Sesley Welch

Classroom Management Policy

Philosophy of classroom management:
I think one of the biggest factors into having a successfully
classroom management project is that the students should be aware of
what you expect from them. Ruby Payne mentions using your adult
voice instead of the parent voice. So many children are used to hearing
a parent voice that is stern or judgmental, that I think it is important
for the teacher to let the children know that you will not be their
parents and that you expect a high level of respect, as you should give
to an adult. You should make it clear that the student knows that when
they get disciplined, it was because they knew that they were making
a choice to break the rules. I also think that you should be aware of the
life your students are subjected to outside of the school, this can help
the teacher understand why certain students act the way they do.
Robert McNeely points out in his article that you should not engage the
student in front of classmates, and that you also should not react to
every situation unless it causing a distraction to other students.
Engaging students in front of classmates can make the student put up
more defensive walls and also feel like the teacher isnt there to help
them. As a teacher, you should make it a point to show your students
that you are there to help them learn and that you care about their
wellbeing. Also, most of the time students will act out in order to get
attention (this might be attention that they do not receive at home)
and reacting to these situations should be kept to the minimum. If the
student is not getting the attention they crave, they should eventually
stop. You can address the child outside of class in a private setting and
discuss the cause of their actions. I think overall it is very important to
show the students that you respect them and you hope they show the
same amount of respect to you in return and if they do not, that is their
choice and they can deal with the consequences of those choices.
Procedures list:
High School Concert Band 9-12th Grade
1. Students will enter class quietly and respectfully.
2. They will set their personal belongings against the wall outside of
the concert arches. All cell-phones may be set underneath
students chair.
3. They will retrieve their instrument and music from the storage
room. All cases are to be kept in storage room and out of concert
arches.

4. Students will have 10 minutes to individually warm up and tune

before rehearsal. (This includes time getting instrument and
music out)
5. Once the instructor steps on the podium, all talking must stop.
6. If you need to ask a question, raise your hand and patiently wait
to be called upon.
7. If you have to go to the bathroom, let your neighbor know and
pick up the hall pass on the way out. Only one person may be
gone to the bathroom at one time.
8. After rehearsal ends, students should put their instruments and
music away. You may talk quietly. Phones should stay underneath
chairs until class is dismissed.
9. If there is an emergent situation in which the student needs to be
on their phone or keep their phone on loud then the student
should inform the teacher before the start of class.
Disciplinary Protocol:
(Subject to change based on schools separate disciplinary policy)
Zero Violence Policy No violence will be tolerated. If violent, you will
be escorted to the office and a call home will be made.
If you are caught using your phone during class time then your phone
will be taken and placed on the teachers desk at the beginning of
every class period for a week. If you commit an offence after that, then
your phone will be taken and your parent will have to personally
retrieve it.
Any other disciplinary issue will be dealt with by having a private talk
and filling out of a disciplinary worksheet after the first offence, a loss
of an extra curricular activity after the second, and then a phone call
home after the third. If there are more than three offences, you will be
taken to the office and dealt with by the administration.
I also really enjoyed the worksheet Ruby Payne included on page 81 in
the readings about showing the student it is entirely their choice to
follow the rules. It looks like this:
Name:
What did you do?
When you did that, what did you want?
List four other things you could have done instead:
What will you do next time?

Works Cited Page

McNeely, R. (n.d.). Avoiding Power Struggles with Students. Retrieved
April 07, 2016, from http://www.nea.org/tools/49922.htm
Payne, R. (n.d.). Discipline. In A Framework for Understanding Poverty:
A Cognitive Approach (pp. 77-86). Aha Process.