Classroom Management Plan Avionne Sampson-Parris
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The Student-Centred Approach
Classroom Management
Rationale
Philosophy
Classroom Arrangement
Rules & Procedures
Student Motivators
Strategies
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RATIONALE
Disruptive behaviour in schools has been a source of concern for school systems for several years.
Indeed, the single most common request for assistance from teachers is related to behaviour and
classroom management (Rose & Gallup, 2005). Classrooms with frequent disruptive behaviours
have less academic engaged time, and the students in disruptive classrooms tend to have lower
grades and do poorer on standardized tests (Shinn et al., 1987). Furthermore, attempts to control
disruptive behaviours cost considerable teacher time at the expense of academic instruction.
School discipline issues such as disruptive behaviour and violence also have an increased effect
on teacher stress and burnout (Smith & Smith, 2006). There is a significant body of research
attesting to the fact that classroom organization and behaviour management competencies
significantly influence the persistence of new teachers in their teaching careers (Ingersoll & Smith,
2003). New teachers typically express concerns about effective means to handle disruptive
behaviour (Browers & Tomic, 2000). Teachers who have significant problems with behaviour
management and classroom discipline often report high levels of stress and symptoms of burnout
and are frequently ineffective (Berliner, 1986; Browers & Tomic, 2000; Espin & Yell, 1994). The
ability of teachers to organize classrooms and manage the behaviour of their students is critical to
achieving both positive educational outcomes for students and teacher retention.
Classroom management has been defined broadly as any action a teacher takes to create an
environment that supports and facilitates both academic and social-emotional learning (Evertson
& Weinstein, 2006). Instructional procedures could also be considered classroom management by
this definition; however, effective instruction alone is insufficient for establishing universal
classroom management. Procedures that structure the classroom environment, encourage
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appropriate behaviour, and reduce the occurrence of inappropriate behaviour are necessary for
strong classroom management (Evertson, Emmer, Sanford, & Clements, 1983).
MY PHILOSOPHY FOR THE CLASSROOM
The classroom is a place in which the teacher and pupils interact and learning takes place.
There are many philosophies which govern various classes. However, my philosophy is based on
the premise that the classroom should be effectively managed so that the student is motivated to
learn and, as a result, development takes place. I define classroom management as the teacher’s
responsibility to maintain the classroom as a healthy learning environment, relatively free of
behavior problems. Development refers to the orderly changes that occur in an individual over
time. Motivation refers to factors that energize and direct behavior toward a particular goal.
Ideally, for effective classroom management, I believe that the management style should
be student centered. In student-centered classrooms, students are directly involved and invested
in the discovery of their own knowledge. Through collaboration and cooperation with others,
students engage in experiential learning that is authentic, holistic, and challenging. Students are
empowered to use prior knowledge to construct new learning. Through the development of the
metacognitive process, students reflect on their thinking. Curriculum and assessment are centered
on meaningful performances in real-world contexts. As a partner in learning, teachers intentionally
create organized and cohesive experiences to assist students to make connections to key concepts.
The primary goal of student-centered classrooms is to help students become independent. By
keeping students at the center of one’s classroom, a teacher can encourage and inspire students to
seek out knowledge and to strive for understanding at a deeper level. Through this process, students
see a greater relevance for and a stronger connection to the subject at hand. Through student-
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centered instruction, our students can achieve independent minds and the capacity to make
educational decisions and value judgments (Brown, 2008, p. 5).
CLASSROOM ARRANGEMENT
I believe that the traditional classroom setting has proven to be ineffective in fulfilling this
goal. The teacher’s position should not only be at the front of the classroom with the students
militantly lined in rows. The classroom seating should be organized in such a way that each pupil
is encouraged to take an active part in classroom activities. The teacher still remains the focal
point; however, a more group or discussion oriented setting is suggested, for example, the semi-
circular or circular seating arrangement. Collaborative learning and peer to peer teaching can be
fully encouraged in this manner. In addition, based upon the knowledge level of the class, the
classroom should possess adequate manipulators which act as stimuli to learning. For example, a
typical primary level classroom should possess a reading center, science corner and activity and
arts center. Charts and diagrams should also relate to the pupil’s expected learning experience.
An illustration of this classroom arrangement can be seen in figure 1.
