“As a teacher I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or dehumanized” - Hiam Ginott
Philosophy
To promote student responsibility and respect towards fellow peers, along with creating and maintaining a productive and safe learning environment are the main goals this classroom management plan will work toward achieving. These objectives align with parts and ideologies held by specialists and theorists, Harry Wong, Fred Jones, and William Glassner.
Wong’s believes that, “Learning is often most effective within it takes place in a supportive community of learners and the more students work together responsibly the more they learn”(Charles, 2011, p. 103-104) which the plan aspires to create. Additionally the classroom rules put into place are an indication to the students what will be expected up them. One of the most important concepts Wong presents is that both educators and students need to be accountable and responsible for their actions (Charles, 2011). Establishing what each is responsible for helps to build a rapport, that will strengthen as it is enforced. Furthermore having a strong and enforced management plan will create a productive and effective learning atmosphere (Charles, 2011).
Fred Jones has some similar ideas to Wong’s theory, in that it works to keep students responsible and make the educators job easier. The system of consequences for breaking classroom rules works toward keeping a level of respect for the students. Jones also promotes having students be more active in lessons as passivity leads to misbehavior and zoning out, in which they are not learning. This often happens due to teaching methods, which did not require students to participate actively or show accountability in the early phases of lessons (Charles, 2011). This is also a similar ideology held by William Glassner. Glassner’s plan promotes the concept of “teachers needing to make school adequately interesting and other wise satisfying to students’ needs” (Charles, 2011, p. 139). In doing this students will focus, respond and display better behavior. In this management is student centered, and works on creating and maintaining a meaningful learning environment. Glassner also points out that no one approach will eliminate all the behavioral problems in a classroom which leads to the need for the management plan to be have well structured rules, that students understand.
Rules-Rewards-Consequences
The first step in creating a well managed class is to establish the rules and procedures on the first day of class, as described by Wong, Jones and Glassner. This allows students to know what behavior is expected of them and sets the tone for the class for the rest of the school year. Additionally it is important to get control of the class as soon as possible, to create an environment where learning can take place. Students cannot learn if they are distracted by class disruptions, inconsistencies, and worrying about their safety (both mentally and physically). The classroom rules should be clear, concise, and few in number so as not to overwhelm the students (Charles, 2011). The following rules would be given to the students the first day in a class syllabus, which both the parent(s) and/or guardian(s) and student need to sign and turn back in before the end of the first week.
Classroom Rules:
1. Be Respectful
- This means using school appropriate language, no bullying of peers, treating others how you want to be treated. Keep your hands, feet and objects to yourself.
2. Be Responsible
- This means students need to be prepared for class, on time and ready to learn. There is to be no talking about non class related content.
To promote student responsibility and respect towards fellow peers, along with creating and maintaining a productive and safe learning environment are the main goals this classroom management plan will work toward achieving. These objectives align with parts and ideologies held by specialists and theorists, Harry Wong, Fred Jones, and William Glassner.
Wong’s believes that, “Learning is often most effective within it takes place in a supportive community of learners and the more students work together responsibly the more they learn”(Charles, 2011, p. 103-104) which the plan aspires to create. Additionally the classroom rules put into place are an indication to the students what will be expected up them. One of the most important concepts Wong presents is that both educators and students need to be accountable and responsible for their actions (Charles, 2011). Establishing what each is responsible for helps to build a rapport, that will strengthen as it is enforced. Furthermore having a strong and enforced management plan will create a productive and effective learning atmosphere (Charles, 2011).
Fred Jones has some similar ideas to Wong’s theory, in that it works to keep students responsible and make the educators job easier. The system of consequences for breaking classroom rules works toward keeping a level of respect for the students. Jones also promotes having students be more active in lessons as passivity leads to misbehavior and zoning out, in which they are not learning. This often happens due to teaching methods, which did not require students to participate actively or show accountability in the early phases of lessons (Charles, 2011). This is also a similar ideology held by William Glassner. Glassner’s plan promotes the concept of “teachers needing to make school adequately interesting and other wise satisfying to students’ needs” (Charles, 2011, p. 139). In doing this students will focus, respond and display better behavior. In this management is student centered, and works on creating and maintaining a meaningful learning environment. Glassner also points out that no one approach will eliminate all the behavioral problems in a classroom which leads to the need for the management plan to be have well structured rules, that students understand.
