Classroom Management Plan
Introduction
An effective classroom management plan is
imperative to the success of any classroom. For any class, the management plan should
be seamless with instruction so that a redirection or transition is fluid.
Preparation and planning are imperative. Consistency is important. The best
management plan will fall apart if it is not used consistently. Children need
to learn that actions have consequences—negative and positive. If these
consequences are used only sometimes, children will not know what to
expect. For any classroom, there are
basic building blocks to success with management—consistency, planning,
preparation, and usability.
I will tailor the following plan to my idea
classroom—an early elementary inclusive setting in a suburban or small city.
First Day of School
Teacher Image I will be dressed professionally to fit the staff
and weather. I will wear something dressy yet comfortable, like a pair of nice
slacks and knit shirt. I will wear my “kid bracelet” a silver bracelet my
mother gave me that has kid faces on each link.
I wear this to show that no matter how tough I seem I still have a soft
place in my heart for children.
The
room will be put together and colorful. It will not have too much “stuff” on
the walls, as this can be overwhelming, especially on day 1. As the weeks
progress, we will add to the room (bulletin boards, word wall, rules, schedule,
etc).
I
will welcome each student at the door; ask them to find their desk with their
name on it. One each desk I will have a small coloring activity so they have
something to do that’s enjoyable.
Personal Introduction I will introduce myself, say what kind of teacher I
am and convey that I’m genuinely happy to be there with them.
Seating Chart At first, the seating chart will be alphabetical
until I get to know the students and their working characteristics. I will make sure every desk is labeled so
that everyone has a place of their own.
Work Focus The focus of the first few days will be to just
build a community. This will include getting to know each other and everyone’s
names, building rapport, trust, and personal responsibility.
Procedures to be Taught On the first days, I will teach basic things like:
·
Where you sit
·
What to do
when you want to go to the bathroom/sharpen a pencil/ask a question
·
Where the gym,
library, cafeteria, and playground are and how we transition to these places
Content for First Day Other than procedures (which will really occupy
us) I will want to do a simple coloring activity to get the children used to
working in school, working next to each other, using materials, and working
quietly. I will also want to do a type
of name game so that we can learn about each other. Finally, I will read a
story about the first day of school like The
Kissing Hand or First Day Jitters. Both stories will open the floor to talking
about the first day of school and just how everyone has those first day apprehensions—including
their teacher!
Discipline Plan
Rules To facilitate ownership, the class will come up
with its own rules. These will be part of an activity where everyone
writes/illustrates a rule that they think we need and then we’ll put it
together in a book. Then, as a class, I will use these to make a basic set of
positive rules.
1.
Listen
2.
Be respectful
3.
Be honest
4.
Clean up after
yourself
5.
Be safe
With
a middle elementary class (3rd, 4th, and older) I will have
the class make up a class promise that covers our rules and which we recite
every morning.
Consequences As much as possible, discipline will be handled in
the room. I will use verbal warning, nonverbal warnings, and proximity to
handle surface behaviors.
For
more persistent behavior, I will use redirection or have the child take a break
from whichever activity we’re doing.
Next,
I will conference with a child and maybe write up a contract.
After
that or for serious behaviors, I will contact their family.
For
very serious behaviors or threatening situations, I will remove the child from
the classroom and starting involving the principal or other staff members
(paraprofessionals) as needed or as in their IEP.
Rewards Rewards are a positive consequence because of a
behavior. I will use small rewards like smiles, pats on the back and praise to
increase positive behavior. For the class, I will play music when they are
working quietly or give free choice time. For exceptional behavior, I will
write a quick note home or refer them to the principal if such a system is set
up.
Physical Space
For
an inclusive early elementary classroom of 15-20 children, I will like
different areas of the classroom.
I will have an area set up comfortable as a
library with cushions, bean bags and lots of books.
I
will have a writing area with lots of materials to assist my young authors.
This area will also have a large table or kidney table so that I can work with
small groups.
I
will have a large floor space to fit the whole class
Desks
will be arranged in medium sized groups of 5 or 6 students each, set at a
height which is accessible for all students.
My
desk will be facing the class and door so that my back is to a corner/side.
There
will be lots of windows to let in natural light, it will be air-conditioned and
I will have control over my class thermostat. I will also have lamps to give
soft light.
I
will have 4-5 computers set up in a corner of the room, along with a TV,
VCR/DVD player and CD player. I will
have a document camera or “visualizer” that project images on a smart board
that is also compatible with my computer.
The computer will be physically accessible for all students.
Finally,
I will have quiet areas or study carrels for students to use.
Instructional Materials
All
materials will be provided for students. Each group of desks will have a tub
with pencils, erasers, crayons, glue, and glue sticks. Each student will have a
folder to keep unfinished work. Each student will have a planner provided by the
school.
I
will have a bin/bucket for papers to be turned in to. I will have a separate
bucket for students to place important papers, notes from home, etc.
Each
student will have a cubby and Friday folder for me to hand back papers and send
notes home with.
I
will have a two pencil cans labeled “please sharpen” and “I am sharp.” I will
keep the latter can stocked so that students can just swap dull pencils
throughout the day instead of sharpening. Not only does this same time, but
sharpeners are sometimes difficult for little hands.
Materials
will be kept in cabinets which will be accessible to the teacher.
Procedures
Daily Routine When students come in, they will put their
materials in their locker and come into the classroom.
When
they come in, they are to take care of these 3 things: Open agenda to show
where a family member signed it from the night before, Order hot lunch by
placing a magnet with their name next to their choice, Put on name tag. After
these are taken care of, there will usually be some coloring or other work to
be completed while I am checking agendas or talking to a parent.
Students
will raise their hand when they need to talk, use the restroom, etc. They will
take a hall pass when going to the bathroom.
Students
will be quiet and stay to the right when in the hall.
When
children are done with their work, they may work quietly at centers which
contain academic games, a listening station, and the library.
When
it’s time to go, we will write a message in our planners either reminding them
of something for the next day or summing up our day.
Getting Attention I will give a direction and then count down,
“Pencils down, eyes on me in 8-7-6-5-4-3-2-1.” Or “Silently back to your seats,
folders out, 10-9-8-7-6-5-4-3-2-1.” I
can also use a clap sequence if it’s especially loud and I’m not sure they
would hear my voice.
Conclusion
There
are so many variables in every classroom. A unique classroom is a given; it’s
my responsibility to adapt my methods for every classroom. The previous
sections are the backbone of my classroom management. I look forward to adding
and changing with ever class I have.
questions?
contact
Helmer dot Amanda at gmail dot com