Management Plan 1Classroom Management PlanEmily BrowningCharleston Southern UniversityDue: November 7, 2005
Management Plan 2Vision for the Plan:As a teacher, I want to be a positive role model to my students. I want to have apositive environment in my classroom that allows students opportunities to succeed. Iwill keep my students involved in positive education to allow for continuous and efficientlearning. Therefore, I plan to use positive reinforcement in the classroom and praise anypositive behavior exhibited in the classroom. Through observation in many classrooms, Ihave seen this method to be very effective.I will use an intrinsic behavior management plan, because I feel it is importantthat children take ownership for their behaviors and understand why their behavior canaffect the class as a whole. As a caring teacher, I feel it is important to advise mystudents of desirable and undesirable behaviors used in the classroom. I also will alertthem that if consequences need to be taken, the student will know and understand fullywhy the problem had to arise to disciplinary actions. As a competent teacher, I feel mygoal is to teach the students how to take responsibility for their actions. I also feel that itis my responsibility to teach the students how to be self evaluators of their own actionsand not make excuses. Hopefully, this will be a skill that will continue on throughouttheir life. As a committed teacher, I will assist my students to become effective self-evaluators responsible for their actions. To help implement this plan I will have a dailybehavioral log that will require parent/caregiver signatures. The behavioral log will alsohave a section available for parents to communicate with me. With help from parents, Iwill be able to better implement my behavior plan for success.
Management Plan 3Psychological Underpinnings:I feel that my thoughts and ideas for behavior management focus on three maintheorists: William Glassner’s Reality Therapy and Choice Theory, B.F. Skinner’sBehavior Modification, and the Jone’s Model. I feel that each of these models havematerial that can be used in an effective classroom.On the first day of class, children will exemplify these basic needs of control andfreedom because they will be able to contribute to the rules of the classroom. Thestudents will choose what they feel are important rules to have a successful classroom.This is an example of Glasser’s Choice theory and the basic needs of students.Throughout the year, my students will have ample opportunities to make choices of theirown. Glassner states that, “All of us need sufficient power to regulate our lives as wedesire” (168). Through allowing a sense of control and freedom, the students will bemore willing to abide by the rules they created.The other basic needs Glassner says that are important are love and fun. Tofulfill these needs, I plan to have birthday cards for students and a small treat when achild’s birthday arrives. If a child is out sick for multiple days, the class will write getwell cards and send them to the child. The students will also get “good notes” sent homeweekly commending good behavior. These all will assist the basic need of love. I willassure that my class be full of love so that all children have the sense as Glassner stated,“We need to belong” (168).To satisfy the basic need of fun, I will include: transactional activities that involvemovement, different games to review before a test, have hands-on activities to implementinquiry, and the use of music, dance, drama to get the students more interested in the
Management Plan 4daily activities and lessons. Glassner says he “believes that a relationship exists betweenlearning and our genetic need for fun” (170). As a teacher, I will do my best to fulfillthat need for fun.Another practice I plan to implement is having the students be responsible fortheir actions. If disruptive behavior occurs, I will have them go to the “cool down desk”to reflect on their behavior. As a teacher, I will briefly meet with the student and discusstheir reflection and decide preventive measures. These practices are apart of Glassner’sreality therapy model that allows the child to take responsibility for his or her actions.My practices that relate to B.F. Skinner’s theories are positive reinforcement andusing a token economy. I will use multiple forms of positive reinforcement. I have threelevels of reward systems and all result in some kind of treat. There will be material andedible reinforcers to create a variety of rewards. As stated in chapter three, “any behaviorcan be reinforced if a sufficiently strong reward is provided following the behavior” (47).The classroom tokens will be “paw-paw bucks,” and after accumulating so many in aweek, the students will be able to pick a reward. The students will have paw-paw banksreadily available on the corner of their desks, so I can place them in as I am monitoringthe class.Within my plan, I will use the preferred activity time (PAT) as a reward forstudents with group points above 10,000 points. These children demonstrated variouspositive acts in the classroom, and therefore, will be rewarded with PAT. If it is oneperson who causes a team to not meet required points after two consecutive weeks, onlythat student will lose PAT privileges. As noted in Jones model, PAT is to be a reward forthe class. It gives the students something to look forward to at the end of the week.
