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ClassroomManagementPlan CourtneePanduren GrandValleyStateUniversity ED310

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ClassroomManagementBeliefs AttheheartofthisClassroomManagementPlanarethefollowingcoreprinciplesofmyteaching philosophy. Iwillhavehighexpectationsandhighstandardsformystudents.Iexpectthemtoactlike adults.(Fay&Funk,1995,p.7,Bondy,Ross,Gallingane,&Hambacher,2011,p.330, Ullucci,2005,p.43) IwilltreatthestudentsinmyclassasIwouldwanttobetreatedorhowIwouldwantmyown childrentobetreated.(Ullucci,2005,p.42) Iwillprovidemystudentswithchoicesasoftenaspossible,sothattheyfeelthattheyhave somecontrolovertheireducation.(Fay&Funk,1995,p.3031) Iwillpickmybattlesandfindjoyineachday.(Ullucci,2005,p.4243) Iwillbeculturallyawareofmystudentsandbeawareofmyownculturalbiases.(Dray& Wisneski,2011,p.30,Weinstein,Curran,&TomlinsonClarke,2003,p.275) Iwillprovideapositivelearningcommunityandacaringrelationshipforallofmystudents. (Bondy,Ross,Gallingane,&Hambacher,2011,p.330,Commonviewsandmythsabout bullying,2011,p.1,USCatholicBishop,n.d.,p.2,Hardin,2011,Allen,2010,n.p.) Myphilosophyofclassroommanagement: Tohavestudentssucceedanddotheirpersonalbestwhileprovidingapositiveenvironmentwithaslittle distractionaspossible.

Mygoalsofclassroommanagement: Forstudentstohavehighexpectationsofthemselves,theirpeers,andtheirteachers.Thesehigh

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expectationsincludeteaching,learning,assessing,beingawareofculturaldifferences,andcaringforone another.

OrganizationofPhysicalEnvironment RoomarrangementMap:

SampleVisuals:

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Roomarrangementnarrative: IchosethefirstimagebecauseinmyEnglishclassroomreadingisgoingtobeahugeemphasis. However,Idonotwantstudentstosimplyjustreadsomethingandtakeitatfacevalue.Iwantthemto allbegoodreaders,andallofthecomponentslistedontheimageareintegralpiecestobeingagood reader.Constantlypushingmystudentstobebetterreadersmeanshavinghighexpectationsforthem andknowingthattheyareabletomeetthesestandards.Bysettinghighandclearexpectationsfor academicperformance(Bondy,Ross,Gallingane,&Hambacher,2011,p.330)studentswillalways knowwhatIamlookingforfromthem.Eachtimewereadtogetherortheyreadindividuallytheywill

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knowexactlywhatIamlookingforoutofthemasfarasreaders.Theywillknowthattheymaybe askedwhichstepstheytookandwhattheydiscoveredwhilebeingagoodreader. InmyfutureclassroomIwanttosetupabulletinboardthatistwosided.Onesideisfortexts Ifindthatstudentscouldliketoread.Ontheothersidestudentsmayputarticles,poems,orevenslips ofpaperwiththetitlesofnovelsthattheyhavereadthattheythinkIshouldread.Icameuponthisidea whenIwasreadingmyO!magazine.IreadanarticlethatIthoughtwouldspeaktomystudents,butI didntnecessarilythinkitwouldbenecessarytotakeclasstimefor.ThatiswhenIcameupwiththis ideatomakeapouchwhereIcanputthingsin,andifstudentsarelookingforsomethingtoreadthey knowwheretogo.Ialsothinkitisimportantforstudentstonotonlyseemeasateacherbutafellow readeraswell. TheposterthatsaysYouiskind.Youissmart.Youisimportant.isfromthenovelTheHelp. Ithinkitissoimportanttocontinuouslytellourstudentsthattheyareworthwhileandcapable. Oftentimes,thismaybetheonlytimetheyeverhearthesepositivethingsaboutthemselves.Bondy, Ross,Gallingane,&Hambacher(2011)saythatdevelopingcaringrelationshipswithadultsandpeers (e.g.,teachingsocialskills,establishingunconditionalpositiveregard,creatingacultureofcareand respect,consistentlyprovidingcareandsupport)isacriticalprotectivefactor(p.330).Studentsneed toleavetheclassfeelingimportantandcaredfor,andthisposterisaconstantpositivereminder. Thenextquote,Asetbackisasetupforacomebackisoftenusedinsports,butIthinkitcan reallyapplytolifeingeneral.Manystudentsfeelthatiftheygetintoaneducationalruttheycannotget outofit.Theyfeelthatoncetheyarelabeledtheproblemchildtheycannotescapethatlabel,andin someways,sadly,theyarecorrect.But,thisshouldnotbethecase.Thesestrongwilledstudentswho havedifferingopinionsaresometimestheoneslabeledwrongly.Ihopethisposterinmyclasswillgive

