The document provides an overview of a preschool classroom management plan. It discusses arranging the physical environment into centers, creating an emotional environment to foster relationships, establishing classroom rules and procedures, using transitions activities, implementing a 1-2-3 behavior management plan, and balancing intrinsic and extrinsic motivation. The plan aims to provide structure while allowing preschoolers to explore and develop social and emotional skills.

1. A PLAN FOR PRESCHOOL CLASSROOM MANAGEMENT By Rachel VandenBerg CEP 833: Summer 2008

2. VISION This presentation will give an overview of my vision for my classroom. Overall Classroom Management will be broken down into sections: Physical Environment, Emotional Environment, Rules, Procedures, Transitions, Behavior Plans, Motivation Plans, and Evaluation.

3. PHYSICAL ARRANGEMENT Preschoolers need space to explore! Classroom Management for Elementary Teachers lists “Four Keys to Good Room Arrangement”: Keep high-traffic areas free of congestion Be sure students can be seen easily by the teacher Keep frequently used teaching materials and student supplies readily accessible. Be certain students can easily see whole-class presentations and displays

4. My preschool classroom is based on centers. The following slide will show a rough sketch of how I would like to arrange these centers throughout a classroom space. Key points I had to take into consideration when arranging the classroom around centers were: A large group meeting area that is out of the way of other centers, yet can be used for gross motor activities Reading and writing centers placed away from louder activities Art and sensory table placed over linoleum and close to the sink and drying space Tables arranged for use within the centers, and for small group activities As the teacher, I must have “easy access to all parts of the room,” (Sprick, R., M. Garrison and L. Howard, 1998, p. 59)

6. PHYSICAL ENVIRONMENT CONT. Some other influencers in an early childhood classroom are can be lighting, colors, and sounds. To soften the environment and help keep a relatively calm atmosphere I include within my classroom: Softer lamps so I can leave one or more sections of the overhead light fixtures turned off. The window blinds are always left open to allow maximum natural lighting. Plants throughout the classroom ~ students are taught not to play with them and whoever has the “botanist” job gets to care for them. The colors for my bulletin board backgrounds are all blue or light green, natural soothing colors. I avoid hanging things from the ceiling, as that can be distracting. I also limit the amount of students that can play in an area. This contrasts with the High Scope methodology of giving preschoolers free range, but I feel setting a limit helps students work on social skills of compromise, counting skills, and how to deal with emotions such as disappointment.

7. EMOTIONAL ENVIRONMENT In order to produce a quality learning environment, students must feel safe and connected emotionally. In order to foster positive Teacher/Student relationships, I will: Be open and honest with my students, sharing about my life and interests. Get to know them through home visits, play time, and dialogue. Demonstrate interest in their activities by getting down on their level and playing at play time and recess Keep the positive comments flowing throughout the day, and keep the negative ones as quiet and personal as possible (i.e. behavioral issues)

8. EMOTIONAL ENVIRONMENT CONT. In order to foster positive peer relationships, I will: Complete “get to know you” tasks at the beginning of the year Use Show and Share day to allow students to express themselves and their interests to their classmates Encourage and teach appropriate social skills Plan partner and small group activities that encourage cooperation Encourage class spirit through teacher praise and excitement Involve the class on decisions that effect the entire room

9. EMOTIONAL ENVIRONMENT CONT. Another key in a child’s emotional health is their parents. If the child can sense a positive connection between their parents and teacher, they will be more comfortable spending the day in a classroom. If parents have negative feelings, especially if expressed in front of the child, then those emotions can be passed on unto the child. To foster positive Teacher/Parent relationships, I will: Begin the school year with positive phone calls home regarding the student’s adjustment to school, and continue the positive feedback as much as possible throughout the year Send home a weekly newsletter with highlights of the week’s events, photos of the students in action, and information on upcoming events.

10. EMOTIONAL ENVIRONMENT CONT. Invite the parents into the classroom whenever possible for special events and activities, along with letting them know the “Open Door” policy means they’re free to stop by whenever they please! Conduct home visits, conferences, and “Discussions and Donuts” meetings in a professional and friendly manner, allowing the parents to warm up to me and become aware that I can connect them to community resources if needed. The Question Box ~ an idea that developed when I was searching for ways to connect with my immigrant families : A drop box will be placed outside the classroom, where parents may drop in questions they may have about the school, the students, curriculum, events, community, anything at all. I will get those notes translated if need be, then send a copy of the anonymous question with the answer home to all the parents, as many may have the same questions.

11. CLASSROOM RULES Teaching rules in a preschool classroom is very different than dealing with older elementary students. This is a new experience for all the children within the classroom, so even the simplest actions such as sitting in a chair or walking nicely must be demonstrated and reinforced throughout the year. Through stories and acting out, the following rules will be taught and posted within the classroom at the beginning of the year, with frequent revisitation as needed (in parenthesis are the different aspects of each we will discuss at some point): Be kind and helpful (to your teachers, your friends, your family) Respect other peoples property (classroom toys, friends work, cleanliness) Listen quietly while others are speaking (whole group, instructions) Follow all school rules (No running in halls, only go down the slides, etc)

