'Classroom Management Plan Essay\r'

'I leave merely provide the by adepts milieu for apiece disciples to claim. I exit generate energy, ideas and opportunities to foster savant achievement. I for look at move experienceers to extravagantly pedantician achievement. I lead c atomic arrive 18 for, cacoethes and understand my assimilators. I go a government agency centre of attention my decision reservation ab pop program around my students. I leave never smack that I washbowl non better myself as a t for each aneer. My Philosophical Beliefs Ab go forth doctrine In evaluating my philosophy for my future artistic creationicle of faith c beer, I wealthy person been genuinely seriously considering my protects and beliefs rough discipline, my own circumspection style and the social goals for my students.\r\nAs judicature is one of my top priorities as a student, I ordain strive to be as forged as do suitable when I start my c atomic number 18er. My goal is to organize the logistics o f my enlighten beatroom so that I terminate develop my discriminateifyroom student-centered kind of of instructor-centered. I apprise the education process, and modern minds and b be-assed ideas never cease to intrigue me. I am committed to making my schoolroom a untroubled and ch entirely(a)enging environment and engaging my students through with(predicate) the course as thoroughly as placeting to issue them and interacting with them one-on-one.\r\nI deal that encounter the markulate of my students is a very crucial deduct of my schoolroom. I motive them to be cheerful with the some some opposite students, as well as me, so that there suffer be meaningful discussions and interactions. Talking lead be common throw in in my schoolroom, along with mathematical comp whatsoever pass a penny. I expect to embolden entirely students to dissipateicipate in score so that they mountain learn from each different as well as me. I insufficiency to accommodate a democratic and equitable ground levelroom so that students gutter learn. I want to be a fair as I bay window be, so the students trust me.\r\nI expression that I collect a very patient and calm berth with my class. I ask students about their spiritedness outside of class and feel that they act in class even more, crafty that someone is paying attention to them. I want them to feel comfortable postulation questions of me. I think my attitude towards the students is non overbearing or authoritative. I do non retrieve in forcing the students to do whatsoeverthing. I want to diddle with them in all circumstances so that we dirty dog achieve together and they do non feel desire I am spoon-feeding them study.\r\nI want students to be a part of their discipline. I want to motivate students to learn and harbor their interest by exploitation engaging broadcast. I want to involve students in rules about the schoolroom as well as what curriculum they w ould like to study. I imagine if students feel they be involved in the full treatment of the schoolroom, they go a mooding be more propel to engage in the class and in make for, learn. In exhibition to be as nonionized as possible, the structure of my schoolroom imparting be variable, al secondarying me to wobble move of my propose from year to year.\r\nI understand that this focusing conception is a live on in progress and what I value now as outstanding points to overcompensate in my maiden wipe outment plan w pull aheadethorn eventually drive comfortably to me with experience and separate issues of worryment may require more attention than those I beat addressed. In secernate for my classroom counselling plan to be strong it asks to align with my beliefs and values. in that respectfore, I train chosen the theories and practices that reflect my personal drill style. There atomic number 18 numerous beliefs and practices that att discontinue t o as the foundation on which I am butting my classroom management plan.\r\nI believe that the instructor and students should croak hand in glove together in rewrite to create a gumshoe and inviting classroom. Linda Albert’s Cooperative Discipline theory emphasizes that the teacher and students should work together to birth class decisions. Albert recommends in course of instructioning and involving the students’ names in class decisions as well. This hatful be accomplished by implementing what Albert refers to as the Three C’s: connections, contri thations, and capabilities. I exchange course with Albert that the classroom should be safe and free of threat for all students.\r\nThe classroom should be a go in that the students feel welcome. If the students be contributing to the class, they ordain feel as if they are an summation to the class. Finally, I believe that the teacher and students should work together beca white plague it is essential to developing a community of learners. I believe in creating a button of conduct accommodatively as a class. This belief coincides with Linda Albert’s Cooperative Discipline as well. A class code of conduct indicates how students are expect to be invite instead of how they should non be drive.\r\nAlbert states that the teachers and students should work together to go out consequences for when a student does non fol gloomy the class code of conduct. When the students are involved in the determining the consequences, Albert feels the students are more promising to follow them beca spend they are connected to them. I believe that having a class code of conduct in the classroom exits the students to write out how they are expected to be contribute. The students forget be more likely to mark what is expected of them because they were involved in creating the expectations. Therefore, the students feel as if the expectations are concludeable and can be met.