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themhopethattomorrowisanewday,andthattheycanmakeacomeback. Thelastphotographisanimagethatisonawhiteboardinaclassroom.Bellworkcanget studentssettled,intotheirseats,andworking.Theagendawouldbrieflydescribewhatwearedoingin class,butmoreimportantly,whatthestudentshomeworkis.Ithinkthisvisualreminderwillprompt studentswithwhattheyneedtodoathomewhiletheyarewalkingout.

OrganizationofSocialEnvironment Classroomrules(expectations): 1.Handinqualityworkwithindeadlinessetforyou. 2.Activelyparticipateineachactivityduringthehour. 3.Donotdeliberatelydetractfromthelearninggoingonintheroom 4.Strivetobekind,positive,andcompassionateatalltimes. Iwillcomeupwiththesefourcoreexpectationsandthesemustbefollowed.Iwillgive studentstwominutestobrainstormwithapartneraboutdifferentexpectationsthatfeelshould beadded. Iwouldsendacreativepamphlethometoparentsandtoadministrators.Thiscouldpossiblybe setuplikeatravelpamphletorsomethingfuntolookatandengagewith. Theseexpectationswillalwaysbepostedatthefrontoftheclassroom,somystudentsandI canquicklyreferencebacktothemifnecessary.

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ClassroomProcedures: Iwillstructuremyclasssessionsintominisections.Ineachclassperiodwewillworkonat leasttwotasks.Thiscouldlooklikeaminilesson,worktime,groupactivity,etc.Youwill neverfindmelecturingfortheentirehour. SometimesIwillcollecthomeworkbyhavingstudentspassthingstothefront.But,Iwill alwayshaveahomeworkbinwherestudentsmayturninassignments. Studentswillhaveasyllabuswithimportantdatesinit.Also,ontheagendatherewillbeaspot atthebottomforimportantdatesorupcomingdeadlines. Studentswillaskforhelpbyraisingtheirhandandaskingmeifitissilentworktime,orby askingoneoftheirgroupmembersfirstifweareworkingcollaboratively. Iwillgetthestudentsattentionbyaskingtoseeeveryoneseyesupfront,ortellingthemto pausetheirsideconversations.Iwillalsousewaittimetogetstudentsattention. Mytransitionswillstartwithmegivingstudentsacertainamountoftimeforeachtask.Iwill givethemtimereminders,andreviewandreflectonwhatwewrappedupbysegwayinginto whatiscomingupnext.

Rulesandproceduresnarrative: WhenItellstudentsthattheymaythinkofmoreexpectationstoaddontothefourcritical expectationsIhavealreadyestablished,Iamgivingthemachoice.Theydonothavetoaddontothese expectations,butiftheycanthinkofsomethingthattheyabsolutelybelieveshouldbeonthelisttheycan expressthat.Fay&Funk(1995)saythatweasteachersshouldprovidethestudentswithtwooptions thatwelike.Thatwaywhicheverchoicetheymakewearehappy(p.31).Inthiscase,iftheychoose

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nottoaddontothelistofexpectationIamfinewiththatbecauseIhavealreadyestablishedthefour mainexpectationsthatIwantfrommystudents. Ithinkthatdividinguptheclassperiodseemstomakeclassamoreenjoyableexperiencefor theteacherandthestudent.Obviously,therearethosedaysthatcomeonceinawhilewherethe studentsstrictlyneedawholeworkday.But,bychunkinguptheclassperiodIwillkeepthestudents engaged.Also,ifthesedifferentchunksarefocusedondifferentlearningstylesIwillbemorelikelyto grabeachoneofourstudentsduringatleastoneportionoftheday. Inmyclassroomcollaborativelearningwillplayamajorrole.ThatiswhyIsaythatstudentsdo notnecessarilyalwayshavetoaskmeforhelp.Thisisthereasonwhytheyareworkingingroupsinthe firstplace,tolearnfromtheirpeersandacquireknowledgefromthem.Ihopethatstudentswillseethe valueineachother,andaskoneanotherforhelpbeforecomingtome. Also,mostofmyexpectationsfocusonourclassroomasawhole,notjuststudentsrespecting meastheirteacher.TheyshouldknowthatIwillrespecteachoneofthemasIwouldhopetheywill respectmeandeachother.Iftheteacherdoesnotrespecteverystudentequallythiscanturnquickly intoteachertostudentbullyingwithouttheteachereventakingnotice.Ifstudentsseeadultsbeingrude tostudentsoreventheircolleaguesthenwecanexpectstudentstobetreatingeachotherthatwayinno time(Allen,2010,n.p.)

