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classroom management plan

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classroom management plan

  1. 1. 1 Guiding Principles Statement I believe the purpose of classroom management is to create a respectful and safe environment where students feel comfortable, confident and excited to learn. I have referent authority in my classroom because I genuinely care about my students and make a concentrated effort to make a connection with each of them. It is my job to make sure each student feels important in my classroom, thus I address everyone by name and make time to really get to know who they are, what their hobbies are and how they learn best. I run a collaborative management classroom because students will take more ownership of their learning if they feel that their voices and ideas are heard and valued. This means that although I have the primary responsibility of behaviour management, I allow my students to have choices and input concerning classroom decisions and assignments. Kim Williment A01 February 22, 2016
  2. 2. 2 Defining a Behavioural Problem One of the most difficult aspects of classroom management is perhaps knowing what defines a behavioural problem and if teacher intervention is required to address it. A behavioural problem can be defined as any behaviour that interferes with teaching, interferes with the other students’ learning, is psychologically or physically unsafe or destroys property. (Levin, Nolan, Kerr, Elliot, Bajovic. 2015). Using this definition, a teacher can confidently and quickly identify if the behaviour in question is indeed a problem that requires intervention or a behaviour that could be addressed using less attention drawing methods so as to avoid classroom disruptions. Some student behaviours may not fall within the above stated definition of a behaviour problem, yet will still require teacher attention. These behaviours may include not completing assignments or day dreaming in class. As these behaviours do not disrupt anyone else, they are labelled as motivational problems and can occur because of self-esteem issues, a disinterest in school or a number of personal issues. Understanding what a behavioural problem is will allow me to decide if immediate intervention is required or not. It will also allow me to minimize disruptions to the learning process and keep my students task as I will not have to stop instruction to handle every behavioural issue that arises. In my classroom I will use the CALM method to determine what level, if any, of intervention is required for the demonstrated behaviour. I will use a variety of strategies to minimize classroom disruptions while maintaining the students’ integrity and rights to learn. Kim Williment A01 February 22, 2016
  3. 3. 3 Problem behaviours will be documented along with strategies that were used to intervene. By keeping accurate records, behavioural patterns may become evident and more effective behaviour plans can be developed and implemented for the students to help improve their educational experience and put them on the path to success. I will teach classroom rules and consequences to my students at the start of the school year and ensure they understand my behavioural expectations. All rules and consequences will also be posted in my classroom so we can refer back to them as necessary. Students will know what appropriate behaviour looks like in my classroom as we will spend time practising procedures so we are all on the same page. I know I cannot expect a new class to understand my expectations unless I teach them. I will also ensure that administration is on board with my behaviour plan and the parents are very knowledgeable of the high expectations I have for my students. Being knowledgeable on the definition of a behaviour problem will ensure that more classroom time is spent on learning than discipline and will help to create a positive environment for all to succeed in. Kim Williment A01 February 22, 2016
  4. 4. 4 Recognizing the Importance of Instructional Competence In discussing classroom management, it is easy to focus only on student behaviours, when in actuality, they are only part of the issue. To minimize problems in the classroom, it is the teacher’s responsibility to acquire a sense of social authority and respect from students. This can be achieved if the teacher can effectively instruct her students, give clear explanations of the material and keep them fully engaged in their learning. The teacher must be seen as “the expert” and provide students with opportunities to succeed in the classroom. If students feel that the teacher is not living up to their expectations and is not confident in the delivery of course material, they will not respect her or consider her to have any authority in the classroom, resulting in behaviour problems that are not conducive to a successful learning environment. Instructional competence is very important to my overall plan because I want my students to feel confident with my teaching abilities and be motivated to work hard and strive to do their best. By ensuring my lesson delivery is effective and I am able to explain and clarify the lesson material to my students, classroom management problems will be minimized and we will be able to spend more time on learning. In my classroom, I will ensure my explanations are clear and check for understanding by asking questions and having students complete relevant performance tasks before we move on to new material. I feel that it is very important to connect classroom material to real world situations too keep my students engaged in learning. By making these connections, I will further establish my expert power and allow the students to see the relevance in learning the material. Kim Williment A01 February 22, 2016
  5. 5. 5 I understand that not all students will work or learn at the same pace, thus I will establish a classroom culture where students feel comfortable to ask for assistance if needed. I will use different methods to ensure each student masters the concepts. This will include utilizing strategies to incorporate the eight multiple intelligences. I will also be sure to include all students when I ask questions as I want to make sure everyone understands the material. I also want to hear my students’ opinions and ideas so I can continue to form connections with them. By ensuring each student is given attention and asked for responses, they will be more engaged in the lesson and eager to listen and learn. I will regularly check in with my students to receive feedback on how they feel about the delivery of the lessons. Age appropriate surveys can be developed so I can learn which teaching strategies the students enjoy and are responding to and which are simply not a good fit for that particular class. Teaching is a very fluid career and I must be able to adapt to my students needs and unique learning styles. To maintain my expert authority, I will continue to attend professional development workshops and collaborate with my colleagues to learn new teaching methods and ensure I am well educated on all curriculum materials. My job is to provide students with the best possible learning opportunities and to do so, I must be confident in my abilities and be able to relate the material back to them. The key is to keep them engaged in their learning and I believe my plan and techniques will assist me in doing this. Kim Williment A01 February 22, 2016