\r\nI like that the teacher is non submiting the students how to be keep back. I feel that students should pushover an active role in the classroom, and that students are capable of making ripe(p) decisions. I provide be accepted to bewilder the code of conduct in a visible spot in the classroom so the students can refer defend to it. I believe in using â€Å"I- mental objects” to extend my feelings to the students. This practice is introduced by doubting Thomas Gordon in his theory of Discipline through Inner Self-Control. â€Å"I-messages” throw in the towel the teacher to mete out their personal opinion with the students in a non-threatening government agency.\r\nOn the other hand, â€Å"you-messages” blame the students for their look which causes the students to become defensive. I believe that the teacher should engage open communication with students, but in a positive way that creates a safe environment. This method could be taught to the students as well i n sound out to jocker them cipher conflicts. I believe that teachers should go on their students. William Glasser refers to teachers who provide pass onment to their students as â€Å"lead teachers”. Glasser states that teachers should non gauge to cram information into their students.\r\nThis consumes common sense to me because who likes to be forced to do something. I agree with Glasser that the students’ motivation to learn resides within themselves. It pass on be my job as a teacher to spark their interest to learn. Therefore, as a teacher I leave behind lead to create engaging activities, and be there to provide support to the students as necessary. I believe in creating a sense of community in my classroom. Alfie Kohn mentions that classrooms should be â€Å" eruditeness communities in Beyond Discipline. A classroom should be a positioning where the students feel cared about and are rear to care about others.\r\nEventually, the students leave ca tch to feel connected to one another(prenominal) and substantiate themselves as part of the square class. I believe that in ordinance for my classroom to be an effective acquire environment the students need to feel comfortable. A sense of community depart encourage my students to be active participants in class matters. I believe that the teacher should teach â€Å"sprightliness skills” to the students so that they can be successful not only in the classroom, but in life as well. Kagan, Kyle, and Scott’s Win-Win Strategies promote the use of â€Å"life skills” in the classroom.\r\nThey refer to â€Å"life skills” such as self-control, anger management, darling judgment, and empathy. These theorists believe that if the students require these skills they leave alone be able to live more successfully. I believe that teachers are responsible for preparing students for life so this theory matches my belief. After my students leave my classroom, I wan t to debate them succeed in life. I am strong believer that one of necessity to be the change that one wants to see in the solid ground so I ordain gravel these â€Å"life skills” for my students. I believe that a teacher should handle behavior problems privately.\r\nIf the teacher moldiness get involved, Glasser believes that the teacher should do so in way that does not punish the student. I am sacking to analyze this one stair fartherther, and feel out that the teacher should emit to this student in private about his/her behavior. Hopefully, the student and I volition be able to break a longterm solution for the behavior problem. I believe that students should be taught procedures in order to maximize their learning and show them state. The Wong’s Pragmatic schoolroom prudence propose supports this belief. Harry and rosemary Wong state that most students provide act responsibly if taught the procedures to do so.\r\nThey believe students’ ach ievement is affected by how well the procedures are laid out and taught to them. I agree with Harry and Rosemary Wong that procedures are an important aspect of a classroom. I believe that procedures provide students with a structure that lets them know what is expected of them. This provide help cut down on disruptions if the students are not confused about what they are supposed to be doing. worry Plan Goals Having the right environment for all students to learn. The ability to manage youngsterren’s behavior. Students entrust substantiate a complete misgiving of the classroom rules.\r\nKeep fires involved and â€Å"in the know” of their minor and the classroom. Instructional strategies will be taught to the lift out of my ability. Physical environs The importance and medley of a the right way designed early tikehood classroom cannot be over-emphasized when providing a learning environment for children. I will provide in my classroom safe and orderly pro pertys, fill up with a variety of real(a)s that will sack the classroom more satisfying for some(prenominal) the teacher and the children. Furthermore, well-designed states will decrease the number of conflicts that may arise.\r\nQuite naturally, every space must accommodate all the activities it will be required to house. Therefore, when making my classroom environment safe and orderly, I must make accommodations to set about certain spaces to be multipurpose. It will be very important to make confident(predicate) these airfields, as well as other areas in the classroom, are filled with a variety of materials organized into appropriate activity areas. Clearly be interest areas will allow young children to work best in flyspeck groups where they can learn to relate to other children, establish friendships, and solve problems together.\r\nThe use of low piece of furniture in these areas will allow me to see into all areas while at the same epoch giving children a sense o f privacy. Use of low furniture as well as helps define work spaces that help children concentrate because they will not be distracted by other activities pickings rig in other areas. These antithetic areas will be defined by what activities will be taking place in them. For example, I will have such areas as: dramatic play, art area, building area, science/sensory area, plump for area, and quiet area. I will also make reliable to provide an area where children can relax and be alone with friends.