The document provides a classroom management plan for a teacher that includes sections on their philosophical statement, physical room layout, classroom procedures, classroom rules, and discipline plan. The philosophical statement discusses the importance of divergent thinking, balancing basic skills with student-centered learning, and using both deductive and inductive thinking. The physical room is arranged to allow easy movement and visibility of all students. Procedures cover daily agenda, materials, attendance, announcements, late work, restroom breaks, and respectful learning. Classroom rules focus on respecting others and celebrating diversity. The discipline plan uses strategies like cool-down time, reality statements, and guided self-correction.
The document provides a classroom management plan for a teacher that includes sections on their philosophical statement, physical room layout, classroom procedures, classroom rules, and discipline plan. The philosophical statement discusses the importance of divergent thinking, balancing basic skills with student-centered learning, and using both deductive and inductive thinking. The physical room is arranged to allow easy movement and visibility of all students. Procedures cover daily agenda, materials, attendance, announcements, late work, restroom breaks, and respectful learning. Classroom rules focus on respecting others and celebrating diversity. The discipline plan uses strategies like cool-down time, reality statements, and guided self-correction.
The document provides a classroom management plan for a teacher that includes sections on their philosophical statement, physical room layout, classroom procedures, classroom rules, and discipline plan. The philosophical statement discusses the importance of divergent thinking, balancing basic skills with student-centered learning, and using both deductive and inductive thinking. The physical room is arranged to allow easy movement and visibility of all students. Procedures cover daily agenda, materials, attendance, announcements, late work, restroom breaks, and respectful learning. Classroom rules focus on respecting others and celebrating diversity. The discipline plan uses strategies like cool-down time, reality statements, and guided self-correction.
The document provides a classroom management plan for a teacher that includes sections on their philosophical statement, physical room layout, classroom procedures, classroom rules, and discipline plan. The philosophical statement discusses the importance of divergent thinking, balancing basic skills with student-centered learning, and using both deductive and inductive thinking. The physical room is arranged to allow easy movement and visibility of all students. Procedures cover daily agenda, materials, attendance, announcements, late work, restroom breaks, and respectful learning. Classroom rules focus on respecting others and celebrating diversity. The discipline plan uses strategies like cool-down time, reality statements, and guided self-correction.
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Dalton Chisham
EDU 225 04/23/2015
Classroom Management Plan
Philosophical Statement I believe students should develop divergent thinking. The goal of divergent thinking is to generate many different ideas about a topic in a short period of time. It involves breaking a topic down into its various components in order to gain insight about the various aspects of the topic (Robinson). The school curriculum should be a balanced mix of strong emphasis on basic skills and disciplined knowledge, while being centered on the students interest in real problems and interdisciplinary solution seeking. (Cooper). The way a school should go about delivery is by having a good balanced mixture of interplay of deductive and inductive thinking coupled with stimulating students to plan and carry out activities and research projects using group processes. In regards to measuring the learning through the delivery system it is quite simple for the deductive and inductive thinking to use the standard test to see if the students are retaining their knowledge. In regards to the group projects, it should be measured by the creativity of the group and their use of democratic procedures throughout the processes. Physical Room The students desk are arranged to give myself an easy path to walk around the classroom during activities and tests so I can observe the entire
class. The six desks in the front are there for students who prefer to sit close to the front, have trouble seeing from far away, and lastly as a sort of place I can place students who are particularly talkative or disruptive. The space in between the back desk row is there to make it easier on me to be in the center of the room. It also allows me to view students work from a position that doesnt involve leaning over them. The desk all face the front in order to be facing the whiteboard and projector. The pick-up desk is near the door so students can pick up the assignment and homework for that day. The teachers desk is facing opposite of the door and in the corner. The first reason for this is the fact that when sitting at the desk I can see the door, so if someone needs to catch my attention they can. The second reason is that most likely that is where the control for the projector will be, so it is bound to have the most electrical outlets for my computer. The secondary teachers desk, if the room Im provided has one, will be used to hold any papers or material I need or keep. The counter/cabinet space will be used to hold the location of the late tray and pick up location for late work or absences. Classroom Procedure I want to be consistent with my students in terms of Classroom Procedures. I always want to have the agenda on the board so they can copy it down in their notebook everyday as they walk in. The agenda should also show the date and the academic standard or standards that I will be achieving for the week. Students should arrive to class before the bell and
should have all the materials they would need ready for my class. When students walk into the classroom, they should pick up any handouts or homework that will be on the desk near the door for class that day. I will always check the attendance to determine which students are present and absent. When I am actively teaching students should follow the following procedures. First, students should be silent and pay attention because the first thing I will do every day is make announcements that affect the classroom such as: due date for papers, reminder of test dates, changing of dates for assignments or test, and anything else that I would deem as important for students to be informed. Secondly, after making any announcements I will inform students of what the subject of today is and then launch into my lesson plan for that day. Students should follow all instructions when it comes to whatever activity is being used that day. In the event that I have to leave the room students are to keep working on their current assignment, work on their homework that they picked up from the desk near the door, or get out a book and begin to read silently. Students should also be silent unless I give them permission to speak and they should be respectful at all times. In regards to late work and student absences the following procedures should be followed. First, if a student is absent they have one day to make up the assignment and homework that was done in class. Second, the assignment and homework can be picked up on the counter that will be used to store all assignments and homework for the previous week. Third,
