Management plan EDUC 4454M Professor Rob Graham January 26, 2013 Britney M.

Johnston PJ 1

Philosophical Statement of Beliefs regarding Classroom Management

My current classroom management approach is flexible and ever

changing based upon my students, my experiences, the training/information available to me as well as the ethical standards for teaching by the Ontario College of Teachers. As I develop as a teacher, my teaching style/management approach includes the following key components: a democratic classroom, the use of the TRIBES program (based on classroom collaboration, attentive listening, appreciation/no put downs, mutual respect and the right to pass to create a risk-free environment), mutual respect, positive pro-active strategies and the use of technology to engage and inspire my students. Based upon my six-week placement in a grade three classroom and my year of experience teaching grades three to six in South Korea, I find it imperative to know my learners and use their interests, as well as student data to drive my lessons. By using technology in my lessons I am working with my students in their world. As stated above, this technology should be used to inspire and engage, not overwhelm. The following is a guiding metaphor that I have created that I find to be very applicable in 2013, especially in teaching; Technology is the wheel of the 21st century, allowing students to explore previously unreachable destinations.

By educating my students with their own variety of media, and the use of collaboration with their peers, I find that students attention is kept longer than perhaps it would be with a lecturing style of teaching. This is not to mean that teaching styles are limited to only 2 options (lecture and technology). My classroom is an inviting environment based on trust, mutual respect and integrity, where students discuss ideas among peers and help one another. This type of collaboration takes time and is implemented by following the strategies of the TRIBES program. No one feels threatened and can share their ideas because no one will bully them or make them feel uncomfortable in this. I feel that if my students know that they can speak freely without being judged, they will. Everyone deserves an opportunity to share his or her ideas, even if that idea is different from that of a peer. There is a saying that I use often, as my peers will attest to, and I will make sure to pass this along to my students, Just because its different, doesnt mean its wrong. By utilizing this idea fully, I can empower my students to think for themselves and take risks that they may not otherwise have felt comfortable doing. Sometimes as teachers we forget that Efforts are more important than results (Shapiro & Skinulis p.24, 27) when in reality we should be reminding our students that part of learning is to make mistakes, and thats ok. Were learning what doesnt work. By creating this accepting environment, I believe it will help my students grow intellectually as well as emotionally. As my teaching experience deepens, and my training with differentiated instruction, knowing and responding to my learner, assessment

for and as, as well as character education increases, I know that I will find myself revising this document many times, it growing with me as I become more seasoned.

Classroom Learning Environment

Because I am such a large believer in collaborative strategies and the TRIBES program, my classroom will be set up into groups of desks/tables and the arrangement will be based on the number of students in my class, their level and how their tribes are formed. I believe that by working in groups, my students social, problem solving and discussion skills, along with their creativity, will advance quicker than if they were to have individual desks. I also agree with Shapiro and Skinulis regarding the idea that children trust their peer more than adults. They feel their peers are more honest. Thus being in a grouped formation will allow students to feel accepted by others, raise confidence and foster social interest. My classrooms learning environment works closely with my teaching philosophy by focusing on group/peer discussion, problem solving and the strengthening of these relationships. Please see Appendix A for a visual layout of my possible classroom. This layout includes learning centres, student desks, teachers area, guided reading/break/quiet area and a carpeted area for group learning.

Guidelines/Rules
On the first day of school, one of the primary tasks to be completed should be the creation of classroom rules. I do not believe that these rules

should be previously created by the teacher and imposed on the students, but rather co-created with the students while also including any school rules or policies. Consequences should also be discussed and agreed upon the first day so that the students are familiar with them. I once read that there should only be a maximum of 3 rules for the classroom and that everything else is a procedure that can be changed when needed (with the consensus of the students). Clearly this strategy would be very different in a grade one classroom than in a grade six classroom. Classroom rules will be posted in the classroom for all to see, in my substitute teachers binder, given to the principal/administration as well as be written and explained in my second parent/guardian newsletter/information update (the first being sent home the first day of school). I am a strong believer in making connections with parents/guardians and keeping them informed. Shapiro and Skinulis discuss the idea of sending home information sheets on interesting parenting topics such as the dangers of pampering (p.35), and I find myself making note of this as I think its a valuable idea. Any communication via a class website or email would need to be discussed with parents/guardians at the beginning of the year to ensure there is a need/want for that style of communication, as well as everyone have access to that form of communication.

Classroom procedures/routines/expectations
Procedures: The teacher will implement classroom procedures, with input from the students. Classroom procedures such as washroom breaks, noise level and transition times can be changed at any time if the current

method leaves room for improvement. Routines: The teacher will discuss previous classroom routines with students previous teacher, discussing which were effective and combine them with her own best practice routines, tailoring the specifics to her students. Students will also be given classroom jobs/responsibilities, which will be changed each week. As well, I believe it crucial that I greet my students each morning and thank them for being at school. This being said, it is also very important that students have input into these routines, procedures, expectations, and consequences. Lessons: The teacher will structure lessons according to ministry curriculum expectations while tailoring the method of delivery and content to her students. Collaborative/cooperative, arts-based, activity-based, independent learning, inquiry based and direct instruction strategies should be favoured over a lecture or copying notes from the board. On occasion, the teacher should still use note-based parts of lessons as some students learn best that way as well. Lessons will generally begin with a hook, grabbing the students attention and be utilitarian based or focus on critical thinking when possible. When lessons are based upon student interests and are made applicable to their lives, they will be much more likely to complete the task that they are given. Also, stating the co-created (by students and teacher) success criteria to the students prior to the task will only foster success, confidence and aptitude. Setting goals that are attainable are motivating for students rather than discouraging (Shapiro & Skinulis, p. 37). I want to set my students up for success at all times, while keeping the learning environment positive,

