Classroom Management Plan - Carrie Tapp's...

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Classroom Management

Plan

2/26/2009

Carrie Elliott

Carrie Elliott: Classroom Management Plan

Classroom Management Plan

Table of Contents Introduction ................................................................................................ 2

Me ............................................................................................................... 4

My Students ................................................................................................ 6

My Classroom .............................................................................................. 8

Assessment of the Eight Models ............................................................. 8a

Classroom Management Plan ................................................................... 9

Underlying Assumptions: ..................................................................... 9

Preventative Discipline....................................................................... 10

Supportive Discipline ......................................................................... 12

Corrective Discipline .......................................................................... 13

Classroom Atmosphere ...................................................................... 14

Procedures and Routines ................................................................... 16

Rules .................................................................................................. 17

Misbehaviours & Solutions ................................................................ 19

Classroom Set-Up .................................................................................. 21

Math ............................................................................................. 21a,b

Music ............................................................................................... 21c

Parents ...................................................................................................... 22

Letter to the Parents .......................................................................... 23

First Phone Call .................................................................................. 24

Parent-Teacher Interviews ................................................................. 24

Conclusion ................................................................................................. 26

Classroom Management can be defined as the practice of ensuring that

classrooms run efficiently despite disruptive behaviours by students.

Carrie Elliott

B. Sc. 08’

Major: Math

Minor: Music, Psychology


Introduction elcome to my Classroom Management Plan!

After studying eight different models of

classroom discipline and management, I have decided to synthesize

aspects of several of these into a plan of my own. Logical

Consequences by Rudolf Dreikurs is my starting point, but I will also

rely upon Reality Therapy/Choice Theory and Democratic Discipline.

In certain situations I will utilize Teacher Effectiveness Training, the

Jones Model, Assertive Discipline, or Behaviour Modification. I begin

my plan with some information about myself and continue with

how I view my future students. The next section is about my

classroom set-up and atmosphere. This component includes my

underlying assumptions and how I will conduct my management

plan in accordance with those assumptions. This section also

includes classroom rules and solutions to possible problem. The

next segment is about how I plan to collaborate with parents to

provide their child with the best education possible. I intend to use

this document to provide me with clarity in tricky situations I will

encounter as a beginning teacher. As I develop techniques and

strategies in the classroom, I will update my plan to reflect this

newly acquired knowledge. When confused by certain reoccurring

behaviours that I cannot figure out how to change, I will examine

the other eight models, to see if I can find a better solution for our

class. Creating this plan has helped me become more confident in

my teaching ability, as classroom management had previously been

W

Focuses

Logical Consequences

Reality Therapy/Choice

Theory

Democratic Discipline

Teacher Effectiveness

Training

The Jones Model

Assertive Discipline

Behaviour Modification

My Philosophy

It is my job, as an educator, to

assist students in their

academic learning, and

personal and social growth.


my biggest concern. I have discovered a model that fits well with my

educational philosophy and allows me to comfortably apply

preventative, supportive, and corrective discipline. Unless otherwise

stated, this plan applies to Senior Years Math courses. I am very

open to suggestions that can make my Classroom Management Plan

more solid. Enjoy!

“He who opens a school door,

closes a prison.”

-- Victor Hugo


Me hope to become either a high school math teacher or an

elementary music teacher. I love both of these subjects and feel

that my passion for them will help my students learn. My mother is a

teacher and has been supportive of my education. My father is a cattle and

grain farmer and has nurtured another of my loves – farming. I have

completed three different tests to examine my personality and thinking

styles. The first is the Myers-Briggs test, the Gregorc Thinking Styles

assessment, and the VARK learning styles evaluation.

My Myers-Briggs type is ESFJ (extroverted, sensing, feeling, and

judging). This means that I am conscientious, responsible, and interested in

serving others. I have a strong need to be liked and be in control. I enjoy

tradition and security. A teacher is among the possible careers for ESFJ

people along with social workers, receptionists, and homemakers. I will

have to work on being flexible in my classes and believing in myself and

teaching methods.