Rules-Rewards-Consequences
The first step in creating a well managed class is to establish the rules and procedures on the first day of class, as described by Wong, Jones and Glassner. This allows students to know what behavior is expected of them and sets the tone for the class for the rest of the school year. Additionally it is important to get control of the class as soon as possible, to create an environment where learning can take place. Students cannot learn if they are distracted by class disruptions, inconsistencies, and worrying about their safety (both mentally and physically). The classroom rules should be clear, concise, and few in number so as not to overwhelm the students (Charles, 2011). The following rules would be given to the students the first day in a class syllabus, which both the parent(s) and/or guardian(s) and student need to sign and turn back in before the end of the first week.
Classroom Rules:
1. Be Respectful
- This means using school appropriate language, no bullying of peers, treating others how you want to be treated. Keep your hands, feet and objects to yourself.
2. Be Responsible
- This means students need to be prepared for class, on time and ready to learn. There is to be no talking about non class related content.
Consequences:
When the rules and procedures are not followed students must face consequences otherwise, the rules are meaningless. Fred Jones’s discipline plan suggests to follow a system for when misbehavior occurs. Starting with use of body language and meaning business, as this helps to prevent student back talking and/or argumentation and misbehavior. It is low key and doesn’t produce stress on the students or the teacher. Body language includes making eye contact, physical proximity, facial expressions, and body carriage. When this doesn’t stop the misbehavior or it continues Jones then recommends moving on to a back up system. There are three stages, phase one is for small offenses, this is when body language, proximity, stop teaching or get very quiet when two students are talking. Next is phase two is for misconduct that is disruptive but not to the point where the student needs to be removed form the classroom. In this zone verbal warnings are given out load, and then having the student either stay after class or taking the student outside of the classroom to have a discussion about the bad behavior. The last the level the third is for when an other professional or parent needs to get involved (Charles, 2011). The strength of this system is it keeps the classroom rules enforced and the consequences are simple. Additionally by using this system there is a level of respect to the students being conveyed, for example in the first backup system stage is set up to protect the students dignity while at the same time being a constructive way to end the issue.
Rewards:
When students display the appropriate behavior it is good to show you notice and appreciate it. Jones promotes a reward system of preferred activity time. This is when students get to pick their reward and the reward grounded in counting to help the students improve their education (Charles, 2011). While it is advantageous to incorporate these types of activities regularly into the lesson to avoid student disinterest, there are times when this could be an appropriate reward for the end of a unit and/or lesson. An example of this is possible at the end of a big unit such as WWII, and students through out worked hard and misbehaviors were kept to a minimum students could pick a movie from a list of films about WWII or specific topics such as the Holocaust, Pearl Harbor, D-Day. This way students are given the control of the movie and are more likely to watch it and continue to be well behaved as they feel respected. The majority of reinforcements would be rewards would be given verbally to be effective they will be more than the use of a standard one word or brief-phrase, as students will find it more sincere. Other times it will be more appropriate for non-verbal such as a smile, nod, or eye contact. (Moore, 2012).
When the rules and procedures are not followed students must face consequences otherwise, the rules are meaningless. Fred Jones’s discipline plan suggests to follow a system for when misbehavior occurs. Starting with use of body language and meaning business, as this helps to prevent student back talking and/or argumentation and misbehavior. It is low key and doesn’t produce stress on the students or the teacher. Body language includes making eye contact, physical proximity, facial expressions, and body carriage. When this doesn’t stop the misbehavior or it continues Jones then recommends moving on to a back up system. There are three stages, phase one is for small offenses, this is when body language, proximity, stop teaching or get very quiet when two students are talking. Next is phase two is for misconduct that is disruptive but not to the point where the student needs to be removed form the classroom. In this zone verbal warnings are given out load, and then having the student either stay after class or taking the student outside of the classroom to have a discussion about the bad behavior. The last the level the third is for when an other professional or parent needs to get involved (Charles, 2011). The strength of this system is it keeps the classroom rules enforced and the consequences are simple. Additionally by using this system there is a level of respect to the students being conveyed, for example in the first backup system stage is set up to protect the students dignity while at the same time being a constructive way to end the issue.