students can only make up any assignments and homework during the week of the assignment and homework. If absent Friday and there was homework or an assignment, students will have until the Tuesday of the next week to turn in the assignment or homework. Finally, if students turns in an assignment or homework and werent absent, they will lose 10% off of the assignments final grade. The last procedure that I believe needs covered is students using the restroom. When students wish to use the bathroom, I will have a set of procedures for that event. First, if a student asks to use the bathroom, I will tell them not right now come back in a few minutes and ask again. This is to make sure they actually need to use the restroom and arent trying to skip out on a few minutes of class. Second, if a student comes back, I will allow them to go use the bathroom. I will only allow one male and one female student at a time. Third, before a student leaves, he or she will fill out a time sheet with their name and the time leaving. Finally, when a student gets back, he or she will need to put the time back from the restroom on the sign out sheet. Classroom Rules The best rule where learning takes place, is if we can respect each other then we dont need any other "rules." I absolutely believe in keeping a safe environment where put-downs and name calling is not allowedthis also falls under respect. If I can have respect for my students as well as having them respecting each other, I believe this leads to a safe environment where
learning can take place. I am not a stickler for gum chewing or eating and drinking as long as it does not interfere with learning and doesnt make a mess and if the school policy allows it. I would like to give my kids the freedom to eat or drink as long as they are responsible for their trash and mess. If it gets out of control, I will let them know that the privilege will be taken away, right from the beginning. In order to strengthen the rules that I would establish in my classroom I would have the students themselves develop the rules so that way they may be more inclined to follow them because they had a hand in the decision making process. In terms of creating a safe environment for all to learn, I want to create an environment with positive and numerous student-teacher relationships. Especially in diverse classrooms where many students are from different backgrounds, I want to create an environment where students are not and do not feel that they are being treated unfairly. I do not want to label students or assume their academic ability on the way they look or act. I do not want the diverse settings to lead to situations where communication is not happening. I believe to succeed in having a classroom like this it is necessary to have great interpersonal skills even more than classroom management skills. I want to create an environment where I can weave the curriculum into my students different lives and experiences. I want them to be able to share these experiences and relate them to the material of which we are working with. We can celebrate differences and learn from each other (Hensley). Discipline Plan/Method
In regards to a discipline plan or method I would use a multitude of
corrective strategies to change a students behavior. There are three of these strategies that I believe are most useful in regards to students and for myself. The first would be the cool-down time due to the fact that this strategy gives both myself and the student some time to think about our action or to ensure that when we speak to one another it is when we are both calmer about the situation. The second strategy would be the reality statement/reason strategy which engages a student with the why in regards to their behavior. This method is useful in pointing out both the positive and negative benefits that a students action can reap, and it provides a better comprehension in regards to positive and negative action within the classroom by making the student come to the conclusion him or herself. The third strategy is guided self-correction which can be very effective because it can be combined with the other methods to make students themselves come to a conclusion about their behavior in the classroom. If they come to realize that an action they are performing is detrimental to themselves or others, they may stop their future actions. Mostly this strategy is helpful in developing students rationale thinking skills so they can be more aware of their actions. If there is a consistent misbehavior problem, I will initially ask the student to talk to me after class. I will talk to him/her about the positive things he or she is doing in class and how I appreciate something it. I will tell them why the problem behavior is interfering in the class and have them
meet with me later to make a plan of how to stop the behavior. In class, I will give a warning the first time for misbehavior as well as specify exactly what behavior I am targeting. If a student persists, I will separate him or her from the class by making him or her go into the hallway and stand outside the door. When this occurs I will have students work on the assignment, homework, or read while I speak with the student I sent to the hallway. In regards to disciplining a student the only thing I have to say about that is that I will always try to make the punishment fair to the misbehavior. In regards to positive reinforcement I would probably either set up a system of points or play it on a situation by situation basis. I will still encourage students to behave properly no matter what, but I just havent determined how I personally would want to do it. I most likely would ask the students for some ideas, so they have a hand in getting rewarded for proper behavior.
Work Cited Cooper, James M., and Kevin Ryan. Those Who Can, Teach. 13th ed. Belmont:
Wadsworth Cengage Learning, 2013. Print.
Hensley, Michele, et al. The Well-Managed Classroom. 2nd ed. Boys Town: Boys Town Press, 2007. Print. Robinson, Ken. "Changing Education Paradigms." TED. Monterey, California. Feb. 2006. Lecture.