I am an Abstract Sequential thinker according to Gregorc. I like

processes that can be followed step by step, yet enjoy the world of feelings

and ideas. I prefer when things move in a logical way and can be predicted. I

prefer an environment that is quiet, ordered, and mentally stimulating and I

focus my knowledge on attention, concepts, and ideas. I am intellectual,

analytical, fluid, and quick, when it comes to thinking. I enjoy working alone

and having my points of view heard. I do not like excessive rules or

regulations, which is the only part of this profile that disagrees with my

Myers-Briggs type.

I

Myers-Briggs type: ESFJ

Gregorc Thinking Styles:

Abstract Sequential


According to Neil Fleming’s VARK Learning Style Assessment, I am

multimodal. This means that I learn in simultaneously learn in more than

one way. How I learn depends upon what I am being taught. For instance, if

I am learning something that I lack the vocabulary in, I prefer kinaesthetic

techniques. As I am able to learn all four ways, I can adjust to the many

different teaching styles. I hope that this fact will also allow me to connect

with learners who are stronger in one area than another. As my total score

on the VARK assessment is above 30, I would fit into Neil Fleming’s (2007)

classification of “whole-sense approach.” This seems to fit me perfectly as

this group uses more than one mode at a time and is “not content with half

learning something” (Fleming, 2007). Fleming also suggests that multimodal

people tend to use learning centres more as they are worried they are

missing something. I still go to the writing centre for large papers and in my

first couple of years went for math help as well.

I will need my classroom to be very structured and organized, even

if the plan is not always followed, it needs to exist. I find myself more

relaxed and able to focus on supporting students when I have visualized

how the class is going to progress and can fall back on a plan. I need a clean

classroom, yet it cannot be bare or I will feel like I am being confined. Neatly

organized resource materials and student samples can make the classroom

feel more inviting. I want my students to be enthusiastic and desire to be

there and learn something new each day. My management plan needs to

have the same things as my classroom: colour, order, excitement, and be

complete.

VARK Learning Style:

Multimodal

My Needs:

Structure

Organization

Colour

Excitement


My Students

hope to be a High School Math teacher, an Elementary Music

teacher, or some combination of both. I hope that both groups

of students are passionate and enthusiastic. My ideal class to teach would

be a small group of gifted students, as I feel I could really help them explore

and develop in ways normal classes do not. However, in small rural schools

this rarely happens. Elementary music classes are about having fun and

learning at the same time (which, in reality, all classes should focus on).

About twenty students are ideal for playing games and instruments. Ability

is not as crucial as effort in early year’s music and if I had twenty energetic,

willing students, I would love going to school every day. In terms of the

math program, I prefer the pre-calculus courses over consumer, as students

are more concerned about learning and excelling in the higher-level classes.

My ideal students are respectful, inquisitive, and stick up for themselves.

They are enthusiastic and come prepared to discover new things. The

students all get along with each other and enjoy working in all types of

settings. Homework is always completed and the students do not just

memorize, instead they learn the subject. However, I realize this is a dream

that probably very few teachers have every experienced. My students will

come from diverse backgrounds and experiences. They might get along for

the most part but some days, nothing could convince them to be friends.

The majority might think they “hate math” by the time they reach high

school and I will have to show them ways to love it as well as teaching the

curriculum. My students will be addicted to technology: cell phones, mp3

I

High School Math

Elementary Music

My Students:

Diverse

Technological

Think they “hate math”


players, pdas, and the internet. They will be used to high-speed media and

find regular transport of information to be boring. I will have to find new

ways to engage them and use technology to my advantage. I hope to teach

in a rural area where students are more similar and not as developed as

city-students. I think it is good to revise a classroom management plan to fit

the students and be prepared for problems that they might have. My

classroom management plan might have the same underlying assumptions

for High School math and Elementary music but the way I apply them will be

very different. Younger children lack the ability to verbally reason through

consequences and predict outcomes, where as high school students can be

expected to do that on their own and receive prompts only when necessary.