encouraging and respectful. Anticipations: I anticipate my students (in any grade from kindergarten to grade six) to need frequent stretching breaks or team-building exercises. These can be used anytime throughout the school day when I notice that students are becoming restless and uninterested in their lesson. These energizers help build cohesiveness within the class. I also anticipate that my students will surely be at different levels, thus I will be using differentiated instruction, along with assistive technology when needed. I have come across many approaches for gauging student understanding regarding the content or task. One that I have had success with is having the students give me a thumbs up if they are ok, thumbs sideways if theyre not too sure, or if theyre going to need support. I find that I can quickly glance around and identify where my support will go first. I encourage students to raise their hands when they have a question or need clarification and discourage shouting out. Noise level will be decided upon before an activity commences. I always recap my instructions by having a student do the recap before we begin an activity. I am a strong believer in encouraging risk-taking among my students and always recognize their efforts at answering a question posed. By focusing on the positive and strengths, I have found that my students are more likely to offer input during group (large or small) discussions. Curriculum/assessment/evaluation: The curriculum is established to guide instruction, yet it leaves room to incorporate the interests of the learner. By knowing my learners and using assessment to drive my lessons I can motivate and engage my students further. I may also include my

students in my lesson planning Students will often work harder and more willingly if they have some ay in how their years work will be done (Shapiro & Skinulis p.106). Also, I believe that quizzes/tests should not be used to trick students.

Behaviour
By adopting a proactive and engaging classroom I hope to alleviate most of the management challenges. This being said, in reality it is not always the case. By appointing student jobs I hope to promote personal responsibility. I hope to manage behaviour with prevention instead of intervention. Progressive intervention: When the need for intervention does occur it is my strategy to be progressive through non-verbal cues, moving to verbal, offering choice before logical consequences ensue and as a last resort sending the student to the office. Some non-verbal strategies that I have successfully used in the past have been to ignore the behaviour (shouting out), using a fluid hand motion down (to offset rising noise and students jumping up), proximity, nodding or shaking of head, eye contact, waiting for quiet before speaking. Verbal strategies that I have successfully used in the past have been I will continue when were ready, (student name) is showing me that he/she is ready to continue, or (student name) is show me active listening. I have also lowered my voice so students need to be quiet to hear the instructions. I have used Im sorry but this is the teachers time to talk right now or Were not shouting out. Thank you. In a grade 3 classroom this has been

extremely successful. Choice is the next step that I use. I use choice because I believe that all students are able to make the appropriate choice for themselves if given the opportunity. Students can gauge if they need to sit out sometimes better than a teacher can. I take the approach of Right now you have choice, I dont want to have to make the choice for you. Your choices are_________ or ___________. Which would you prefer? or when asking a student to remove him or herself from the activity letting them know that they may return when they feel they are able to listen/participate within guidelines/ready/etc. Shapiro & Skinulis have also discussed this concept. (p. 75) I would label this a cool-down period. Logical Consequences: If a student continues to make poor choices, then logical consequences will follow. These consequences would have been previously co-created with the students, be in student friendly language and known just as the rules have been. After multiple reminders and a cool-down period, if needed I may use the strategy nose and toes. It is where a student is asked to stand in the doorway/hall yet be positioned so that the teacher can still see their nose and toes, therefore the student isnt just out in the hallway. I would much rather keep the student in the classroom so that he or she has an opportunity to still listen to the learning that is going on and be in the learning environment. I have limited control over the goings-on and consequences if I send a student to the office, as well consequence styles may differ from myself to that of an administrator. Having worked in a grades 7-12 school, I have seen first hand the lack of follow-through and support that

can be given to teachers who send students to the office. It is disconcerting. I am not saying that all administrators are of that school of thought, yet I would rather keep the student in the classroom as much as possible. Should something as far as a nose-and-toes occur, or an office visit, I would be sure to log this in a confidential logbook, as well as writing in a students agenda to inform their parent/guardian. Positivity: I believe strongly in positive praise. I find it to be a very effective management strategy. I like to point out when students are doing things properly i.e making sure their names are on their papers, following instructions, active listening skills, or even if its a simple character education trait and they are helping out a peer. I place high value on interpersonal skills - as much as on intellectual ability. When giving praise verbally it encourages other students to adopt that behaviour as well so that they may also acquire praise from myself. I enjoy celebrating successes and acknowledging milestones of my students. I find that encouraging students boosts morale and in turn keeps my enthusiasm and positivity high, so I may lead by example. Im specific with my praise, not just saying Good job! as that will lose steam very quickly and be seen as empty words by my students. I really liked the way that Shapiro and Skinulis used the term learning opportunities in lieu of mistakes. I use the word challenges instead of problems, its putting a positive spin on something that generally has negative connotations. I do not attempt to solve all of my students challenges; I allow them to work things out for themselves or among their peers. I take the idea that students are not policing their peers, therefore they are not to come tattling to me, they are to work it out amongst

themselves whenever possible. Students will be able to accomplish this successfully because of the skills they would have learned in my class and by using TRIBES discussion and problem solving. Clearly for severe matters I will intervene. Consequences: I believe in natural and logical consequences. Students will make choices, and it is up to the adults that they learn from these choices whether it is a positive or negative consequence. There are many life lessons to learn. For example, if a student makes the choice to go to the washroom while I am giving my instructions and they know I will not repeat them, then that is their choice and I will not repeat myself. When explaining consequences I make sure to make a distinctions between the doer and the deed, this way the student is reminded that it is not them that is bad, it was the choice that they made that was poor. In all that I do in my classroom, respect is the cornerstone of my teaching pedagogy.