Rewards:
When students display the appropriate behavior it is good to show you notice and appreciate it. Jones promotes a reward system of preferred activity time. This is when students get to pick their reward and the reward grounded in counting to help the students improve their education (Charles, 2011). While it is advantageous to incorporate these types of activities regularly into the lesson to avoid student disinterest, there are times when this could be an appropriate reward for the end of a unit and/or lesson. An example of this is possible at the end of a big unit such as WWII, and students through out worked hard and misbehaviors were kept to a minimum students could pick a movie from a list of films about WWII or specific topics such as the Holocaust, Pearl Harbor, D-Day. This way students are given the control of the movie and are more likely to watch it and continue to be well behaved as they feel respected. The majority of reinforcements would be rewards would be given verbally to be effective they will be more than the use of a standard one word or brief-phrase, as students will find it more sincere. Other times it will be more appropriate for non-verbal such as a smile, nod, or eye contact. (Moore, 2012).
Procedures
To keep the classroom under control and can contribute to student success in the classroom. As Harry Wong states “Students accept and appreciate uniform procedures that provide security while minimizing confusion. Lacking those procedures, students are likely to behave undesirably and develop poor working habits that are difficult to correct” (Charles, 2011, p. 106). The following producers are to help provide structured and safe learning environment for the class and keep students on task and/or working and reduce misbehavior. They made to be simple, easy to follow/understand, hold students accountable, and help reduce distractions. All of these procedures while aimed at providing order in the class are made with the goal of still treating students with respect.
To keep the classroom under control and can contribute to student success in the classroom. As Harry Wong states “Students accept and appreciate uniform procedures that provide security while minimizing confusion. Lacking those procedures, students are likely to behave undesirably and develop poor working habits that are difficult to correct” (Charles, 2011, p. 106). The following producers are to help provide structured and safe learning environment for the class and keep students on task and/or working and reduce misbehavior. They made to be simple, easy to follow/understand, hold students accountable, and help reduce distractions. All of these procedures while aimed at providing order in the class are made with the goal of still treating students with respect.
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Entry Procedures:
Desk Procedures:
In Class Procedures:
If Absent:
Group Work:
Restroom Procedures:
Going to Other Parts of the School:
Exit/End of Day Procedures:
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Physical Environment
To make the most of the classroom several different seating arrangements would be used for different occasions. The first is developed by Fred Jones, the Interior Loop Seating Arrangement. This seating would be used for the majority of the lessons it is good for lectures, individual work and group work done in pairs. The advantage of this seating placement is it allows for the instructor to be able to get to every student quickly, this can help minimize behavioral problems and it makes it so students on the side of the room still can be able to see the board (Charles, 2011).
To make the most of the classroom several different seating arrangements would be used for different occasions. The first is developed by Fred Jones, the Interior Loop Seating Arrangement. This seating would be used for the majority of the lessons it is good for lectures, individual work and group work done in pairs. The advantage of this seating placement is it allows for the instructor to be able to get to every student quickly, this can help minimize behavioral problems and it makes it so students on the side of the room still can be able to see the board (Charles, 2011).
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The second arrangement would be all the desk in a circle. This would be used for whole class discussions, as it allows for all student to make eye contact without turning their heads. This will help in letting students learn to recognize when someone is finished speaking, and respond with more ease since they don’t have to turn their bodies. It also helps in everybody can see each other and everybody will be able to hear each other as no one has their back to another person (Moore, 2012).
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The last room arrangement for the desks would be clusters of four desks together for when students will be doing extensive group work. This allows for all the members of the group to see and hear each other (Moore, 2012). Putting the desks together in such a way also allows for a larger working space which students may need when working together. Having the desks like this also makes it more orderly than if the students just randomly and haphazardly move the desks, when that happens it usually ends up making it extremely difficult for an instructor to get to groups who need help.