My Classroom

have chosen a Classroom Management Plan that amalgamates

features of several well-known theories and models. I liked the

majority of Logical Consequences by Rudolf Dreikurs and thus used it as a

foundation for my own plan. I supplemented this model with William

Glasser’s Reality Therapy/Choice Theory, Democratic Discipline in

Learning Communities by Clifford H. Edwards, Teacher Effectiveness

Training by Thomas Gordon, Fredric H. Jones’ The Jones Model, Assertive

Discipline by Lee Canter, and Behaviour Modification by B.F. Skinner. All

theories contained ideas I respected and others I could not find useful for

myself. The only theory I did not explicitly rely upon was Forrest

Gathercoal’s Judicious Discipline. However, this model if based upon

using Logical Consequences so it is an implicit part of my plan. I sorted

through the underlying assumptions of each model to see which fit my

educational philosophy and abilities and came up with a list of hypotheses

critical to my own theory. I then examined the applications of each model

and tried to make my favourites fit into a comprehensive plan. I realize that

by combining the different models I might undermine each one’s

effectiveness, but I will need to implement my plan in a classroom before I

know if it will be successful or not. I am not experienced enough yet to see

the flaws in my model.

Assessment of the Eight Models

I

Popular Classroom

Discipline Models

Behaviour Modification

Assertive Discipline

The Jones Model


Reality Therapy/Choice Theory

Judicious Discipline

Teacher Effectiveness Training

Democratic Discipline


Classroom Management Plan

Underlying Assumptions:

- The basic needs of children include self-evident growth, the

freedom to explore, secure and loving relationships, and intellectual

stimulation.

- Children can learn to be responsibly self-governed through assisting

in creating classroom rules and analyzing consequences of

behaviour.

- Everyone satisfies his or her own needs uniquely and knows how to

do this best.

- Arbitrary punishment creates hostile environments. Logical

consequences and encouragement are better methods to use.

- Modify logical consequences according to the student, behaviour,

and context.

- Schools should prepare students for the real world in academic,

social, emotional, and physical aspects.

Underlying assumptions are

the basic premises upon

which one creates a theory

or model.


Preventative Discipline

- Make the environment friendly and stimulating

- Bright colours but not overwhelming

- Flexible seating

- Live plants

- Good lighting

- Create an atmosphere of acceptance, shared responsibility, and

love

- Be a role model for students by being courteous and respectful

citizen

- Classroom Discussions

o At beginning of year

� Decide on rules, routines, and responsibilities that

all feel good about

� Topics of interest to study throughout the year in

project format

� Identify possible logical consequences to common

misbehaviours

� What to put in parent letter – do they have to sign

every test?

o Sporadically throughout the year

� Special issues that I or students wish to discuss

- Study topics that the students are interested in

Preventative discipline

involves rules and other

procedures that are

used to avoid future

behaviour issues.


- Create a good relationship with parents where information is

regularly passed back and forth

- Use Preventative I-Messages when the assignment has not been

created/evaluated by the group

- Use Encouragement (focus on effort) instead of Praise (focus on

level of achievement)

- Use the Encourage-Prompt-Leave Sequence during class to meet all

students’ needs

- Antecedent control – a back-up plan when students cannot learn to

control their behaviour that is triggered by specific stimuli

Techniques:

Classroom Meetings

Good Relationships

I-Messages

Encourage-Prompt-Leave

Antecedent Control


Supportive Discipline

- Catch students’ eyes and give small non-verbal signals for them to

get back on track

- Stand near them

- Shake your head

- Be flexible and prepared to change the lesson when it is not

engaging students

- Show interest in students work, hobbies, and activities

- Give hints, clues, and suggestions

Supportive discipline helps

students correct their

behaviour before it gets

out of hand and has to be

fixed by others.


