Emily Harris' Classroom Management Plan
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Emily Harris' Classroom Management Plan

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Emily Harris' Classroom Management Plan Emily Harris' Classroom Management Plan Presentation Transcript

  • A Comprehensive Classroom Management Plan designed and implemented by Emily Harris
  • “We are not just a classroom, we are a community. We recognize and value each other as both peers and partners. We appreciate that different strengths, weaknesses, cultural values, and personalities are what make us unique. We treat each other with respect and cooperation, always remembering that our actions influence and affect each other.”
  • -treat others as we expect to be treated -be courteous; say thank you, take turns -be respectful of classroom equipment (desks, computers, books, etc) -be respectful and accepting of classmates’ backgrounds, creeds, and opinions -only use electronics in class if they are specifically called for -eat before or after class, but not during. -be honest with yourself and others (no lying or cheating)
  •           Preparing for class Late Arrival to Class Missed Class During Class Personal Needs (Bathroom Breaks) End of Class Use of Cell phones/Electronics Grading Crisis Plan Emergency Procedures
  • -Complete assigned reading/homework. -Eat a balanced breakfast. If you did not have the opportunity to eat in the morning before school, please let me know and I will help you get something to eat. -Get enough sleep. Everyone needs different amounts, but plan on at least 7 hours on a school night.
  • -Enter the room quietly and turn in any homework before bell rings. -When the bell rings be seated in assigned seat, ready to learn -Remain quietly in seat until instruction begins
  • -Stop at office for hall pass -Quietly enter class -Give Hall pass to teacher -Quietly take seat -Check with teacher after class for any information missed at beginning of class
  • -Raise your hand and wait to be called on if you wish to contribute to discussion -Remain in your seat unless teacher indicates otherwise
  • -Be honest with how often you need to use the facilities -Get hall pass -Quietly and quickly return to class -Return hall pass
  • -Wait until bell rings to begin packing up -When bell rings, remain in seat until teacher dismisses class -Clean up around desk and push chair in before quietly leaving class
  • In our classroom, students are allowed to use electronics under the following conditions: -Use is directly related to subject content of class time. -Use is supervised by teacher -Student has read and signed an electronic use agreement and submitted it to teacher.
  • -All students are given an equal opportunity to demonstrate what they are learning. Therefore, students will be assessed and graded on a variety of learning components including class participation, exams, and portfolios. -Students are expected to turn in work in time. However, assignments will be accepted late for a letter grade one lower than what they would have earned had the assignment been turned in on time. -Students can choose two grades to throw out before final grades are calcul11ated.
  • In the event of serious misbehavior, such as an out- of- control student, a fight in class, or immediate threat of injury to self or others, it is necessary to have a crisis plan. -Send a designated student to office with a crisis behavior card. -Send the rest of the class to another designated class room. -If possible, help the student in crisis to reestablish self-control.
  • Fire – evacuate according to practiced evacuation plan and map (posted by door) Earthquake – follow practiced procedures (seek shelter under desk, protect head)
  • Natural and logical consequences will be used as often as possible. 1. general reminder 2. personal reminder 3. 2nd individual reminder 4. Stay after class to talk to teacher 5. Call/letter parents 6. Lunch detention 7. After school detention 8. Office referral
  • -high fives! -postcards, notecard, or phone call to parents praising child’s specific action -use of I-pod/i-phone in class during specific free times -student of the week award -coupon to turn in late assignment for full credit
  • Develop toolkit with materials needed to implement CMP. -introduction letter to parents, sent out before class begins -behavior crisis forms -praise postcards to send to students’ parents -electronic use agreement forms -communication binders to send home to parents
  • First Day of Class Introduce self and idea of a management plan Ice Breaker Games Student input surveys Fire drill! Second Day of Class With information from input surveys, make rules and procedures with students. Provide time and supplies for students to make rule/procedure posters to hang in room. Role play procedures and crisis plan. Students sign rule contract and electronic
  • Send home copies of signed rule contracts home to parents. Review plan with administrators and fellow teachers
  • Review plan after holiday break, and as needed, with students. Add rules and/or procedures as needed.
  • The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1):Learning the components of a comprehensive behavior management plan. Retrieved on [11/22/13] from http://iris.peabody.vanderbilt.edu/module/beh1/. The IRIS Center for Training Enhancements. (2012). Classroom management (Part 2):Learning the components of a comprehensive behavior management plan. Retrieved on [12/12/13] from http://iris.peabody.vanderbilt.edu/module/beh2/ Jensen, E. 2009. Teaching with Poverty in Mind – What being poor does to student’s brains and what teachers can do about it. Alexandria, VA: ASCD. Monroe, C., & Obidah, J. The Influence of Cultural Synchronization on a Teacher’s Perceptions of Disruption. Journal of Teacher Education. Vol. 55 No. 3. 256-268. Oliver, R. M., Wehby, J. H., Reschly, D. J. (2011). Teacher classroom managementpractices: Effects on disruptive or aggressive student behavior. Retrieved on December 10, 2013 from http://www.campbellcollaboration.org/news_/ Classroom_management_versus _ problem_behavior.php Reeves, D. (2008). Leading to Change – Effective Grading Practices. Teaching Children to Think. Vol 65. No. 8. 85-87 Tauber, R. (2007) Classroom Management: sound theory and effective practice. Westport, CT: Greenwood Publishing Group.