  6. 6. 6 PREVENTION TEACHING FOR MULTIPLE INTELLIGENCES It is common knowledge that students learn in different ways. To deny this fact in the classroom would result in student frustration and many students simply not meeting their full potential. The Gardner theory of multiple intelligences suggests several different learning strengths including: linguistic, logical, spatial, kinesthetic, musical, interpersonal, intrapersonal and naturalistic. To effectively teach students, provide opportunities for success and help prevent behaviour problems due to frustration, we must tap into each students’ strengths and offer them different ways to acquire information based on the intelligences they gravitate towards. Teaching for multiple intelligences is very important to my overall plan because I want my students to reach their full potential and experience success in their academics. By catering to different learning styles, the students will know I understand them and their learning needs and will be less likely to misbehave. Teaching for multiple intelligences will benefit all students as they will be able to learn material in a way that makes sense to them and perhaps discover hidden strengths they didn’t realize they had. Utilizing different teaching techniques will keep the students engaged and wanting to learn, thus reducing classroom frustrations and boredom that lead to behavioural problems. In my classroom, I will make a concentrated effort to learn which intelligences each student is strongest in. I feel this is very important as I will then be able to plan appropriate lessons and modifications for my students to maximize their learning potential. I will implement a “write, say, do” requirement into assessment pieces so students are able to tap into their Kim Williment A01 February 22, 2016
  7. 7. 7 strengths and successfully complete assignments. The “write, say, do” model will also be used when I am giving instructions so all learners will understand what they are expected to do. The use of clever rhymes and songs will be staples in my classroom to assist the auditory and musical learners in comprehension and retention of material. Movement breaks will also be routinely implemented in the day to day operation of my classroom to help students stay focussed on their work and get rid of excess energy that may cause behaviour problems. Hands on learning projects will be offered to keep students engaged and group work will also be a regular occurrence. To monitor and maintain teaching for multiple intelligences, I will include a space on my lesson plans to outline methods of instruction that target each intelligence to promote student success. I will also keep records and anecdotal notes on each student and how they learn best so I can tailor my instruction to the needs of the class. Personally, I will continue to learn about the multiple intelligences and engaging teaching methods to bring to my classroom by collaborating with my colleagues and participating in professional development sessions. Ensuring that each student understands and is able to master the material will lead to less problem behaviours in the class, thus, investing time to create varying instruction techniques is a prevention technique that all teachers should consider. Kim Williment A01 February 22, 2016
  8. 8. 8 DESIGNING THE PHYSICAL ENVIRONMENT Procedures and rules tend to take center stage in discussions about classroom management. Although they are important factors to consider, a well-designed physical space for students to learn in can be used to prevent problem behaviour from happening in the first place. A successful classroom has been strategically arranged to minimize misbehaviour and maximize learning. If students are physically comfortable, they will be better able to focus on instruction. Attention should be paid to seating arrangements, locations of centers, storage areas and obstruction free walking space. Ensuring that there are no ‘dead zones’ in the classroom where the teacher cannot see behaviour problems is also very important. The classroom should be established as a safe space for learning and celebrating student successes, both of which should be carefully considered when setting it up. Designing the physical environment of my classroom is important to my overall plan because I want my students to be comfortable and ready to learn when they walk through the door. The space should be bright and inviting to show the students that I want them to be there and that I care about them. Establishing a caring relationship with the students will prevent misbehaviour as they will genuinely want to be in my classroom. I want to minimize any distractions that can take time away from learning and set the classroom up in an organized fashion so students can easily navigate around without any problems. I want my students to think of my classroom as their classroom. By doing this, they will respect their surroundings and be less likely to misbehave. By investing time in the careful planning of my classroom layout, I can create a physical space that promotes learning and minimizes disruptive behaviour allowing for more time to be spent engaged in the learning process. Kim Williment A01 February 22, 2016