\r\nThis space will have intumescent pillows, beanbags, and carpet. This so called â€Å"soft area” is very important for young children because it is important to their noetic health and it promotes positive behavior because children who spend long hours in a group environment need time to themselves where they can rest. When it comes to supplies and materials in the room, they should be displayed on low shelves where children can reach what they need. This helps promote ind ependence because the children will be responsible in getting materials out and putting them away.\r\nWhen displaying materials on shelves they must be in the area where they will be used. I will place labels and pictures showing where each endeavor belongs. Logical grouping of materials promotes their appropriate use. Labeling the place for each object helps children maintain a clean and orderly environment. When it comes to the teacher’s supplies and materials, I will keep them up and away from the children so that they cannot access them. When the children bye through the door, they will be hit with all opposite colors climax from the pictures and peckers on the walls.\r\nI hope to have a room with big windows that allow for natural lighting. The pictures I will have on the wall will be displayed on the children’s eye level, gum olibanum children will take better notice. I will also display the work of the children. Displaying their original artwork shows them respect and value for their hard work and effort. One pull round important thing to me, when it comes to the physical environment of my classroom, is that I will make sure the classroom materials will reflect the cultural richness of our society, the backgrounds and life experiences of the children, and people with different abilities.\r\nChildren need materials they can relate to through past experiences, in advance they are asked to learn new concepts. A respect for conversion is important for identity and self-esteem. Behavior Management Many disputes and conflicts can be prevented by careful supply and with positive crowing support. There is always a reason behind children’s behavior. Misbehavior is unremarkably directed at achieving one of quaternity goals: revenge, power, attention, and/or feelings of adequacy. I know I can’t force a child to change his or her way of behaving, I can only change the way I behave with the child.\r\nMy ultimate goal in behav ior management and child guidance is not to manage children’s behavior, but to help children manage their own behavior. I am apprised that conflict situations provide important learning opportunities for children. Therefore, when it comes to classroom management, I will not deprive the children these opportunities to learn problem- lick skills. My role as a teacher in children’s conflicts is to de-escalate them when the children can no time-consuming work out their problems by themselves. When I communicate with the children in my classroom I will use â€Å"I” statements instead of â€Å"you” statements.\r\nI will use down(p) clay oral communication and make sure that I incliningen to both sides of the issue. I will fork up to focus on the present and future of the child’s behavior instead of past behavior. Also, I will focus on the child’s behavior and not the child. roughly importantly I will keep in my mind the needs of each child and their best interest when it comes to mend their misbehavior, and not focus on my best interest. My classroom rules will consist of quadruplet basic principles. Those four basic principles will be caring, honesty, respect, and responsibility. I believe any rule thought up by a child can control into one of these four basic\r\nprinciples. For example, if a child is not keeping their body to themselves, they are not respecting the other child’s space. That is wherefore I will not have a argument of rules in my classroom, but rather have these four principles post in my classroom where all(prenominal) child will see them. Therefore, when a child is not future(a) the rules I will state what they are doing wrong and how it relates to one of the four principles. When it comes to classroom management and discipline, I will not use punishment, but logical consequences. There are two suits of logical consequences.\r\nThey are naturally occurring consequences and imposed co nsequences. Naturally occurring consequences commonly occur when the problem belongs to the individual on whom the consequences fall. For example, Sally leaves her coat out on the playground and when she goes back for it, the coat is gone. I accordingly say to her, I am sorry that it is gone and tell her it is her responsibility to keep track of it. Imposed consequences practically occur when a behavior creates a problem for another person who past must impose consequences in order to change the behavior of the individual creating the problem.\r\nWhen I impose logical consequences on the children in my classroom I will try to keep certain things in my mind. much(prenominal) things as being a advisor in helping the child solve his or her own problem. Keep the effect of the solution on the child and not me while implying that the child is capable of solving his or her own problem. I must also tie the time and/or place of the misbehavior to the consequence. These are honourable a peer of ways I will try to manage children’s behavior in my classroom. Parent discourse One of the most vital separate of teaching children and managing a classroom is communication with their families.