Classroom Management Plan
Classroom Management Plan
Three rights governing the management of the classroom are: the teacher has the right to teach, students have the right to learn, and students do not have the right to distract others from learning.
Management Issues
Students should feel welcome, secure, and involved from the first hour of the first day of school. Students should know that they and their opinions are valued and important.
Each day I intend to be at the door, greeting students as they arrive from the first day. Active participation in cultural exchange is important. The teacher must set the culture and expectations in the classroom the first day students arrive. I want students to know they are welcome in the classroom and encouraged to participate. It is important to model the behaviors expected of student, including: being prepared and ready when students arrive, being courteous and polite, listening, using appropriate language, following rules, and being willing to learn.
Classroom Arrangement and Procedures
Basic rules will be establishment the first day of school. Rules would include the respect and safety of everyone; being responsible individuals; be stated positively with things to Do rather than Do Not's. A class contract may be developed and signed creating a class constitution. This would include classroom rules, guidelines for movement around the room and within the building, and school rules.
Weekly or biweekly classroom newsletters will go home to parents/guardians to keep them appraised of what is going on in the class; special dates or events; good news; and when difficulties arise as a whole (not individually). This can be a good way to recognize and praise those who are doing very well and make any announcements.
Establish a quiet, respectful classroom implementing silent visual cues to get students attention, low tone cues to get attention, allowing quiet discussion time amongst students and asking for answers and shared reading in quiet voices. This lets students know they can be heard and interact in a reasonable tone without raising their voices. This works through modeling and quiet requests, but does not work all the time in all situations.
Establish privileges for students; who are caught doing a good deed, being the star students, attendance, or grades. Privileges might be: allowing extra free time, being first in line, helping in the room or another room, using the teachers chair, teacher phoning parents or guardian to tell them what a great kid they are, choosing a book for the teacher to read, working at the center of their choice during center time, reading to someone else, getting a fun worksheet or choosing a movie for the class to watch. assignment of special duties.
Establish morning and end of day routines to get the day started and to close the day.
Provide challenging, interactive activities to involve students and gain interest in lessons.
Establish a good choice/bad choice book. Using a binder, one side would be for good choices students make. Flipping the book over would be bad choices students make. Both sections would contain columns for the date, student name, and good choice or infraction. When a student breaks a rule, they are to sign the book and write their infraction. One bad choice in a day earns a warning. Repeat infractions earn a note home, which must be returned signed by the parent. Continued infractions earn a call and note home. Yet a student who is caught making a good choice rather than breaking a rule is allowed to sign and write in the good choice book. Good choices earn a sticker in their sticker book. When a designated number of stickers are earned such as five, the student may trade for a privilege.
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