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Parent Support and Cooperation
Parents can be a valuable support system in dealing with a child’s behavior and learning progress. “Parents are the child’s first teachers. The have the right and need to be educational partners”(Moore, 2012, p. 44), with the schools to help their child become a successful member of society. Communication with parents needs to begin before the school term starts, and they need to be kept in the loop as to how their child is progressing in school. There are many ways to communicate with parents in todays society. Some of the many outlets for dialogue are by a telephone call, conferences, emails, letters, through classroom blogs, newsletters and the school website or online grade books. During communication with the student’s guardian it is good to report not only on the negative, but highlight the positive aspects of their student. When this is done parents are more apt to respond when they hear a negative (Moore, 2012). Below are two examples of letters home to a parent(s) and/or guardian(s):
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| letter_2.docx |
Administrative Support
It is important to make sure that the “administration understands the logic, rule and procedures of your approach. They don’t want to be caught off guard if a parent complains and they need to know how they can help make a program work” (Charles, 2011, p. 200). Having strong communication with the administrators will aid them when they need to backup and support the teacher’s decision and plan of action. It helps to let them know, you will handle most of the behavioral issues and only need them to deal with the major misbehaviors. Administrators also will be able to help if there is a need to modify the classroom management plan as they have probably the best experience in dealing with behavior problems as they often see the worst of the worst.
It is important to make sure that the “administration understands the logic, rule and procedures of your approach. They don’t want to be caught off guard if a parent complains and they need to know how they can help make a program work” (Charles, 2011, p. 200). Having strong communication with the administrators will aid them when they need to backup and support the teacher’s decision and plan of action. It helps to let them know, you will handle most of the behavioral issues and only need them to deal with the major misbehaviors. Administrators also will be able to help if there is a need to modify the classroom management plan as they have probably the best experience in dealing with behavior problems as they often see the worst of the worst.
Evaluation Plan
To ensure the effectiveness of the management plan it will be evaluated informally by the educator through out the year. If the plan is not working for a particular group of students then it will need to be adjusted, because if the teacher has no control over the class then most likely students are not learning the course content they should be learning. For the management plan to change there must be a consistent and sizable amount of misbehavior issues, that don’t seem to be getting fixed with the consequences system put in place. One tool that could be used in evaluating how well the management plan is working is a seating chart that has a key of the most common out breaks of behavioral problems and during or after the lesson is over the educator could mark what misconduct happened and who it was happening with, there could also be a second key with what degree discipline was need and if it was successful or not. This would help to see exactly what is working and what isn’t and then a new plan could be derived from there. The management of a classroom should also occasionally be evaluated by the administration, to make sure it is meeting the schools standards.
To ensure the effectiveness of the management plan it will be evaluated informally by the educator through out the year. If the plan is not working for a particular group of students then it will need to be adjusted, because if the teacher has no control over the class then most likely students are not learning the course content they should be learning. For the management plan to change there must be a consistent and sizable amount of misbehavior issues, that don’t seem to be getting fixed with the consequences system put in place. One tool that could be used in evaluating how well the management plan is working is a seating chart that has a key of the most common out breaks of behavioral problems and during or after the lesson is over the educator could mark what misconduct happened and who it was happening with, there could also be a second key with what degree discipline was need and if it was successful or not. This would help to see exactly what is working and what isn’t and then a new plan could be derived from there. The management of a classroom should also occasionally be evaluated by the administration, to make sure it is meeting the schools standards.
Reflection
In Conclusion the management plan works to encourage student responsibility and respect towards fellow peers, along with creating and maintaining a productive and safe learning environment. These goals align with parts and ideologies held by specialists and theorists, Harry Wong, Fred Jones, and William Glassner. It is accomplished through solid and simple classroom rules and procedures and an action plan for enforcing these guidelines. Additionally the plan looks at the importance of the seating arrangements, involvement of parents and administrative support to help reach these overall objectives.
Bibliography
Charles, C. M. (2011). Building classroom discipline (10th Ed.) Boston, MA: Pearson.
Moore, K. D. (2012). Effective instructional strategies: From theory to practice. Thousand Oaks, CA: Sage Publications.
In Conclusion the management plan works to encourage student responsibility and respect towards fellow peers, along with creating and maintaining a productive and safe learning environment. These goals align with parts and ideologies held by specialists and theorists, Harry Wong, Fred Jones, and William Glassner. It is accomplished through solid and simple classroom rules and procedures and an action plan for enforcing these guidelines. Additionally the plan looks at the importance of the seating arrangements, involvement of parents and administrative support to help reach these overall objectives.
Bibliography
Charles, C. M. (2011). Building classroom discipline (10th Ed.) Boston, MA: Pearson.
Moore, K. D. (2012). Effective instructional strategies: From theory to practice. Thousand Oaks, CA: Sage Publications.