ClassroomIncentives Classroomsystemforencouragingpositivebehavior: Iwillsupportstudentsbycaringforthemequally,andbeingmindfuloftheirdiversecultural backgrounds.

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Iwillaskstudentstoevaluatemeperiodicallyanonymously,soIcanensurethatIambeingfair toallstudents.Iwillalsohaveaboxonmydeskatalltimesthatstudentscanputcomments, questions,andideasinwithoutsayingwhotheyare. Inthisclassroomwedo...Wewillhaveaconversationaboutthethingswedointhisclass (positivethings).Wewillalsohaveaconversationofthingswedonotdo,andwordswedo notsay.

Classroomincentivenarrative: Iwanttotrytoestablishmyownpersonalbiasesandselfreflectasoftenaspossible.Weneed torecognizeattributesinourselvesthatmaybeseenasprejudiced(Dray&Wisneski,2011,p.30).I alsothinkitiscrucialtogetfeedbackfrommystudentsonhowIamdoing,andnotjustattheendof theyear.IneverrememberlettingmyteachersknowhowIthoughttheyweredoing.Incollegewedo thisattheendofeveryterm.ItrulywanttoknowhowIcanbeabetterteacher,andIthinkthepeople whoarewithyoueverydayaregoingtobetheoneswhocangiveyouthefullestfeedback.This

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feedbackwillhelpmetoseeifIneedtolookmorecloselyandreconsiderthewaysthatIam communicatingwithmystudentsandmyclasses(Dray&Wisneski,2011,p.30,Weinstein,Curran,& TomlinsonClarke,2003,p.275).

Respondingtodisruptivebehavior Definedisruptivebehavior:Anybehaviorthatnegativelyaffectsourlearningenvironment Studentswillgetthreewarnings 1stwarningverbalwarningtostopbehavior 2ndwarningstudentstepsoutintothehalltotakeamomentforthemselves.Theymayreturn whentheycanparticipaterespectfullyandresponsibly. 3rdwarningstepoutintohallagainandIwillcomeoutandspeaktothestudentabout behaviorandaskquestions. Anyfurtherdisruptivebehaviorstudentwillhavetobewrittenupandgototheprincipals office. IfthereisasituationwithanindividualstudentwithinagroupIwillwanttospeaktoeachgroup memberindependently.Iwouldnotwantallstudentsgainingupononestudent. WithagroupsituationImighthavethegroupcomeupwiththeirowndisciplinary measurements. Whatarethestudents/teachersrights? Toteachandtolearninasafeandprotectedenvironmentwithlittledistraction. Disruptivebehaviorresponsenarrative: Iwantthestudentstofeelsomesenseofresponsibilityfortheiractions.Thatiswhyontheir

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secondwarningtheyhavetoassessthemselvesandfigureoutwhentheycanhandlebeingbackinthe classroom.ThisisalsowhyIwouldwantthegrouptotryandhandletheirownsituationbeforeIdive intotheirproblem.Theyneedtorealizethatinthecareer/collegeworldtherearenotmediators. YetanotherpointthatIwanttoenforceinmyclassroomispickingmybattles.Noteveryword outofeverystudentneedstobeaddressed.Studentsdonotwanttofeelliketheyrecomingtoschool tobenagged.Theyarecomingtoschooltolearn.EvenifIwantedto,thereisnopossiblewayIcould controlall30ofmystudentsineachperiod.Ifthebehaviorisnotharmfulorextremelydisruptive,in mostcases,itdoesntneedtobeaddressed(Ullucci,2005,p.4243).Thisgoeshandinhandwiththe reasonthatIwanttohavehighstandardsformystudentsandwontaskthemtodothingsthatI wouldntdo.

BuildingCommunity Whatwillcommunitymeaninyourclassroom? Communitysimplymeansthatwereallonthesamepage.Weallhaveamutualrespectforone another,andweonlywanttobettereachothernottearanyonedown.Wehaveeachothersbacks.

Howwillyoufosterasenseofcommunityinyourclassroom? AsImentionedbefore,Iwanttostarttheschoolyearwithsometeambuildingactivitiestogaintrustin ourclassroom.Thingsthatsportingteamswoulddo,becauseweareateamandweshouldallhavethe samegoalinmindtolearneveryday.