Thus, the teaching style should not simply be ‘chalk and talk’. The mind of the student is
to be stimulated by various learning activities, models, outdoor experiences, experimental
procedures and deductive reasoning should be facilitated. The use of these and other teaching
methods will enrich the student’s learning experience. Interactive activity centers are thus a focal
point within the physical design of the classroom. In addition, all learning must be related to
experiences of everyday life. This would ensure that learning would affect attitudes and values in
some way. Questioning in the learning process should also be encouraged. This allows the student
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to explore ‘undiscovered’ territories of the mind. Even if the teacher may not immediately be able
to respond to a question, he or she should not chastise the student for putting him or her in an
embarrassing situation, but should express his or her delight in the students mind and take the
opportunity to research the issue.
Testing, measuring techniques, assessment and evaluation of the students should be so
structured that each student is given apt opportunity to prove his or her knowledge level. Thus,
various testing methods and evaluation methods should be employed since each pupil experiences
learning in a different way. As a result of proper testing and evaluation, the teacher must provide
positive reinforcement, incentives and rewards to motivate students to learn and enjoy the learning
experience.
The teacher is expected to possess the adequate knowledge level and education required.
He or she should possess the following attributes – organizational skills and clarity of teaching,
warmth, enthusiasm as well as emotional stability. These will allow the teacher to produce
effective and working relationships with the students. I believe that the student should be
comfortable enough to approach the teacher at any appropriate time to discuss, not only classroom
problems, but also personal issues. The teacher should, thus, be a good listener and advisor and
should be able to create a certain level of confidence within the pupils’ minds.
Interpersonal relationships between students should be encouraged and facilitated in
classroom activities. Attributes of camaraderie, fair-play and team work should take place.
Cheating and all forms of dishonesty, as a result, would be discouraged because of mutual respect
for the hard work of each pupil. Students would have the idea of working together as a unit to
achieve one goal – holistic success.
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CLASSROOM RULES AND PROCEDURES
Discipline would be an integral part of classroom behaviour.
I do endorse and have practiced the method of allowing students,
guided by the teacher, to formulate their own classroom rules for
behaviour and set their own goals to be achieved at the end of the term, semester or year. This
allows the student to feel involved in the decision making process of the class. Students will also
be less likely to break their own rule. In the event that rules are broken, the students also are given
the opportunity to suggest punishment strategies. However, these should also be guided by the
teacher who would have the ultimate choice. Thus a ‘democratic/authoritative’ style is
encouraged. The pupils have a say, however, the teacher is given the ultimate deciding power.
Once the rules, procedures, rewards and consequences have been determined, charts, posters and
award signs should be clearly displayed in the classroom. Some examples can be seen in figure 2.
Together with this ultimate deciding power comes the responsibility to model each of the
desired characteristics in the life and behaviour of the teacher. The teacher is expected to portray
the behaviour which the students are expected to display. The ‘Do as I do’ method is, I believe,
most effective.
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STUDENT MOTIVATORS – Incentive Systems
Several methods will be incorporated to encourage learning and good behavior in my classroom.
I aim to:
1. Praise Students in Ways Big and Small
Recognize work in class, display good work in the classroom and send positive notes home to
parents, hold weekly awards in the classroom.
2. Expect Excellence
Set high, yet realistic expectations and voice those expectations. Set short terms goals and
celebrate when they are achieved. Achievement charts will be created highlighting these
accomplishments. Samples of these charts can be seen in figure 3.
3. Spread Excitement like a Virus
Show my enthusiasm in the subject and use appropriate, concrete and understandable examples
to help students grasp it.
4. Mix It Up
It’s a classic concept and the basis for differentiated instruction, but it needs to be said: using a
variety of teaching methods caters to all types of learners. By doing this in an orderly way, I can
also maintain order in your classroom
5. Assign Classroom Jobs
With students, I aim to create a list of jobs for the week. These jobs can cater to their interests
and skills.
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Classroom Job Examples
Post to the Class Notice Board
Update Calendar
Moderate review games
Pick start of class activity
Public relations officer (address people who visit class)
Standard class jobs such as Attendance, Cleaning the boards, putting up chairs, etc.
