Classroom Management and Discipline Plan: Establishing a Positive Learning Environment

Jaclyn Memmott

Introduction: I believe children should be treated with respect. In my classroom I want my students to know that they are welcome, safe, loved, and valued as an individual. Managing my classroom environment, expectations, and disciplinary actions will enable me to do this for my students. The classroom is an environment for learning and needs to be organized and managed for this to take place. Having clear expectations and procedures is one of the first steps in forming this learning environment. Children need to know that I have high expectations for them both socially and academically, and that I believe they are all capable of reaching them. They also need to know all of our classroom procedures so thatwith practicethese procedures will be what we do daily. Togetheras a class familywe will establish the rules that we will abide by. These rules will be centered around 'The Golden Rule that states, treat others how you want to be treated. We will be a class of active learners who know that in order to learn we must take chances and challenge ourselves, for through learning comes success. I believe that positive relationships within the classroom lead to a welcoming environment where learning can take place. My goal for my students is that they be both socially and academically responsible. They need to be responsible for their actions in and outside of the classroom. My role as an educator is not to simply provide them with the answers and solve their problems, but to inspire and encourage their thinking. I want to enable my students to think for themselves and solve their own problems in a meaningful way. I will continually build a positive relationship with my students that will work as the foundation for my insistence on their success.

In developing my classroom management plan I looked to a number of theorists and their researched approaches to classroom management and discipline to help me formulate this plan. I have chosen to focus on four theorists and their approaches. Classroom procedures, routines, and organizing the physical space:

Harry K. Wong & Rosemary T. Wong Harry and Rosemary Wong believe that classroom procedures that are taught, practiced, and reinforced are the key to a successfully managed classroom. These procedures become your classs daily routines (Wong, 2005). By setting up all of my classs daily routines in this way my students have both a structured and consistent environment to learn in. In order for me to prepare the classroom for learning I must organize all of our supplies, spaces, and my lessons so that weas a classcan focus our attention on learning. Wong (2009) suggests that the physical space in the classroom needs to be organized based on what the teacher wants the students to accomplish. He also says that this is centered around the type of communication you want to be taking place and that this changes depending on the task (Wong, 2009). I want to take on a more inquiry-based approach to teaching where my students will be active participants in the learning process. I also want my classroom to be a place where we share our thinking and collaborate. To do this we will gather in a designated circle or share area frequently. I will organize the desks into groups so that my students can learn to work together.

Creating an environment of respect while managing classroom discipline: Barbara Coloroso In developing my classroom discipline plan I look to Barbara Coloroso and her inner-discipline approach for guidance. Coloroso realizes that it is not the teachers role to try to control students through punishment and rewards. Punishment and threats can provoke anger, resentment, and additional conflicts while only temporarily fixing the problem (Charles, 2008, p.100). Coloroso believes, like I do, that children should be treated the way we, ourselves, want to be treatedThe Golden Ruleand we do this by treating children with respect and dignity. Her approach to discipline does this by helping students to take control of their problems and empowering them through innerself control (Charles, 2008). Colorosos Discipline approach, shows kids what they have done, gives them ownership of the problem, gives them options for solving the problem, and leaves their dignity intact (Coloroso, 1994, p.29). Through this process the child must also consider the option that they chose and whether it is unkind, hurtful, dishonest, or unfair (C.M Charles, 2008). It is my goal to give my students the opportunity to take responsibility for their actions by letting them think through the problem, and then come up with solutions on their own. I realize that there will be times when I will have to guide the students through possible solutions and give them some options to chose from. I want my students to be responsible for their actions in this way, however I know that I must first model this process for them. This is what another theorist, Marvin Marshall, refers to as giving children choices to empower them to take responsibility for their behavior (Marshall, 2005).

Marvin Marshall Marshall believes much like Coloroso, that a person is responsible for his or her behavior (Marshall, 2005 p. 51). When a teacher simply doles out consequences and punishments the student is not given the opportunity to be responsible for their behavior. I agree that students need to have ownership in deciding what needs to be done when they misbehave. This is part of having choices rather than just being told what to do. When students are presented with two or three choices it is up to them to make the decision and thus take ownership of their discipline. This also helps children to not feel cornered resulting in feelings of anger or resentment (Marshall, 2005). In this way students are also choosing their consequences. To create an environment of respect I need to keep my conversations with my students positive. This involves me promoting what is desired, rather than what is not desired behavior in my classroom (Marshall, 2005, p.51). When a student is being disruptive in my class I will communicate in positive terms rather than negative to let the studentand the rest of the classknow what is the desired behavior rather than simply pointing out what they are doing wrong. By staying positive children know what they need to do and the teacher/student relationship is not affected in a negative way. By maintaining a positive discourse with my students and by presenting them with an opportunity to change their negative behavior or resolve their problems either on their own or through choices presented to them, I am treating my students with respect. I am also helping them to realize that they are in control of their actions.

Jim Fay Another theorist that has influenced my disciplinary plan is Jim Fay. His approach to classroom management focuses heavily on the importance of expressing empathy with children when they misbehave or have a problem (Fay, 1995). This helps to maintain students dignity and the student/teacher relationship. Conclusion:

I look forward to getting to know my students and forming meaningful relationships with them. I will do this from the very first day by sharing information about myself with my studentsabout my personality, my interests, and my expectations for the year (Wong, 2005). I will also give my students an opportunity to do the same. It is very important to me that my students and I create a classroom community built upon respect, trust, and a love for learning. With an organized classroom environment and our daily routines in place we can focus our attention on our learning, and on building the relationships that will create our shared community.

References: Charles, C. M. (2008). Building classroom discipline (pp. 99-104). Upper Saddle River, NJ: Pearson Education, Inc.

Coloroso, B. (1994). Kids are worth it! (pp. 9-36). New York, NY: Avons Books.

Fay, J. & Funk, D. (1995). Teaching with love & logic: Taking control of the classroom. Golden, CO: Love and Logic Press.

Marshall, M. (2005, September). Discipline without stress, punishment, or rewards. The Clearing House, 79(1), 51-54. Retrieved from JSTOR.

Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.