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Whatrolewillthestudentsandperhapsparentshaveinnurturingthissenseofcommunity? Thestudentshavethemainroleinthiscommunity.Thereisonlyoneofmeandtherearemanyofthem. Iftheyarenotonboardwiththisfeelingofcommunitythenitwillnotsucceed.Iftheyfeelpersonally responsiblefortheirownwellbeingaswellastheirclassmatestheywillnurturethisclassroom community.

Communitycommunication: Dearfuturestudentsandparents,

Icannotwaittostartthisupcomingschoolyearwitheachandeveryoneofyou!Wehavesomevery excitingthingsplannedthisyear.Parents,lookforasyllabusthatIwillbesendinghomeonthefirstday ofschool.Beyondthecurriculum,Iamexcitedtostartabrandnewlearningcommunity.Eachyeara branchnewgroupofstudentsmeansthatourclassroomwilllookandfeeldifferently.Themost importantthingforustorememberaswestartoutouryearisRESPECTasArethawouldsay. Wearealldifferentandweareallspecialandunique.Eachpersonisgoingtomakeourclassroom communitystandout.Ihopethattheparentswillbebesidemeandthestudentsthisschoolyear.Weall knowthattherewillbesomehardtimes.But,astheysaythesunwillcomeouttomorrow.Eachday isanewdayandIwillstarteachhourwithafreshsmile,asIhopeyouwilltoo.Again,Icannotwaitto meetallofyouandgetthisyearstarted!

Sincerely, MissPanduren

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Buildingcommunitynarrative: Oneofmystrengthsasateacherassistantandastudentteacherwasmyrapportwiththe students.Itdidnthappenimmediately,buteventuallyItrulyfeltlikewereallydidbuildacommunity, andthatcommunityincludedme.Studentsfeltcomfortableaskingmequestions,andIfeltcomfortable approachingthemwithacommentorsuggestion.Itisnotafeelingthatyoucanduplicatealmost anywhereelse. Oneofthebestpartsaboutbeingapartofalearningcommunityisexperiencingjoyand learningwithotherpeoplethatyoufeelcomfortablewith.Studentshavetofeelliketheyarecomingto schoolforsomereason.Studentsneedtobeengagedwiththematerial.KerryUllucci(2005)saysthat joyinschoolissimplybeinghumane.Now,Iamnotsayingtheschoolshouldbeentertainingevery minuteoftheday.Wearetheretoteach,notamusechildren.However,schoolneedstobe meaningful,andstudentsneedtofindsomemediumofsuccessintheirclassroom(p.43).Whenthere isafeelingofcommunityalloftheseitemscomemuchmoreeasily.Learningwillbemoremeaningfulto studentsiftheyarelearningwithpeopletheyfeelconnectedto.

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References Allen,K.P.(2010).Classroommanagement,bullying,andteacherpractices.34,n.p. Bondy,E.,Ross,D.D.,Gallingane,C.,andHambacher,E.(2011).Creatingenvironments ofsuccessandresilience:culturallyresponsiveclassroommanagementandmore. UrbanEducation,42,326348. Commonviewsandmythsaboutbullying.(2011).Actioninformationsheets,12. Dray,B.J.,&Wisneski,D.B.(2011).Mindfulreflectionasaprocessfordeveloping culturallyresponsivepractices.Teachingexceptionalchildren,2836. Fay,J.,&Funk,D.(1995).Teachingwithlove&logic,takingcontroloftheclassroom. (1sted.).Golden,CO:Love&LogicPr. Fortheloveofteaching.(2012).[Image].Retrievedfrom http://pinterest.com/pin/479563060290461997/ Hardin,C.J.(2011).Effectiveclassroommanagement,models&strategiesfortoday's classrooms.(3rded.).Boston,MA:AddisonWesley. Jose,(2010,August27).Goodreaders[Image].Retrievedfrom http://joseenglish102.blogspot.com/2010/08/goodreaders.html Quotes(business).(2013,February).[Image].Retrievedfrom ://pinterest.com/pin/431219733040725529/ Ullucci,K.,(2005).Pickingbattles,findingjoy:creatingcommunityintheuncontrolled classroom.Multiculturaleducation,12,4144. USCatholicBishop.(1997).AlwaysOurChildren:APastoralMessagetoParentsof HomosexualChildrenandSuggestionsforPastoralMinisters.Retrievedfrom

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http://www.marquette.edu/cm/justice/life_lgbtq.shtml Weinstein,C.,Curran,M.,&TomlinsonClarke,S.(2003).Culturallyresponsiveclassroom management:awarenessintoaction.Classroommanagementisadiverse society,42,269276. Youiskind.Youissmart.Youisimportant.(n.d.)[Image].Retrievedfrom http://www.polyvore.com/you_is_kind_smart_important/thing?id=49755294