\r\nThere is no one right way to communicate with boots, therefore as a teacher, I have to put on many different methods to communicate with parents to build rapport. One of the basic methods I am difference to use is a parent mount. On the parent board will be pictures of the activities the children have been doing and other information such as the weekly curriculum and things the children have to bring from stead to school. I will have the parent board on a table where there will also be a notebook where parents can leave me messages, and where I can leave them messages.\r\nI will also have monthly newsletters to the parents that I will secure out on the parent table. Another way I will communicate with parents is by having parents come into the classroom and be a classroom helper. I would try to get every parent to come into the classroom at to the lowest degree one time during the school and spend the solar twenty-four hours with their child or at least(prenominal) a couple hours. This would help me to get to know the parents of the children I teach and this would give me a good chance to build rapport with the parents so that communication will be make easier.\r\nSome of the most basic methods I will use to help me communicate with parents are by use of the telephone. I will call parents when need be and make sure that they know they can call me when needed. Finally, the last way I will communicate with parents is by talk of the town to them face to face. Things I know to remember when talking to a parent are to first approach them with a make a face or pleasant look and because introduce myself if I have not ever done so in the past. I will always try to start out the conversation with the parent with something positive about thei r child.\r\nIf I were communication with the parent because of a problem their child is having in my class, I would first tell them the issue at hand and then digest some possible solutions. I then would tell them what I want their role to be afterward I let them talk about what solutions they have. If they need to further talk to me I would offer them other times they can talk to me. I also would give them other possible people to talk to if they feel that they need to. When communicating with a parent I want them to feel that they can ask me questions about their child’s education or other issues they susceptibility have.\r\nIf I can’t solving their questions, I will flat out tell them I don’t know the answer, but I will find out. I also will make sure not to make promises I can’t keep. If need be, I will always make myself available for a teacher-parent conference when document ahead of time Instructional Strategies and Methods When it comes to i nstructional formulation in my classroom I am going to start with the pappa Academic Standards. The reason I am going to start with the standards is because in the classroom the students are working towards a goal, and those goals should be set extravagantlyer than the standards.\r\nIf I do not teach my students to at least the level of the Pennsylvania standards, then I have not set the goals high enough for my instructional planning. If I set goals for my instructional planning, that gives me a start in what direction I need to go in my lesson planning. The second ill-treat I am going to take in my instructional planning is estimation. I have to measure the progress of achieving my goals by doing assessments of my students. ii kinds of assessment I will be doing are what you would call summative assessment and diagnostic assessment.\r\nThe summative assessment will be tests, examinations, final projects, or other things depending on grade level of the students. These types of assessments will tell me if the students are learning the objectives and making progress towards meeting the goals. On the other hand I will use diagnostic forms of assessments when it comes to planning on how far I have to go to get my students to reach the goals or in meeting the standards. I will use diagnostic assessment at the havening of the school year and before I begin each new unit. The third step in my instructional planning is planning for the long-term.\r\nMy long-term plan will be as simple as planning my year end academic goals and group those goals into some discrete units to make sure that I cover my long-term academic goals. When it comes to the delivery of my lessons, I am going to keep it as simple as possible. Even though there are many different formats of lesson plans I can use, there is one general way I can make all the different types of lesson plans fit me. Using the following(a) format to teach my lessons will help my students obtain the goals and ob jectives of my lessons. The format I will use is to first introduce the lesson.\r\n past have an opening to the lesson, which is when I will tell the students what they will learn and why it is important. Next, I introduce the new material and teach it to the students. Afterwards, I allow time for guided practice and then item-by-item practice. These two areas are where I make some informal assessments to limit to see if the students learned the objectives. Last, but not least comes the closing. This is where I stress the connection of the lesson and check the students’ understanding by doing some type of assessment, usually a summative form of assessment. Schedules and Routines.\r\nWhen I go to a class, I like to see a account of what we are working on for the mean solar daylighttime. I believe that all students should be inclined this courtesy of knowing what is going to be happening during the school day by reading a periodical schedule of the day’s activiti es. I will always have the schedule stick on at the front of the class, each day updating any changes in the schedule. In entree, I will make the specifics of the day: for instance, what we are working on that day in math. I have seen schedules that list the basic outline of the day: math, language arts, social studies, lunch and science.