Assignment #3

Classroom Management and Organization plan

by
Ana Paula Cruz
N02211996
EDU 0503 – CRN 33116
Classroom Management and Organization
Dr. Onaidy Moran

Nova Southeastern University

February 2, 2024
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This article is based on understanding classroom management and organization as the

essential processes carried out by the teacher to prepare the school space and make it conducive

to student learning, guaranteeing their school success. For the development, this article is

structured in seven sections that allow the understanding and application of classroom

management from procedures, instruction, student diversity, connection between home and

school and a modification plan for 5th grade students, aged between 10 and 12 years, composed

of heterogeneous groups, where 40% are Hispanic Americans, 10% African Americans, 20%

multiracial and 30% white Americans.

The author considers that classroom management and organization is an important

element in the teaching and learning process to make classes more participatory and productive.

The teacher plans the content based on strategies, resources and regulations necessary to carry

out school activities effectively, creating an environment that facilitates understanding and

regulates discipline within the classroom. Improvisation and poor preparation of the teacher

leads to insecurity, poor implementation of strategies and resources, poor distribution of time,

poor group mastery, disruptive behavior problems and disinterest in student learning, which

leads to academic failure.

The philosophy of every teacher must be focused on guaranteeing the student learning in

an appropriate environment, where there are values, norms and motivation to achieve the

objectives. The teacher must consider the strengths and weaknesses of the students when

planning their activities; this knowledge guarantees that they work according to their aspirations,

helping them to overcome their limitations. It is also essential that the teacher promotes empathy

as the value of recognizing what others feel, raising awareness among students, who in turn

develop other values such as respect for others, solidarity and tolerance.
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Classroom Procedure

To address a safe learning environment and prevention of problems, the teacher has to

create an effective classroom procedure, where students must know the rules and consequences,

in order to maintain order and discipline in the classroom and ensure school learning. Homework

is necessary to reinforce the knowledge learned in class. At the end of the class, the teacher

places the students in pairs and asks questions about the content seen, establishes a time of five

min for the answers and after time, the students exchange the notebooks to find out what their

partner wrote. The teacher asks the pairs to share the answers.

The teacher places homework assignments for home at the end of class. The tasks must

be carried out by the student with the accompaniment of the parents. At the end of class, the

students copy the homework, the teacher reviews and place a stamp. Next to the stamp, parents

must sign as a sign that they have reviewed the homework and helped their child. The teacher

works with the portfolio strategy, where each student has an assigned folder and when they hand

in the assignments daily they are corrected and filed. That portfolio is shared at the end of the

course, so that students can show their achievements. A student who does not complete

homework by the end of the week will be summoned to the parent and will lose points.

Rules

1. Enter the classroom in order and remain silent at your position.

2. Raise your hand to speak or to ask permission.

3. Avoid using bad words in the classroom.

4. Keep your workplace clean and tidy.

5. Avoid eating or drinking in the classroom.

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6. Technological devices are only used for educational purposes and when authorized by the

teacher.

Consequences

1. Verbal call for attention.

2. Second verbal attention call.

3. Called attention in writing with summons to parents.

4. Send to the address.

Manages Student Work

1. Organize a dedicated space for homework.

2. Assign a folder for each student and arrange alphabetically.

Transitions Between Activities

1. The teacher should offer verbal warnings about moving on to the next activity.

2. The teacher can show a drawing alluding to the following activity.

3. The teacher can clap twice and the students respond with one applause.

Homework

1. When students arrive to the classroom, they will leave their work on the teacher's desk.

Restroom Procedures

1. Raise your hand if you want to go to the bathroom.

2. You have five minutes to go to and from the bathroom.

3. When you leave the bathroom, wash your hands.

4. Don't get distracted in the hallway, come back immediately.

Dismissal

1. Five minutes before the bell rings, you must collect your supplies.
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2. Make sure you have saved all your materials.

3. Wait seated and silent.

4. When the bell rings, leave in order.

5. It will be delivered to your parents or the authorized person at the school gate.

Instruction

When school activities are collaborative/cooperative projects, they require group work,

this allows socialization in the classroom, closeness with classmates, and sharing ideas and

thoughts. “A collaborative project consists of group learning, where students are assigned to

groups in order to work together for a common objective” (Morales, 2023, p.28). In this regard,

when talking about collaborative/cooperative projects, the teacher must establish precise

instructions for the number of students that will make up the groups; this implies knowing

whether they will be small groups such as pairs or large groups. To form pairs of students in the

classroom, the teacher can apply the Think / Pair / Share strategy. The student’s task is to review,

analyze, discuss and delve deeper into a given topic to subsequently establish conclusions that

they will share with the group in general. Both students assume the role of researcher and

communicator of their ideas. For larger groups, a role-play can be established, where each

participant assumes a role, while they discuss and analyze a given topic. The teacher must set the

time for carrying out the activity and the roles established for each member of the group. Within

the roles, some can be established such as secretary, reporters or spokesperson, coordinator,

timekeeper. The function of each role is defined below.

 The secretary is the student who analyzes the ideas and the writes.

 The coordinator is the student who directs the activity, ensuring that the rules set by the

teacher are met.

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 The reporter or spokesperson is the student in charge of communicating the results,

summarizing and analyzing the information in a coherent way. (Can be more than one)

 The timekeeper is the student in charge of distributing and keeping time during the entire

activity.

Student Diversity

In every school group, there is student diversity, no student is the same as another, nor do

they have the same skills or abilities. “Attention to student diversity requires inclusive

pedagogical responses” (Fontana, 2011, p.57). In this sense, some strategies that the teacher must

use to satisfy diversity in the classroom are described.