Corrective Discipline

- Minor, occasionally occurring behaviour (talking in class, putting

gum on bottom of desk)

o Look at them, say their name, or stand by them

- If this does not work then:

o Allow them to select one of the logical consequences as

chosen by the students or come up with an alternative

solution

o Discuss the issue later in a private setting to see if there is a

deeper problem

- Major, or repetitive behaviour (fighting, never doing homework,

isolating one’s self)

o Send students to the Connecting Place where they can work

through the issue and decide upon a plan to correct it

o Parents should be notified

o Try to determine why they were doing the behaviour to

prevent future occurrences

� Examine how I feel

� Analyse the students’ reaction

� Ask them without using leading questions and apply

active listening

Corrective discipline is applied

after inappropriate behaviours

have occurred.

Techniques


Connecting Place

Contact Parents


Classroom Atmosphere

define atmosphere as the pervading mood or tone. I want my

classroom’s atmosphere to be respectful, loving, welcoming,

non-judgmental, responsible, and conducive to learning. It should also be

fun and be somewhere that my students and I look forward to meeting

every single day.

I want students to desire to be in my classes because they know

they will get the education they need for their future and want in their

present. By providing clear, adequate instruction with real-life application,

students that wish to learn will bring their energy and excitement to my

class. I will also bring a positive attitude to class and both parties can feed

off each other’s enthusiasm to make education as enjoyable as possible. It

will be much easier for me to teach and encourage students that want to be

there and learn. I want my classroom’s atmosphere to allow students to

focus on their studies as much as possible. Ideally, this would involve the

eradication of behaviour problems and distractions. However, we do learn

from our mistakes, so the minimization of issues might be a superior and

more achievable goal.

If the students do not suggest “respect” as one of their rules, I will. I

think that all members of the class need to feel welcome and part of the

group, which can be achieved through respect for all. A variety of

backgrounds allows people to learn from other cultures and makes class

more interesting. I would become bored rather quickly if all students were

the same and had limited experiences to share with me. Acceptance is a skill

I

Atmosphere:

the pervading mood or tone


that people need to survive in society and education should focus on

teaching the whole person.

The atmosphere should be one where students feel responsible

to themselves, their classmates, and their teacher. Students behave

better when they can see that their choices directly affect their own

success, as well as everyone else’s. Responsibility is another tool

essential for the real world that requires erudition.

My Classroom Atmosphere

Allows students to be students

Respect

Acceptance

Responsible


Procedures and Routines

uring the initial classroom meeting, the students and I would

come up with some general routines that can make our

environment run smoother. However, here is what I would like to see:

- Hand-outs will be placed on desks before the class begins

- Place completed assignments at the door in the correct folder

- Come into class, open books, and do the mental math question or

other activity I have specified while attendance is completed

- Tests will be handed back the following class

- Hands are to be raised if you have a question, one person talks at a

time

- Bathroom – one at a time during work sessions (not when teacher

delivers lesson)

- Work until one minute to the bell (or when the teacher says) and

then pack-up

- Change the seating plan after every test so that students have to sit

with a completely different work group

D

Procedures:

Start of Class

Questions

Bathroom

End of Class

Seating Plan


Rules

hese would also be devised at the initial class meeting but some

that I might suggest are:

- I have the right to be in this class, but I have the responsibility to

respect others, the environment, and myself.

- I have the right to voice my opinion, but I have the responsibility to

listen when someone else is talking.

o I would discuss how this behaviour is so rude and then

model holding a hand up and waiting for others to be quiet.

I would encourage class members to do this as well.

- I have the right to a seat in the class, but I have the responsibility

to not damage the furniture (marking it up, putting gum on it).

o Clean the gum off the bottom of the desks or sand and

repaint them.