  9. 9. 9 In my classroom, careful consideration will be given to the flow of the room. Students should be able to walk into the room and get to their desks without any obstacles. As I believe in group work, desks will be arranged in pods of four. Students known to be disruptive or have hearing or vision issues will be seated towards the front of the class. There will be room to circulate around and in between the pods of desks to ensure that I can reach each student. Supplies will be easily accessible by students to ensure less time is spent searching for items, and more time is spent on task. A carpet area will be set up for class discussions in close proximity to the Smart board so we can easily access its’ resources. The room will be neat and tidy with items organized and strategically placed. This is to model appropriate organizational strategies to students to help them develop their own organizational skills and minimize disruptions. A tidy classroom is also more conducive to learning. I will ensure that there are no areas in the room that I cannot easily monitor, thus preventing possible misbehaviour. In my classroom, I will ensure that here are colourful bulletin boards ready to showcase student work and decorations that they suggest. This will help them create ownership of the space and a respectful classroom culture. To monitor and maintain the physical environment, I will keep records of who the students sit with and how work habits were affected, thus influencing future seating arrangements. I will observe students in all areas of the room and ensure students are aware if the importance of keeping a tidy classroom. Bulletin boards will be changed regularly to keep students interested and engaged. The initial classroom setup will be a work in progress and adapted to student needs. Kim Williment A01 February 22, 2016
  10. 10. 10 Intervention For Common Behaviour Problems Proximity Control Many behavioural problems can be successfully addressed by using non-verbal interventions. Proximity control is one of these interventions that requires the teacher to move towards and stay close to the misbehaving student. This technique uses physical proximity as a deterrent to misbehaviour as the student is less likely to be disruptive if the teacher is close by. Using proximity control as a non-verbal intervention is important to my overall plan because I feel it is crucial to manage behaviours in the least intrusive way possible. I need to have intervention techniques that will discourage and stop misbehaviour without disrupting the rest of the class and take time away from their learning. Maintaining a close proximity to disruptive students shows that I am aware of the misbehaviour and would like it to stop, without having to verbally call out the student and draw more attention to the situation. Using proximity control as a behaviour intervention also fits in with my ideal of having a collaboratively managed classroom because I want to ensure that the group as a whole is engaged in learning and my teaching does not stop because I have to manage the behaviour of one student. In my classroom, I plan to circulate around the class as I teach to help keep my students focussed and on task. I will change my walking path so students will not be able to predict where I will go next, thus discouraging misbehaviour. I will use proximity control in various levels depending on the misbehavior. I will start out by simply walking towards the student so he knows that I am aware of his misbehaviour and he should stop it. If the behaviour continues, I will stand beside the student while teaching the lesson to encourage him to pay attention. If the student still continues with the pattern of misbehaviour, I will move his desk right close to mine Kim Williment A01 February 22, 2016
  11. 11. 11 or have him sit next to me on the carpet to diminish the disruptions he is causing. When needed, I will combine proximity control with signal interference techniques such as making eye contact with the student or shaking my head “no” while walking towards him. To monitor and maintain the use of proximity control as an intervention for common behaviour problems, I will keep notes on how often I have to use the technique and its apparent effectiveness on each student. If I notice a marked behaviour pattern and that proximity control is not working for behaviour management with some students, I will be required to change my intervention plan and use verbal techniques with them instead. I will be consistent with my use of this intervention to ensure students know that misbehaviour and classroom disruptions are not acceptable. Kim Williment A01 February 22, 2016
  12. 12. 12 Applying Logical Consequences Non-verbal interventions are the first step in behaviour management, but sometimes, the behaviour will escalate and require more intrusive interventions. Applying logical consequences is one preplanned verbal intervention that offers the student a choice between changing their behaviour or facing the accompanying negative consequences. This intervention not only manages student behaviour, but also teaches the students that they are responsible for their own actions and resulting consequences. Using logical consequences as a preplanned verbal intervention is important to my overall plan because it fits with my ideal of having a referent authority teaching base. I want my students to feel cared about and respected in my classroom, so by offering them a choice regarding their behaviour and potential consequences, it shows that I trust them to make the right decision. This intervention takes the punitive aspect of the behaviour management away from me and makes the student responsible for any negative consequences that may occur if they decide not to comply. In my classroom, I will use logical consequences as both a behaviour management intervention and as a way to teach students that they are, in fact, responsible for their behavioural choices and the resulting outcomes. This will help them become more independent people and better able to self-regulate. Should I be required to use logical consequences as an intervention, I would frame the situation by using the “you have a choice” method. I would approach the misbehaving student and say, for example. “Johnny, you have a choice. You can stop disrupting your neighbour and get back to work or you will move your desk away from the group and next to mine.” If Johnny chooses to cease the disruptive behaviour, he would be able to continue on Kim Williment A01 February 22, 2016
  13. 13. 13 with his work in his group seating arrangement. If, however, he chooses to continue to be disruptive, I would say “Johnny, you chose to keep being disruptive, please move your desk next to mine”. Using this intervention, the student is required to consider his behaviour and conscientiously make a choice about how to proceed. To monitor and maintain this intervention strategy in my classroom, I will keep notes on misbehaving students and the consequences given for continued misbehaviour. By doing this, I will learn what motivated them to behave and what consequences seem to have no impact on the behaviour. It may also become apparent that certain students need extra help with learning about making appropriate decisions and how these decisions can create either positive or negative outcomes. I will also ensure that once a logical consequence for behaviour is given, that I follow through on it if the student does not comply. The consequences will only have meaning to the students if they know that I consistently follow through with them. Kim Williment A01 February 22, 2016

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