12. CLASSROOM RULES CONT. Procedures Similar to mapping out the rules of the classroom, I must begin my classroom by showing examples and setting expectations for the procedures we encounter throughout the day. These will be reinforced and practiced throughout the school year. Walking in the hallway Using the restroom Coming into the classroom Leaving the classroom To/From/During Recess Distributing materials Going to a special During large group During Exploration Time Specific Center Procedures Tidying Up All the other routines of the different parts of our day (calendar, meeting, story time, etc)

13. TRANSITIONS Jones and Jones tell us that in an elementary classroom, there are about thirty major transitions each day. In order to combat chaos and use time efficiently, some methods I must use as a teacher are noted to the right. Also important to consider is giving children adequate warning of transitions. This will be implemented by a 5 minute warning bell, and the discussion of the day’s schedule at the beginning of the day, so they know what’s coming next. Easy movement through classroom (see physical environment slides) Post daily schedule Have materials ready for activities Keep your students’ attention through entire directions Teacher rotate through the room during play and activities Remind students of key procedures about to be used Develop transition activities (as modified from Jones and Jones, 2004, p. 291)

14. EXAMPLE OF TRANSITION ACTIVITY Lining Up for Hallway Walk ~ Each student in my classroom has a shape. I use these shapes to label mailboxes, coat hooks, seats, and spots in line at the beginning of the year (before we can read our names). Once everyone is on their shape ready to walk, we would chant: Are we ready? (teacher) Yes we’re ready! (students) Walking feet, (teacher) Hips and Lips (students) ~Students put one finger on lip and one hand on hip~

15. BEHAVIOR MANAGEMENT PLAN After beginning the school year by explaining rules and demonstrating procedures, I plan to continue to use the 1-2-3 Magic Behavior Management plan developed by Dr. Thomas Phelan. Since my students are so young when they begin (some are still 3 years old), they are not ready to be sympathetic, or rational in their thoughts. They are impulsive and self-centered by nature. 1-2-3 Magic is based on teachers or parents using No Emotion and No Talking when stopping incorrect behaviors.

16. BEHAVIOR MANAGEMENT PLAN CONT. Once the rules and procedures are set, 1-2-3 is executed simply by giving the child 3 chances to correct themselves. Example: “ Preston, please don’t stand on that table. I am afraid you will fall and hurt yourself.” “ That’s 1.” “ That’s 2.” “ That’s 3, please go to time out for four minutes.” While the plan calls for no discussion or lectures after the time out, I find preschoolers are old enough to tell me what happened to put them in time out, and what they can do differently next time.

17. MOTIVATION Intrinsic or Extrinsic? BOTH! Within my classroom, after much discussion on the topic within two of my graduate courses this summer, I have decided that there must be a balance between giving: Intrinsic Motivations ~ helping students develop strong positive emotional connections with goal setting and celebration of accomplishments through praise. Extrinsic Motivations ~ rewarding students with prizes, stickers, stamps, extra recess when they’ve performed well at a task.

18. MOTIVATION PLAN Sprick, R., M. Garrison and L. Howard, 1998, make it clear on page 343 that if students are doing well and do not need an extra push, then let them continue! But when students aren’t completing work or doing their best, it’s our job to inspire them. Using Module 8 of CHAMPS, I have determined my preschoolers need a high structure motivation plan. I have chosen two plans, as my students have different needs at the beginning of preschool, and are ready for something more difficult come January.

19. MOTIVATION PLAN CONT. Whole Class Points I choose this system to begin a the start of the year, due to it’s easy application for young, immature students. Together as a class we will discuss the target behavior, contrasted with the wrong behavior. Then we will vote on a reward (extra recess, special snack, etc). A graph on the white board will used to mark our points. Points will be earned for each interval (probably 10 minutes, timed with a timer) that the correct behavior goes on without the wrong behavior. Economic Simulation Halfway through the year, I would like to try to implement a similar version of this plan with my preschoolers. Envelopes will be used as a bank to store money. The Store will be open on Thursdays for shopping. Again, class discussions about the appropriate behavior will be discussed, and may vary from day to day. Children will be rewarded with “dollars” when behaving appropriately for that section of the day.

20. EVALUATION I will maintain a constant personal reflection journal in order to exercise constant evaluation of how smoothly and calm I feel my classroom is running. This will allow me to identify focus behaviors I need to teach (or reteach), and what stimulations may be causing misbehavior. In order for any of these areas of classroom management to work, they need to be in constant evaluation.

21. WHAT DOES IT ALL MEAN? When you add all of these goals, or “visions”, for my classroom together, you get a smooth operating, well-oiled machine of a classroom. This will allow me to be better prepared for accommodating students with special needs and able to make modifications as necessary. Having a clear concept on each of these sections will help me develop a strong classroom management system that works for myself and my students.

22. REFERENCES Evertson, C. M., Emmer, E. T., & Worsham, M.E. (2003). Classroom management for elementary teachers. Boston : Pearson/Allyn Bacon. Jensen, W., Rhode, G., & Reavis, H. K. (1994). Tough kid tool box. Longmont, CO: Sopris West. Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management, Creating communities of support and solving problems . Boston: Pearson/Allyn Bacon. Larrivee, B. (2005). Authentic classroom management: Creating a learning community and building reflective practice. Boston: Pearson/Allyn Bacon. Savage, T. (1999). Teaching Self-Control Through Management and Discipline. Needham Heights, MA:Prentice Hall. Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West.