- I have the right to freedom of speech, but I have the responsibility

not to talk negatively about others.

o Apologize and say three positive (true) things about the

person

- I have the right to discuss issues, but I have the responsibility to do

this democratically and not swear, yell, or fight.

o Apologize and hug the other party (positive physical contact

- I have the right to timely marked assignments, but I have the

responsibilities to hand assignments in on time or explain why an

extension is necessary.

T

Rules

Created at class meeting

I have the right to ____, but I

have the responsibility to ____.


o Students have to come at lunch until their assignments are

completed. The teacher will not go out of their way to mark

these as soon as handed in.

- I have the right to leave the classroom, but I have the responsibility

to head straight to the destination and back.

o To enforce this rule, I would remind students before they

left the class and then a logical consequence might be to

send an EA with them the next time or not let them leave

the class.

- I have the right to fair marking, but I have the responsibility to

complete tests and other solo projects alone.

o Students should earn the right to write tests with the class

and cheating might mean that they have to write their tests

at noon hour when the classroom is empty. They should

also have to apologize to their classmates for stealing their

knowledge.


Misbehaviours & Solutions

#1: “I Don’t Care” & Apathy - Academic

hese students do not want to participate in class activities and

choose not to do homework. They may fall behind and

damage their academic standing. Most students begin school with

enthusiasm but along the way they can lose their interest due to

significant life events or finding school boring.

- Research their background

o What caused the change

o What they used to be interested in

- Talk with the student one-on-one

o See what they are interested in

o Examine the consequences of apathy

� Ruins effectiveness ...

- Talk with the parents to find a solution

- Encourage often

- Promote the joining of student organizations

#2: The Class Clown – Minor

umour can help keep classes interesting, but sometimes it

can negatively affect students’ abilities to learn. When a

particular student becomes disruptive on a regular basis and does so to gain

attention, the behaviour has to be altered and the underlying need must be

satisfied. Problems can especially arise when jokes are derogatory and put

down certain people.

T

HClass Clown: a student who

frequently makes jokes or

pokes fun

Apathy is one of the

hardest problems to

change as if the students

wish to remain in their

depressed state, they will.


- Meet with the student one-on-one and see if they wish to change

their disruptive behaviour

o If so, create a plan to find a way out

o Create a secret signal for them to stop joking around

- Provide attention in other formats

- Allow humour, but state that there is a time and place for it

- Keep these students busy and engaged so they do not become

bored and feel the need to turn to humour

#3: The Thief & Stealing - Major

aking other people’s things is an immense problem, as these

students will eventually run into trouble with the law if the

behaviour does not change. Stealing can damage relationships with

classmates and thieves may find themselves treated differently than

before. Teachers might find they automatically blame the class crook

whenever something goes missing and this is not beneficial to the

situation.

- Meet one-on-one

o discuss why the behaviour occurred and solve the

underlying problem

o provide an opportunity for privately returning the item and

apologizing

- Do not allow the classmates to help decide on the consequences

- Without naming, encourage everyone to leave valuables at home

T Theft may begin with small

items but can snowball into

such a big problem that these

people end up in jail.


Classroom Set-Up

Math

- During lectures (A)

- During work sessions (B)

Music

- (C)

“May not music be described as

mathematics of the sense,

mathematics as music of the

reason?"

-- J. J. Sylvester

Classroom Organization

can aid in preventative

discipline by providing

the teacher with easy

access to all students and

making students feel

comfortable and able to

focus on their studies.


Parents

arents and guardians are an extremely important factor in

their child’s education. As they are not generally present in

the classroom, people sometimes forget that they are an equal partner in

the relationship called education. Home support can make a huge

difference in how much a child learns. Encouraging and helpful parents are

every teacher’s dream. I think that constant communication between the

school and home ensures that students are being looked after

appropriately. Parents can provide extra knowledge about why their child

does certain things, as parents know their entire history, and the family that

created the child’s genetic makeup. Parents are also able to focus on one

child and guarantee that they are being satisfied. Teachers sometimes are

consumed with certain students and begin to ignore others’ needs. This is

where parents can remind the teacher that their child is not receiving what

she/he requires. A healthy relationship between parents, teachers,

administration, and students is probably the most important factor in

making education run smoothly.

