional strategies: From theory to practice. Thousand Oaks, CA Sprick, R. (2010). Teacher Planner for the Secondary Classroom: A Companion to Discipline in the Secondary Classroom. USA, NJ: John Wiley and Sons. Read More