Classroom Management Plan

by RebeccaStone14
Last updated 5 years ago

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Classroom Management Plan

I Believe...•In a safe, welcoming environment for all students•That only when students feel safe that they are capable of learning•In engaging my students through challenging cooperative and individual tasks•Meeting the needs of every student in every class•In interacting with students on a one-on-one basis•That students are capable of making their own decisions regarding their actions and therefore will be held accountable for those actions•I cannot make any student do anything, I can only make learning engaging enough to motivate them to participate•In positive reinforcement using feedback•In calm, cool, and collected attitudes•In respect•My attitude towards students determines their attitude in my classroom•In keeping students involved in the workings of the classroom•Working with your student to keep learning fun, interesting, safe, and engaging•In your student

Building a Sense of CommunityBuilding a sense of community in a classroom is one of the many important things teachers must implement in their classrooms. Before the school year even starts I would like to implement a few activities:Prior to school:-Letter home about school, the class, teacher, and first day of school activity (“Me” Bag).-Have students do a scavenger hunt at local library or at home about the school.-Invite students to mail/email pictures of themselves to the school addressed to teacher so that students will feel more comfortable when walking into the classroom the first day of school and find themselves “already there”. The first one or two weeks of school are some of the most influential in the lives of the students that year. Having activities that introduce that classmates to each other and the teacher to the class is at the top of the list. Building a sense of community in the classroom right off the bat is important because it creates trust and sets a tone for the rest of the year. Beginning of year:-”Me” bag activity- students (and teacher) bring in 3 objects that fit into a sandwich bag that represent them, students get to share their bag with whole class or in small groups.-Community Rules- students and teacher create a list of Community Rules for the class; rules involve inside and outside of class situations-Each class will elect their team name (e.g. First Period Firecrackers)-Class Dojo- individual students will earn rewards for various behavior while in class, the class with the most rewards are the end of the two weeks get a surprise (e.g. no homework for a week). Encourages good behavior and healthy competition. Having trust and team building exercises throughout the year is key for a smooth running classroom. It keeps the students accountable to each other and definitely keeps the groups copacetic.Later Activities:-Time Out- If anyone within hearing says something negative, teacher make a time-outsignal with your hands. Teacher must be sensitive to the other person’s problems bysmiling broadly while doing it. Encourage students to do the same to their peers. This activity is a year-long activity and promotes positive thinking.-Balloon Tower- students are divided into groups and given a bag containing a set number of balloons (these can be various sizes) and a roll of masking tape. The objective is for students to blow up the balloons and build a freestanding tower using nothing but balloons and tape. The balloons cannot be taped to the floor. The group that builds the tallest tower in a given amount of time wins. This task requires the groups to work together as a team in order to build their tower within the amount of time they are given. They must communicate and listen to each other's ideas about how to approach the task. he students must assign themselves jobs and monitor each other's progress. And finally, they must problem solve and plan their approach ahead of time, as once the balloons are taped together it is very difficult to rearrange them! Once the time is up and a winner is determined, sit down with the students and discussed what their struggles were, and how important communicating and working together are in order to accomplish a goal.-Jenga- students are given Jenga pieces and a marker. The students are to write a goal and their name on the Jenga piece. Students share what they wrote on their Jenga piece to the class. Once a student has told the class what they wrote, the student will walk to the front of the class and set the Jenga piece down and build the Jenga Tower (trying to NOT knock it down). Teacher keeps Jenga pieces in a box and when the student has reached their goal, they can have their piece back. This encourages students to help each other reach their goals and have personal success. -Caught Doing Good- every time a student is caught doing something or saying something kind, the student is rewarded with a “Caught Doing Good” raffle ticket to put their names on. At the end of the week the raffle tickets are shuffled. The teacher picks a ticket at random and the student whose name is on the ticket is rewarded (e.g. no homework for a week). Students can be “Caught” more than once; each time they are “Caught” a ticket with their name goes into the pile. However, students cannot tell a teacher that they were kind, the teacher must see it. Student also may not ask for a ticket. This encourages students to be kind and respectful to each other.

Welcome!

Miss Stone's Classroom Management Plan

Procedures and Routines:I enjoy having an exit slip routine for my students. I especially like using Twitter as an exit slip. The students will automatically know when it is their turn to “post” a “tweet” on our “Twitter” board. This board looks like the Twitter interface and therefore be more student friendly. Everyday, the students will stick a sticky note to the board reflecting on their learning for the day. The students will need to reflect on their time in class. This reflecting includes but is not limited to:-How the students thought they learned.-The student’s favorite part of the lesson that day.-Informing the teacher on what the students liked or disliked about how the lesson was taught.The students will learn more about the best ways they learn concepts. The Twitter board will also give students the chance to think deeper about the lesson for the day.The students and teacher first discuss and then write a "group" contract adopting acceptable classroom rules and procedures by the end of the first week of school.This is my favorite and most valuable classroom management system to me because the students get to make up the rules and procedures they should follow in the classroom and therefore holds the students more accountable. I believe that these rules should be a list of “don’ts” but a list of “dos”. Students react better to positive instruction rather than negative. A list of negative sounding rules can restrict student thinking by saying they “can’t” do something rather than they “can”. Also, by compiling this list of rules and procedures before the end of the first week of school, allows for smooth sailing the rest of the school year by adopting them immediately.

Culturally Responsive TeachingAt the beginning of the school year is when teachers start to explain the procedures and rules to students. But for English Language Learners this can be difficult to understand. To make this more meaningful, I will post the rules and procedures in English as well as every language spoken in the classroom. Along with translating, I will post pictures of the rules and/or procedures next to the items. For example, if a procedure in the classroom was to grab a hall pass to go to the bathroom, I will post a picture of the hall pass next to the procedure that is on the wall. Another way to teach culturally responsively is to use Total Physical Response for all students. If a teacher was just to call out one student to do an action, all her or her peers are looking at that student. However, instructing all students to participate in a game such as Simon Says allows for all students to get up and move but also allows for the ELL students to learn more vocabulary especially in primary grades. Using Class Dojo for classroom management would also be an effective way to help ELL students because it is easy to understand, can be translated into different languages, and very visually appealing. Students enjoy having classroom “jobs”. Giving an ELL student a job to do in the classroom can help their self-esteem and also keep them on track academically. In order for the ELL to do their job well, the teacher will first have to explain key vocabulary. This strategy also helps with classroom management because no student wants to lose his or her “job”.A resource I will use to quick tips and tricks for culturally responsive teaching is teaching.monster.com. This website has a plethora of teaching tools and strategies to use in the classroom.

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