Management Plan 5Another perspective of the Jones model I plan to implement is seatingarrangements. In chapter ten, it states, “teachers need to put the least distance and thefewest physical barriers between themselves and the students” (223). I plan to placethem in pairs and create two rows in a semi-circ. By setting the desks in a semi-circlestyle, I will be able to easily move about the classroom to monitor the students. Theteachers desk will be placed in one of the back corners of the room to create bettermodality around the students.I will use children’s literature daily to reinforce diversity and accommodations.These books will focus on different cultures, different gender roles, differentsocioeconomic status, and different special needs a student may have. I will start eachweek with a different issue. After a story is read, the students will quietly go back totheir seats and write for five minutes in their quick journal what they learned from thestory read aloud. Then we will share our ideas and create a web of ideas on chart paperfor the whole class to see. I will have a “Diversity Wall” where all our webs will bedisplayed for friendly reminders of diversity.How it Works:On the first day of class, I will have my students sit in a circle to discussimportant classroom plans of action. In that circle, my students will put on their thinkingcaps to create rules that will be appropriate for the classroom. I will take intoconsideration the students ideas and make the final decision, and I will post them in theclassroom (see Addendum). Then, I will discuss my behavior plan with them. Thestudents will create a paw-paw bank (see Addendum for instructions) for their paw-paw
Management Plan 6bucks they can earn individually. Paw-paw bucks can be rebuked if continuousdisruptions occur. The students will also receive a behavior journal. When a problemoccurs, the student will sit at the “cool down desk” by the teacher’s desk and write aparagraph why they acted in such a manner and think of an appropriate disciplinaryaction that is fair. The teacher will review it and then discuss with the studentappropriate measures.If disruptions occur too often, I will create a checklist of behaviors; each time adisruption occurs they will get a check behind that behavior problem. These disciplinaryactions will take place and teacher will place a yellow sticker on their desk for the firsttwo warnings: After three checks (green sticker) – receive silent lunch; loss of recess-after four (blue sticker); after five checks (red sticker) – teacher and student will create aletter to go home to parents. If the behavior continues the teacher will set up a parentconference. These disciplinary actions will be posted by the teacher’s desk (seeAddendum).Reward System:Individual Reward System: When the student is caught doing positive things, I will walkaround and place a paw-paw buck in their bank. On every Friday, the students will counttheir paw-paw bucks up. There will be four different levels of rewards, and the numberscan be adjusted if needed. The levels of rewards will be posted in the classroom.Sample:40 -50 paw-paw bucks – get a prize from the bear box – Little toys, activity books, etc.30 – 39 paw-paw bucks – get a prize from the fox box –.pencils, hand made journals, etc
Management Plan 720 - 29 paw-paw bucks – get a prize from doggie box –.erasers, bookmarks, fruit snacks10 – 19 paw-paw bucks – get a prize from the kitty box – two pieces of candyGroup Reward System: I will also do group rewards. I will place the students indifferent animal groups. Each group will get to choose their animal. The groups willchange every nine weeks. If a group is caught on task, or has their table cleared first, etc.I will give points by the thousands. Every Friday we will have Preferred Activity Time atthe end of the day for those groups that received above so many points for the week. Ifthe group has below 10,000 points they will not be able to participate in PAT. Activitieswould consist of computer time with educational games, silent reading, play boardgames, etc.Class Reward System: There will be a classroom chain that hangs from the ceiling.When the chain hits the floor the class will be able to pick a class treat. They will earn alink to the chain by compliments from other teachers or staff, the whole class being ontask all day, etc. This treat will be decided by the students with the teacher approval.Some examples are: Cookies and hot chocolate, watching a video in afternoon, andreceiving five minutes extra recess.Class Housekeeping Details:Pencil Sharpening Procedures: You may sharpen your pencil before school starts or atthe end of the day. If for some reason your pencil tip breaks during class, there will be atin full of sharpened pencils readily available by the sharpener.Bathroom Procedures: The students will be able to use the restroom two hours into themorning. They will be able to use the restroom after lunch and then after recess. Ifstudents need to use the restroom during classroom time, they will raise their hand with
Management Plan 8two fingers up to represent “I need to use the restroom.” The student will quietly get thepass and go use the restroom. If privileges are abused, I will create another time or twofor the students to use the restroom.Homework Procedures: Homework will be a required practice Monday throughThursday. All homework will be related to the subject matter being taught in theclassroom. When the students come in, they will place their own work in the homeworkbin before class starts. The students will receive a check for completed homework andpossible paw-paw points for special days. This will all be in a folder for students to takehome and return.Lunch and Special Area Procedures: Students will clear all desks and make sure theirarea surrounding them is clean. Then, if students need to get their lunch or money, theywill quietly go and retrieve it. I will line the class up differently each day. Before leavingthe room they will have to “zipper” their lips shut, and stand with their arms beside them.Then they will walk quietly to either lunch or special area. During lunch, I will allow thestudents to sit where they want, but if problems arise I will create assigned seats until thestudents are able to prove to me they are capable of choosing their own seats.Transitional Activities: I will clap a series of patterns and the students will have to repeatthe same pattern. Another transition I will use to begin another subject or activity willbe: teacher says, “Hocus Pocus” and the students respond quietly “Everyone Focus.” Iwill also use “If you hear my voice clap once, if you hear my voice clap twice.”Class Participation: I will use “pick a stick” to assure that all students are involved withthe learning in the classroom.