6. Hand over Some Control
If students take ownership of some of the tasks I do in class, then they have less room to
complain - By taking an audit of the class, asking what they enjoy doing, what helps them learn,
what they are excited about after class. After reviewing the answers, I will integrate their ideas
into my lessons or guide a brainstorm session on how these ideas could translate into class.
7. Open-format Fridays
I aim to translate this student empowerment into an incentive program. Students who attended
class all week, completed all assignments and obeyed all classroom rules can vote on Friday’s
activities (lecture, discussion, watching a video, class jeopardy, acting out a scene from a play.
8. Relating Lessons to Students’ Lives
Real life applications make the lesson interesting and relatable. Students will be more eager to
participate in classroom activities and discussions.
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9. Track Improvement
In my classroom, I will set achievable, short-term goals, emphasis improvement, keep self-
evaluation forms to fill out and compare throughout the year, or revisit mastered concepts that
they once struggled with to refresh their confidence.
10. Reward Positive Behaviour outside the Classroom
Tie service opportunities, cultural experiences, and extracurricular activities into the curriculum
for extra credit or as alternative options on assignments.
TEACHING STRATEGIES
The following strategies will be employed, in addition to others
not mentioned, as I seek to instruct my class and implement
various lesson plans:
Weekly Agendas
Class meetings and Assessment with stop clocks
Chunking and questioning aloud: The process of reading a story aloud to a group of
students and stopping after certain blocks of text to ask the students specific questions
about their comprehension of the story and some key features of the text.
Cooperative learning: a range of team based learning approaches where students work
together to complete a task.
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Cross-disciplinary teaching on themes: Teaching similar vocabulary and themes in
different classes (ex: Doing a reading on wolves in reading class while doing a unit on
wolves in biology class).
Daily re-looping of previously learned material: A process of always bringing in
previously learned material to build on each day so that students have a base knowledge
to start with and so that learned structures are constantly reinforced.
Ecological approach: involves all aspects of a child’s life, including classroom, family,
neighbourhood, and community, in teaching the child useful life and educational skills.
Graphic organizers: visual displays to organize information into things like trees,
flowcharts, webs, etc. They help students to consolidate information into meaningful
whole and they are used to improve comprehension of stories, organization of writing,
and understanding of difficult concepts in word problems.
Hands-on, active participation: Designing activities so that students are actively
involved in the project or experiment. Hands-on participation is as important as verbal
participation in the activity.
CONCLUSION
In conclusion, the spirit of camaraderie, fair-play, academic honesty,
helpfulness, kindness, discipline and arduous effort should be encouraged by the modeling of the
teacher, proper classroom management and effective teaching strategies. As I integrate the plan
outlined in this paper, the aim is that learning will take place, innovation and critical thinking will
be encouraged and effective classroom management will be accomplished.
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References
Brooks, J. & Brooks, M. (1993). The case for constructivist classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development.
Brown, J. (2008). Student-centered instruction: Involving students in their own education. Music
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Darling-Hammond, L.,& Bransford, J. (Eds.).(2005). Preparing teachers for a changing world. San
Francisco: Jossey-Bass.
Browers A., & Tomic, W. (2000). A longitudinal study of teacher burnout and perceived self-
efficacy in classroom management. Teaching and Teacher Education, 16, 239-253.
Rose, L. C., & Gallup, A. M. (2005). The 37th annual Phi Delta Kappa/Gallup poll of the public‟s
attitudes toward the public schools. Phi Delta Kappan, 87(1), 41-57.
Rosenberg, M. S. (1986). Maximizing the effectiveness of structured classroom management
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Ryans, D. (1952). A study of criterion data—A factor analysis of teacher behaviors in the
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Shinn, M. R., Ramsey, E., Walker, H. M., Stieber, S., & O‟Neill, R. E. (1987). Antisocial behavior
in school settings: Initial differences in an at-risk and normal population. The Journal of Special
Education, 21, 69-84.
Smith, D. L., & Smith, B. J. (2006). Perceptions of violence: The views of teachers who left urban
schools. The High School Journal, 89, 34-42.
Spivack, G., & Shure, M. (1982). Interpersonal cognitive problem solving and clinical theory. In
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APPENDIX
Figure 1. Classroom Arrangement
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Figure 2. Rules & Procedures
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Figure 3. Award Chart
