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My Classroom Management Plan

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This classroom management plan, which is for a higher education classroom setting, outlines my classroom professionalism plan, my student’s classroom standards, my classroom environment, and my …

This classroom management plan, which is for a higher education classroom setting, outlines my classroom professionalism plan, my student’s classroom standards, my classroom environment, and my approach to communicate classroom standards. Additionally, it discuss how effective classroom management impacts students’ performance in the classroom and workforce.


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  • 1. Running Head: MY CLASSROOM MANAGEMENT PLAN 1 My Classroom Management Plan Tiffanie TatumTCH-536 Classroom Engagement and Management Professor Philasteen Middleton Grand Canyon University June 1, 2011
  • 2. MY CLASSROOM MANAGEMENT PLAN 2 My Classroom Management Plan In the college classroom, there are adult learners and older adolescents with differentlearning styles and life objectives. For educators in the higher education field, they understandand recognize adult learners are problem-centered, self-directed, result-oriented individuals whouse education to help them meet their life or career goals (Rochester Institute of Technology,2011). Youth learners, on the other hand, usually need guidance from an adult; educational goalsare base on temporary achievements, and more focus on taking classes that meet requirementsnot future lifetime objectives. When these two types of learners are together in higher educationclassrooms, a professor may have an issue in creating a classroom management plan that meetsboth learners’ needs as well as dealing with each group maturity levels. Below, I will outline myclassroom management plan for a higher education classroom. The plan will include myclassroom professionalism plan, my student’s classroom standards, my classroom environment,and my approach to communicating my classroom standards. My Classroom Professionalism Plan When working with adults and older adolescents, I must conduct myself in a professionalmanner that is respectful, resourceful, and open-minded. My goal is to use the participativeleadership theory to create my professionalism plan. Participative leadership “seeks to involveother people in the process, possibly including subordinates, peers, superiors and otherstakeholders” (Changing Minds, 2011). Here are my five main goals when working with adultsand older adolescent students: • I will respect and listen to my students ideas and not interject my own opinions onto them. • I will encourage my students to find ways to enhance their and fellow classmates learning experience by bring to the table their own work and/or volunteer experiences and expertise on the subject matter.
  • 3. MY CLASSROOM MANAGEMENT PLAN 3 • I will find ways to effectively communicate my standards to my students through approaches that will ensure my students and I are all on the same page. • I will encourage my students to provide weekly feedback on their learning experience. This will allow me to see firsthand what areas student are comprehending and which areas I need to further explain. • I will remind my students that I am available during and after class.Overall, this plan requires me to be accountable for my actions because it will provide me a dailyreminder of my professional goals for myself in the classroom. My Student’s Classroom StandardsExpectations My students’ standards will be set high because at their age they understand right fromwrong. Most importantly, one of my goals is to prepare them for the workforce. From day one, Iwill treat my students like employees and set standards base off employers’ expectations; as aresult, my students will not only be successful in my classroom, but possible in their futureworkplace. Below are my student classroom’s standards: • All students will participate in classroom discussion by collaborating with fellow classmates to develop scholarly arguments on daily discussion topics. • When interacting with fellow classmates, students will be respectful and open-minded to everyone beliefs. • Students will be professional by not cussing, arguing, or disrespecting others in the classroom. • When participating in group and classroom discussion, students will allow fellow classmates to address their thoughts without interruption from fellow classmates.Approaches to Deal with Classroom Misbehavior Even in the college classroom, sometimes a professor has to deal with disruptivestudents. I know it is important to understand, recognize and correct self-defending behavior(Pryor & Tollerud, 1999). After all, self-defending students usually are seeking revenge, power,or attention when they conduct the disruptive behavior (Charles, 2011). Self-defending behavior
  • 4. MY CLASSROOM MANAGEMENT PLAN 4may be easily prevent by creating activities, like small group discussions, that keep studentsengaged and less focus on being a classroom distraction. However, this method does not alwayswork. Therefore, if a student starts to reflect self-defending behavior in my classroom, I will firstinform the student they must stop their misbehavior right away and if they continue to distractthe class, they will be ask to leave. If the student continues to be a distraction, I will then ask thestudent to step outside the classroom with their things and polite explain to them why they arenot allowed back in the classroom. Lastly, if the student continues to display the self-defendingbehavior, I will then report the student to academic dean. When I meet with the academic dean, Iwill explain to the academic dean about the student self-defending behavior and work with thedean and student to develop a plan to correct the misbehavior action. My Classroom Environment The classroom environment is the foundation in any student learning experience. Sincethe college classroom make-up is adult and older adolescent learners, it can be a challengeaddressing both learner needs without making one group feel overwhelmed. I will use student-centered learning in my classroom. This type of teaching methods focuses on the student and notme. There are three types of teaching methods under the student-center learning: active,cooperative, and inductive teaching and learning (Felder, n.d.). Active learning, in which students solve problems, answer questions, formulate questions of their own, discuss, explain, debate, or brainstorm during class; cooperative learning, in which students work in teams on problems and projects under conditions that assure both positive interdependence and individual accountability; and inductive teaching and learning, in which students are first presented with challenges (questions or problems) and learn the course material in the context of addressing the challenges. Inductive methods include inquiry-based learning, case-based instruction, problem-based learning, project-based learning, discovery learning, and just-in-time teaching (Felder, n.d.).
  • 5. MY CLASSROOM MANAGEMENT PLAN 5I feel this type of learning will prepare my students for future team projects or times when theyhave to use problem-solving skills to resolve financial crisis for their employer. My Approach to Communicate Classroom Standards Although my students are 18 years and older, I will not assume my students are alwaysgoing to understand my classroom standards. Therefore, I will take the time to let my studentsknow my classroom expectations. For now on, I will be adapting the Canter’s BehavioralManagement approach when dealing with classroom behavior. Canter states an educator shouldgive students explicit instructions on how they should respect each other during group and smallgroup discussions; and to stay calm when a student shows signs of trying to test the professor(Canter, 2006). In addition, I will outline in the course syllabus my classroom expectations andthe consequences when the student is not meeting those expectations. During the first day ofclass, I will hand out the syllabus and let each student have the time to read over the information.If any student has questions about the syllabus, then I will address those questions at that time.After that day forward, I am going to assume the student understands my expectations. Effective Classroom Management Impacts Students’ Performance in the Classroom and Workforce Canter (2006) states research has shown that an educator skill level is a criticalcomponent in his or her student academic performance. An effective classroom professor alsohas the ability to manage student behaviors. Therefore, the same principles use in the collegeclassroom should reflect in today workforce. Today’s manager are probably looking for workerswho are problem-solvers, self-discipline and active in the achieving the company goals. When aprofessor develops a curriculum, they must keep in mind their management style is thefoundation of what the student should expect when entering into the workforce.
  • 6. MY CLASSROOM MANAGEMENT PLAN 6 ReferencesCanter, L. (2006). Classroom management for academic success. Bloomington, Indiana: Solution Tree.Changing Minds. (2011). Participative Leadership. Retrieved from http://changingminds.org/disciplines/leadership/styles/participative_leadership.htm.Charles, C.M. (2011). Building Classroom Discipline. Boston, Massachusetts: Pearson,Education, Inc.Felder. (n.d.). Student-Centered Teaching and Learning. Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html.Pryor, D. B., & Tollerud, T. R. (1999). Applications of Adlerian Principles in School Settings. Professional School Counseling, 2(4), 299-304. Retrieved from EBSCOhost.Rochester Institute of Technology. (2011). Adult Learners. Retrieved from http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfm.