Classroom Management 1

Introduction: Levin and Nolans Collaborative Management is based on the belief that influencing student behavior is the joint responsibility of the student and the teacher. Under the collaborative theory, students must be given some opportunity to control their own behavior, but the teacher, as a professional, retains primary responsibility for influencing student behavior because the classroom is a group learning situation (Levin & Nolan, 2010). The goal of this classroom management plan is to effectively reach every student by allowing the student to understand how to redirect his or her misbehavior to appropriate behavior.

Area of Concentration Elementary Education- Third Grade Classroom

Classroom Setting: Elementary School in Newport News, Virginia Urban Location

Classroom Management Plan

I. Planning Curriculum

A.) The educator will create and effectively apply a planned curriculum that focuses on the four content areas which are: English, Mathematics, Social Studies, and Science, along with Fine Arts and Health and Physical Education. a.) The educator will study and show strong competence towards the Standards of Learning (SOL) for each individual subject according to the grade level that is to be taught. The Standards of Learning (SOL) describe the commonwealth's expectations for student learning and achievement in grades K-12 in English, mathematics, science, history/social science,

Classroom Management 2

technology, the fine arts, foreign language, health and physical education, and driver education. b.) Along with the study of the Standards of Learning (SOL) being studied and implemented in the respective grade level, the instructor will review the previous Standards of Learning (SOL) the students learned prior to entering the classroom. c.) The educator will effectively map out the curriculum by staying abreast with Enhanced Scope and Sequence guides and the Curriculum Frameworks. Enhanced scope and sequence guides provide sample lesson plans and instructional resources to help teachers align their classroom instruction with the standards. The Curriculum frameworks for English, mathematics, science and history/social science detail the specific knowledge and skills students must possess to meet the standards for these subjects. B.) The educator will effectively construct comprehensive lesson plans, while pacing each lesson. a.) The educator will create lesson plans while reviewing a pacing guide prior to the instructional school year. The educator will examine Virginias pacing guide for instruction. b.) The educator will construct lesson plans, one week or more prior to the desired instructional date, which will make best use of instructional time and have the following characteristics: The educator will use a KWL chart. The educator will openly address the daily and weekly student objective, for example: The Learner Will Use of Pre and Post Assessments Appropriate Standards of Learning (SOL) Homework geared toward lesson, and toward the use of technology.

Classroom Management 3

Transition techniques Use of Blooms Taxonomy Implications to Technology and Cultural Diversity

c.)

The educator will begin each lesson promptly. The educator will establish the starting time of the lesson, and remain consistent. The educator will setup the classroom with all necessary materials needed for the lesson.

C.) The educator will consult with a mentor before the instructional year. a.) The educator will exhaust every opportunity before the instructional period to construct a highly effect curriculum that is not only approved by the instructor, but also experienced educators.

II. ORGANIZING PROCEDURES AND RESOURCES:

A.) The educator will establish a productive, safe, and successful learning environment. Entry and Exit (Morning and Evening) Procedures The educator will begin each day with various brain gyms. This will engage the students and the teacher early in the morning, as well as in the evenings when school begins to let out. The educator will instruct the students to sit in their assigned seats with the names on each desk. The educator will instruct the students to place all assignments at the end of their desks to collect alphabetically. Students will be advised to remain in their seats during morning and afternoon announcements. The educator will instruct the students to line up before and after class with a designated line leader chosen by the teacher. The educator will use a sign-in and sign out method for hall pass approval.

Classroom Management 4

Implementation of Hall Pass Rubric

Name

Date

Time In-Time Out

The educator will instruct every student to sharpen three or four pencils before instruction takes place. The educator will instruct each student to have all materials prepared for instruction.

a.) The educator will ensure all supplies are obtained before class time. The educator will instruct every student to obtain all the materials needed for the class through the use of a supply list handed to every student. For Example:
Third Grade Supply List 2010-2011 Four (4) black and white composition/journal books-NO BINDERS, PLEASE 2. Four (4) packs of wide ruled notebook paper (replenish each grading period) 3. Two (2) packs of No. 2 pencils (replenish weekly) 4. Extra pencil top or large erasers 5. Four (4) Three subject notebooks 6. One (1) larger zipper pencil pouch (No boxes) 7. One (1) pack of red pens 8. Two (2) box of crayons (24 pack) 9. Four (4) narrow yellow highlighters 10. One (1) bottle of elmer's glue 11. Six (6) pocket folders 12. Six (6) glue sticks

b.) The educator will instruct every student to secure their belongings in the proper cubby according to the name above the cubby. c.) The educator will assess prior knowledge, so students will remain challenged.