During my first year of teaching, I plan on sending a letter home to

all the parents of my students before school begins. This will help the

community accept me as a new teacher and I will be able to make contacts

through it. I will send this first letter home by Canada post but I like to

email, so on that letter I will give my email out and if parents prefer to

receive emails instead of letters, I will ask them to send me their address.

High school students are not very reliable with taking letters home, which is

P

Supportive parents can be a

huge asset to a

classroom’s success.

Send a letter to the

parents before school

begins


one reason I prefer to make direct contact. My goal is to phone one

student’s parents from each class every week. This will be to share good

news and ask if they have any concerns. If certain negative issues arise,

phone calls home will be made as necessary. I like the idea of students

getting their parents to sign their tests, so that they know whereabouts

their child is sitting in the class. Email, although it can be impersonal, is a

great tool for staying in touch with parents as both parties can respond at

their leisure and formulate a response that is not mixed with emotion. I will

probably choose to send out mass emails at least once a month to my

parents, letting them know of upcoming assignments and test dates.

As I teacher, I have to play a couple different roles to ensure that

communication lines are clear. I need to voice what I notice in the class and

act like a moderator between the two parties. The constant switching

between positions may confuse parents, and even me. I will need to be

careful with how I represent both views and be consistent with my ideas.

When talking, I can use clue words like “as John’s teacher...” or “My teacher

hat is on when I say this...” to make my role clear.

Letter to the Parents

Lines of Communication:

In-Person Interviews

Canada Post Letters

Phone Calls

Email

Teacher

and/or

moderator?


First Phone Call

n my first phone call, I would reintroduce myself to the parents

and then begin to discuss their child. I would say a positive thing

about the student and then ask if the parents have any concerns so far. If I

have similar concerns, we will try to find cooperative solutions. If there

were issues, I would ask the parents to meet with me in about a week to see

how the solution is working. I would then try to finish off the interview on a

positive note and thank the parents for discussing the issue with me. When I

was student teaching, my cooperating teacher said it was important to

remember that all students are somebody’s precious little angel and even if

we see their negative sides, we still need to respect their parents’ views.

Parent-Teacher Interviews

y first parent-teacher conference will follow a similar format

as the first conference call.

- Greeting

- Positive Thing

- Parents’ Concerns

- My Concerns

- Set follow up meeting if necessary

- Thank the parents

- End positively

I think it is good to be prepared for conferences by having the students’

materials readily available to show parents. The students could create a

portfolio or I could just get them to place their signed tests and big

I

M

Format:

Welcome

Positive Comment

Parent`s Concerns

My Concerns

Cooperative Solutions

Set up another meeting

End Positively


assignments back in a folder. Parent-teacher conferences are one of the

best ways to make sure students are really happy and learning. I like the

face-to-face interaction and find that I make the best connections in person.


Conclusion

lassroom management has always been my biggest worry

about being a teacher. Constructing this plan has made me

think through some key issues and how I should deal with them in the most

successful way. My fears have been eased, but I am still nervous about

being the only teacher in charge of a pack of students. I think that as

mentally prepared as I might be, I will never be fully confident until I have

been in the classroom and faced every situation possible. However, this will

never happen and being ready to jump in to action at any moment makes

sure that we are not ignoring potential problems. I also realize that the

constant adrenaline rush is not healthy and can be wearing on teachers.

Having support from other teachers, administration, and parents can give

me more confidence with my preventative, supportive and corrective

discipline procedures. Creating a trusting, respectful relationship with my

students will help assure me that I can deal with issues that arise. Classroom

management is an important topic that I will continue to research and learn

about to make my plan more complete and helpful.

C

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