Accommodation for ESOL Students

 Use of images to support the oral or written message.

 Use of technology to promote language learning.

 Videos, films and other audiovisual materials.

 Labeling of objects.

 Music and singing in classes.

 Cooperative learning.

Gifted Students

 Use as monitors to help others.

 Prepare extra activities to keep their attention.

 Promote reading and creative writing on topics of interest.

 Develop your skills with activities that are motivational.

Cultural

 Collaborative projects from the different cultures present in the classroom.

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 Study important dates of the various cultures present in the classroom.

 Highlight the history of the various cultures present in the classroom.

Linguistic

 Drawing.

 Realia.

Accommodation for Students with Special Visual Need

 Sit the student near the teacher.

 Bring objects that they can touch and identify to better understand.

 Stimulate through songs.

 Enhance teamwork.

 Have a support student to help you write the assignments.

Accommodation for Students with Special Hearing Needs

 Position yourself in front of the student so that you can see your mouth and gestures.

 Control classroom noises.

 Sit the student near the teacher.

 Present visual support.

Accommodation for Students with Special Physical Needs

 Guide the activity.

 Use repetition if necessary.

 Motivate, provide individualized attention.

 Have a support student to help you write the assignments.

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Connection between Home and School

Home and school is a perfect combination. “The binomial school and family relationship

must be marked by an attitude of co-responsibility in the task of educating children” (Jiménez,

2008, p.10). At home the child learns his first words, learns values, and learns behaviors, which

are then taken to school. The home and school they cannot be separated because then there

would be a gap that would lead to poor academic performance. Parents are the first teachers that

children observe, and as they grow up, even when they attend school, they continue to be a great

influence on their personal development. In this sense, the school must promote strategies that

allow a close connection with parents. It is necessary for the teacher to be the first to bring

parents closer to their children's education to guarantee school success. Pedagogical

accompaniment of school activities from home is the best option for the student who is learning.

The teacher, through meetings, must instill in parents the importance of helping to do homework

the son, reviewing lessons, and solving exercises. The teacher should also propose classroom

activities such as projects where parents participate. Likewise, the teacher must make visits or

telephone calls in case of any eventuality with the student, for this, he must create a telephone

directory. Parents and the school have co-responsibility for the student and this allows them to

feel supported and motivated in their learning process, which leads to better results.

Modification Plan

In this section, a modification plan based on the evaluation of functional behavior is

proposed for two students with behavioral problems. “Teachers must be able to incorporate

behavior management methods that have been shown to be effective in the classroom” (Jones &

Jones, 2021, p.349). In the 5th grade classroom, Juan and Pedro present disruptive behaviors,
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they do not stop talking, they constantly bother their classmates and they do not show interest in

carrying out the activities. The teacher has repeatedly asked them to be quiet and concentrate on

their activity, meanwhile, the other students become irritated with this behavior, because it does

not allow them to hear well and they get distracted.

The teacher designs a plan, the first thing the teacher does is collect data, investigating

the cause of the behavior. It is necessary for the teacher to establish an emotional bond, where

without judging, he just listens to the students, asking them what is happening in their

environment. Once, when the teacher establishes communication, he knows that Juan says he

feels abandoned because his parents work a lot and Pedro says that his parents were divorced,

they no longer lived in the same house, he was living with his mother and only saw his father on

the weekends and I missed it. “One of the main causes of behavioral problems at school is the

absence of parents” (Fernández, 2017, p.24).

When the teacher understands the cause and the environmental changes that produce it,

the teacher calls the parents and tells them what happened. In addition, the teacher provides

parents with a work plan with the children to work from home. This plan is described below.

 Help the child with schoolwork daily, setting a specific time.

 Go out with the child on the weekend to share in the park, movies or a meal.

 Reward good grades with a gift.

 Expand communication with children.

 Personally pick up your child from school.

 Attend therapy once a week with your child.

After the intervention plan, the teacher observes improvement in Juan and Pedro

behavior. The students socialize fluidly with others and there is better coexistence, they also
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carry out the activities and their performance has improved. The teacher periodically maintains

communication with parents and shares progress for monitoring. It is important to establish that

the modification plan appears when a recurring irregularity arises in the classroom and the

teacher must intervene to help overcome it. In this case, the home and school connection was the

key to helping the two students with disruptive behaviors that were affected by their situation

and were affecting the entire classroom.

Conclusions

Classroom management and organization is one of the most important processes that

teachers must develop in their educational work. Classroom management implies a level of

educational leadership that every teacher must have, because it is necessary to direct towards the

assertive, knowing the characteristics of the students to carry out dynamic and productive classes

in order to promote their learning. The organization of the classroom requires the establishment

of norms and an environment conducive to facilitating teaching, where students feel comfortable,

safe, respected and valued. No teacher can achieve an effective educational process without

appropriate classroom management and organization where innovative strategies and resources

are applied that awaken the student's interest and allow them to know that school is a space for

learning, healthy coexistence, and knowledge becomes tools necessary for life.
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References

Fernández, I. (2017) Violence prevention and conflict resolution. Narcea SA Editions. Madrid

Spain.

Fontana A. (2011) Attention to diversity. Spanish Academic Publishing.

Jiménez, I. (2008) The family and school relationship. Ikattu Publishing. Jaen, Spain.

Jones, V., & Jones, L. (2021) Comprehensive classroom management: Creating communities of

support and solving problems (12th ed.). Pearson.

Morales, E. (2023) Interculturality, inclusion and equity in education. Editions University of

Salamanca, Spain.