\r\nI would like to take the schedule one step farther and include some details about the day and what will be happening. Not only are fooling schedules helpful for students to see what is happening during a given school day, but my daily schedule will allow me to judge my the activities in my classroom, assuring that the type and variety of activities are appealing to different types of learning situations. Also, I want to find a good balance between teacher directed instruction, independent work and cooperative group work. Repetitious activities can sometimes impede the school day as it may evoke comments such as â€Å"We’re doing th is again?\r\n” However, having mathematical functions in which students can predict what will happen can ease the transition from the bus, car or the walk to school to the classroom. To be specific, I will have a pedigree of the day routine and an end of the day routine, so that I maintain harmony each day and study the message that in our class, we use all of our time together to learn and we do not like to waste time. For my start of the day routine, I will play medicine as the students walk in. I will play quiet music that sets the stride for the day: a warm and relaxing learning environment where we are safe and plant to learn.\r\nI will have a welcome message posted on the board with a list of housekeeping items to do before we get settled for the day: sharpen pencils, turn in homework, put coats and backpacks away. In addition to this everyday welcome, I will have a list of activities that students can work on from previous days of school, including wad of options to accommodate those that have finished all of their work. Also, I will greet my students as they enter the classroom, talking to each student as they get settled for their day, ensuring that I get to see each student and have bear on with each one first thing in the morning.\r\nAt the end of the day, I will take the last ten minutes to introduce up the day. I will post an end of the day wrap up list on the disk overhead for students to use a guide to get ready to go home. I will have mailboxes with the days handouts in them and my students can cop these handouts and place them in their â€Å"take home” folder. Then I will ask groups to get their backpacks and put away all of their materials. I will ask that they clear off their desks and the area on the point around their desks so that the custodian does not have to clean up after us.\r\nAs the students line up to go home, I will have my sayonara salutation: a piece of poster paper with four types of goodbyes: a hands hake, high five, or smile. The students can pick any combination of these goodbyes when the leave. I want to have this goodbye so that I can be sure to have contact with each of my students before they leave for to go home. In doing this, I want to convey to my students that I care about them and I want to wish them a safe trip home and tell them that I look forward to seeing them tomorrow.\r\nBy having structured routines for the beginning and end of the day, I will be setting the footprint for the school day. For the beginning of the day, I want to imply that we structure our mornings so that we can get off to a good start with our minds and materials ready for the day. At the end of the day, I want to bring the day to a close with daily routine to ensure that my students understand that every part of our school day together is as valuable as any other part. Individualization In order to promote individualization and responsible behavior, I will implement a job chart where stud ents will have jobs throughout the week.\r\nI will have paper passers, overhead cleaners, board erasers, recyclers, lunch duty, and line leaders. I will introduce these jobs on the first day of school and assign jobs to hit-or-miss students. Emphasizing the importance of the jobs will parent the students’ desire to have the job to demonstrate their responsible behavior. I will have a policy stating that any student who cannot demonstrate responsible behavior and faithfully complete their job will have to give up their job style and a different student will get their job.\r\nI have seen such a job system in another classroom in which I worked and this system was very successful in creating a sense of responsibility among students. formula As I complete my management plan, I feel that I am fully prepared to teach tomorrow. However, I know that that is not the case. My management plan will forever be emergence and changing. My management plan focuses on the studentsâ€℠¢ needs in my class. By organizing many structured components of the school, I am attempting to prepare myself for any discipline problems that may occur.\r\nI will organize many aspects of my class before the year starts, but I will also sit down with my students during the first weeks of school and have discussions about rules and expectations to determine what they need from me and from each other. While I know that some misbehavior will occur in my classroom, I am instituting this plan to assist me in dealing with these issues as they occur. I believe classroom management is the key that unlocks the ability for children to learn and in creating an environment where children feel safe.\r\nI will set high expectations and encourage my students to succeed. Finally, my classroom management will not only be about creating a good rapport with the students, but creating a rich and engaging curriculum. | | | | | | | | | | | | References Albert, Linda, Pete DeSisto, and Linda Albert. (1 996) Cooperative Discipline. stage set Pines, MN: American Guidance Service. Web. Guillaume, Andrea M. (2004). K-12 Classroom Teaching: A Primer for recent Professionals. Upper Saddle River, NJ: Pearson/Merrill/ prentice Hall. Print.\r\n'