Management Plan 9Classroom Jobs: *Paper Girl/Boy – will collect any class work, and hand out paper ifneeded;*Line Leader – stand in front of line and will hold doors open if needed; *LastChild Standing – will be at the end of the line, will make sure lights get turned out anddoor gets closed when leaving the classroom.;*Sweeper: sweeps the room at the end ofthe day; *Hand Sanitizer: In charge of making sure all students get sanitizer before andafter lunch.; *Pet Keeper: Makes sure pets are fed and taken care of.Wrap up:Parent Communication Plan:On the first day of school, I will send home a parent questionnaire to find out thebest way to contact them, find out if they can volunteer for different events throughoutthe year, etc. This will allow me to learn about the child’s parents or caregivers.I will have a parent –teacher journal that gets sent home weekly. This will allowfor the parents to communicate any questions or concerns about their child and anyquestions they may have for me about the classroom. If the parent needs to get in contactwith me earlier I will have a parent comments section with their daily folder that goeshome. I will also have a folder that goes home weekly of their child’s work. They willtake out the necessary papers, and sign a sheet weekly saying that they viewed theirchild’s work. This allows the parents to always be aware of their child’s progress andgrades. This will go home the same time the parent-teacher journal goes home.I will also create monthly newsletters to the parents discussing upcoming events,new units and/or activities, and possible field trip information. In the first newsletter, Iwill introduce myself, and give an outline of the curriculum going to be taught, and my
Management Plan 10classroom management plan. The parents will have to review this with their child andsign the lower portion of the paper, to say they reviewed it.ADEPT PD’s:I feel that my plan meets ADEPT performance dimension # 7. This states that Iwill be monitoring and enhancing learning. Through the Jones Model, I will do seatingarrangements that will allow me to effectively monitor my students learning andbehavior. By monitoring the learning of my students, I will be able to pace my lessonaccordingly if I notice any struggle in a selected subject area. I will also monitor whiledoing group activities to make sure positive cooperative learning is taking place.Another ADEPT performance dimension I feel my plan meets is # 9. Thestudents will establish in the first few weeks what is and is not appropriate during classinstruction time. By using Glassner’s model, I will be creating a sense of responsibilityfor the students to take actions for their own behavior. I will also have appropriatepreventive discipline techniques if problems are to arise in the classroom. I also haveincluded transitional activities throughout the day to allow for smooth transitions betweenactivities and/or subjects.Addenda and Works Cited
Management Plan 11Classroom Rules :Will be placed on a poster board. There will be a picture that demonstrates the requiredbehavior, and then the rule will be listed after the picture. The rules will be created by thestudents.Ex.Raise your hand to speakBe respectful of others property.Come to Class prepared and ready to learn.
Management Plan 12Instructions for Paw-Paw Bank:Materials Needed:Rubber bandsToilet paper tubes4in by 4in pieces of cloth (2 for each student)ScissorsMarkersThe students will cut a hole in one of the pieces of cloth, and then place that piece on oneside of the tube with a rubber band, and then place the last piece of cloth on bottom witha rubber band. Then the students can decorate it with markers.
Management Plan 13Disciplinary Actions: Stickers and meaning:First WarningSecond WarningThird Warning – Silent LunchFourth Warning – Loss of RecessFifth Warning - Student – Teacherletter sent home to parents/caregiversLast resort will be to set up a parent conference to discussways to help improve child’s behavior.
Management Plan 14Weekly Homework Organizer:Monday:Tuesday:Wednesday:Thursday:Friday: Have a great weekend!!Parent comments:Teacher Response:
Management Plan 15Works CitedEdwards, Clifford. Classroom Discipline and Management. New York: Wiley. 2004.Educator Evaluation: ADEPT Performance Dimensionshttp://www.scteachers.org/adept/perfdim.cfm