Classroom Management 5

B.) The instructor will establish behavioral boundaries with students, which will reinforce appropriate behavior, and set consequences for misbehaviors. a.) The educator through the first couple of days will address appropriate behavior and inappropriate behavior. Appropriate behavior will be address with positive reinforcement. Inappropriate behavior will be addressed verbally or non-verbally according to the severity of the inappropriate behavior. The teacher will record severe misbehaviors. If the misbehavior is not resolved, then a note home or call will be made to the parent or caregiver. The educator will give each student a three-time grace period to understand the inappropriate behavior until outside sources are implemented. The educator will reinforce positive behavior by granting various permissions to whatever the student enjoys doing in the classroom. The educator will give small prizes to each student who remains in good standing throughout the week. b.) The educator will establish house rules to maintain class order. The educator will grant permissions if rules are maintained. The educator will make the rules visible for all students. The educator will also examine the five types of misbehavior before making any consequences.

Five Types of Misbehavior (Charles, 1989) Aggression Immorality Defiance of Authority Class Disruptions Goofing Off

III. ARRANGING THE ENVRIONMENT TO MAXIMIZE EFFICIENCY:

Classroom Management 6

A.) The arrangement of the classroom will foster learning with few, if any, distractions. a.) The educator will make sure all objectives and SOLs are visible. b.) The educator will make use of materials learned through the display of those materials on bulletin boards. c.) The educator will design appropriate and engaging learning centers. These center will include: Literacy Mathematics Social Studies Technology Science

d.) The educator will not include a teachers desk. e.) The educator will have a classroom pet or plant for learning purposes. f.) The educator will have a small library for student to read and gain more knowledge. g.) The educator will examine the room for any possible distractions and remove all distractions. h.) The educator will examine student responses to learning centers to aide in removing possible distractions. i.) The educator will arrange seats in conjunction with the learning centers.

Seating Arrangement Example:

Classroom Management 7

B.) The educator will encourage diversity through the changes in seating arrangements. The educator will assign names to specific seats. The educator will make seating arrangements boy-girl. The educator will mix the different ethnicities in the classroom seating arrangement.

IV. MONITORING STUDENT PROGRESS:

A. The educator will keep current files of all students while keeping them updated. a.) The educator will use the file cabinet to store all files. b.) The educator will keep a personal file folder to track performance. c.) The educator will get all of the students information through the use of a personal information document sent home to the students parents. The Document will contain spaces for the students: Name Address Parents Name Emergency Contact House phone number Parents Email Student D.O.B. Medical Information

d.) The files will include any behavior problems, or any big accomplishment within the class. e.) The educator will hold information regarding behavior interventions in a Behavior Intervention Plan. f.) The educator will incorporate a plethora of assessments that will help reinforce what has been taught and learned. Such as Formative and Summative Assessments. B.) The educator will monitor the progress of the student with parental involvement.

Classroom Management 8

a.)

The educator will send off newsletters to allow the parents to reinforce whats being taught in the schools.

b.)

The educator will allow for parents to send off feedback on what the child retained from the class through the previous newsletters that were sent off.

c.)

The educator will encourage the parents to sit through a class period to gage what is being taught, and to give feedback.

V. ANTICIPATING POTENTIAL PROBLEMS: A.) The educator will design a strategic plan to curb, or prevent behavior problems in the classroom. a.) The educator will extend respect with the anticipation students will reciprocate. b.) The educator will endeavor to keep lessons engaging paying attention to body language and verbal responses. c.) d.) The educator will endeavor to transition to each activity fluently. The educator will make sure each moment instruction is taking place.

B.) The educator will anticipate potential problems while having plan of action to handle those problems. a.) The educator will stay on top of the time, and make sure there is no room for distractions. b.) The educator will pay close attention to student behaviors, and interactions in the classroom. c.) d.) The educator will always face the students. The educator will exude confidence and enthusiasm while instructing the class. e.) The educator will understand what behavior is defined as. Behavior is defined as all the physical and mental acts that humans perform (Charles, 1989). f.) The teacher will implement the non-verbal communication tactic of withit-ness.

Classroom Management 9

1.) The instructor will address major and minor misbehaviors with verbal and non-verbal ques. For instance, if a student calls out without raising a hand, when previous mention has been made, planned ignoring is to be used to nonverbally reinforce hands being raised. 2.) If an irate student begins to pick up a chair it is up to the educator to anticipate the student reaction of throwing the chair. The response of the teacher should be to coax the student to a better behavior. One way to persuade the student to take a better behavior is to try to reason with the student. Ask as many questions as possible to calm the student down while giving the student a better way of dealing with their temper.

Reference(s):
Charles, C. (1989). Building Classroom Discipline: From Models to Pratice. White Plains: Longman. Levin, J., & Nolan, J. F. (2010). Principles of Classroom Management. Upper Saddle River, New Jersey: Pearson Education.