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Campos 2 Classroom Management Plan INTRODUCTION My philosophy of teaching comes from my own personal experiences as a student, tutor, and teacher candidate. Although I agree with many ideas and/or beliefs from the different educational philosophies, I consider myself to follow the progressive beliefs (progressivism philosophy). This philosophy of teaching focuses more on the child than the subject matter. In this philosophy, I believe the students interest and personal growth are important. Thus, learners should be active and learn to solve problems by reflecting upon their experience. In this progressivism philosophy, I think the school should help students develop democratic personal and social values. Based on these philosophical beliefs, I have developed my teaching and effective classroom management techniques and strategies approaches. Thus, I believed good classroom management starts with prevention to create a safe and positive learning environment. This classroom management plan plays an important role in ensuring that every student in my classroom has the opportunity to focus on learning. Thus, the preventative strategies that I would use are the following:

PREPARATION/ PREVENTIVE APPROACH Room arrangement: Dividing the classroom into two groups helps teachers control their classroom better. It is important for the teacher to make the board and projector visible to all students. When students understand what is going on in the classroom, theyll behave better because they wont be lost. It is important for

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Campos 3 the teacher to also make sure that he/she is able to see as many students as possible while sitting at his/her desk. Discipline as self-control (Gordon, 1989).

Seating chart: From the first day of class, having a seating chart is important. Having assigned seats from the first day of school tells students that there are procedures and rules to follow. It tells students that the teacher is organized and will expect compliance with each rule. Some teachers make the mistake of letting students sit wherever they please. This can send the student the wrong idea as they will automatically go sit with their friends and might get distracted easily in class. Discipline as self-control (Gordon, 1989).

Teaching classroom procedures: Teachers directly teach the disciplinary plan to their students so that the expectation and the consequences are clear (Canter, 1976). Thus, during the first day of class, students will look at a PowerPoint presentation with the classroom rules and expectations for the rest of the year. Each rule will be read by me twice, then, students will have to write down the rule on their notebook. A participation point will be given to each student willing to read aloud one of the rules. This way, students will have an opportunity to listen to, write and read the rules of the class. For homework, students will read aloud each rule to their parents and have the parents sign the document. This way, expectations are clear for parents and students from day one. Assertive Discipline (Canter, 1976); Discipline with Dignity (Mendler & Curwin, 1999).

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Campos 4 Developing relationships with students: I would have my classroom door open during lunch and after school and invite students to come spend time with me to make a sense of connectedness and belonging. Asking students questions and making them feel comfortable at school helps them feel at ease and creates a safe, orderly and inviting community. As an educator, I will work cooperatively to create opportunities and thus, teach students to turn mistakes into learning experiences. Cooperative Discipline (Albert, 1989).

Preparing engaging lessons: The more organized and the better prepared a teacher is, the less discipline problems he/she will have with his students. When students are engaged, negative behavior wont be present. The anticipatory set is important because it happens at the very beginning of class. If this hook is good, students will be more likely to pay attention to the rest of the lesson. Providing students with real life examples and relating content to them are also important factors for student engagement. Thus, teaching students to the multiple Intelligences is essential. The teacher needs to make sure to check for understanding and guide the students to achieve the skills necessary to succeed. Students who feel and sense that teachers are working hard for them will work hard in return. Cooperative Discipline (Albert, 1989); Discipline as self-control (Gordon, 1989).

Classroom Management Plan

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Campos 5 SUPPORTIVE APPROACH It is important to use preventative strategies, but we must also provide students with support to be able to meet the expectations and follow the classroom rules. I will be using some of the following strategies with my students.

Consistency. Being consistent with classroom rules and expectations is crucial. A teacher can have many rules and students might have been told the rules clearly at the beginning of the semester, but if the teacher doesnt follow through and enforce the rules, students will be confused and many times they will start breaking them until some the rules are forgotten. The teacher needs to be fair and consistent with the rules and expectations so students know that there will be consequences for breaking the classroom rules. Assertive Discipline (Canter, 1976).

Routines. I will be using routines in my classroom to help my students succeed. Students know that I will be collecting classwork at the end of the week. We will write the daily assignments on an assignment sheet. This will help my students succeed because they are responsible for keeping their notes and work in one place, which theyll get points for by turning in at the end of each week. Other routines include checking for the homework at the beginning of every period while they do a review activity about what they learned the day before. Assertive Discipline (Canter, 1976).

Classroom Management Plan

EDSS 511

Fall 2013

Campos 6 Proximity. Proximity will be something I will use on a daily basis to re-direct student attention and prevent negative classroom behavior. The closer the teacher is to a student, the better the student will behave most of the time since the teacher is like the police. When a student knows he is being watched, he usually tries to be in his best behavior. Cooperative Discipline (Albert, 1989).

Social Skill Development. Some students do not know how to properly behave because they might not have positive role models at home. Sometimes, it will be necessary for me to teach them how to properly behave. A good idea is to create a PowerPoint presentation with pictures showing what something looks like. For example, if the expectation is to be paying attention in class, the PowerPoint can have a picture of what that expectation looks like. The student in the picture is sitting upright, with his shoulders back and looking at the teacher and/or board. Another picture can represent what is not proper, and this can be a picture of a student falling asleep on a desk, or slouching on their desk while chewing gum. Little things like these can make the difference. Cooperative Discipline (Albert, 1989).

Instructional variety. I will be using instructional variety in my lessons in order to support their learning. Teaching a foreign language involves developing the four language skills of listening, reading, writing and speaking. Therefore, it is imperative for me to vary and adapt my instructions so students are constantly challenged and engaged. Students will do a little bit of reading and/or speaking in one lesson or practice the four language skills within one lesson if possible. I will

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Campos 7 also vary my instruction by using cooperative teaching techniques such as think, pair, share and jigsaws. It is important that students have time to work independently as well. By providing students the opportunity to do different types of activities and practice the different language skills in the same lesson, I will be meeting their learning styles and keep them engaged. Discipline with Dignity (Mendler & Curwin, 1999)

Classroom Management Plan

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Fall 2013

Campos 8 INTERVENTION/ CORRECTIVE APPROACH Even when a teacher has tried implemented preventive and supportive approaches for students, some students will misbehave and discipline problems will occur. The following are the strategies that I will use in my classroom when a student has misbehaved.

1st step. When a student breaks a rule in the classroom, my first intervention is to give the student a warning. If a student does not respond to the warning, I will have a conversation with that student. I will try to make this conversation with this student private or have it at the end of class so that the student maintains his/her dignity, unless the behavior is completely inappropriate, in which case I will write a referral for that student. Win-Win discipline. (Kagan, Kyle and Scott, 2004).

2nd step. If the negative behavior continues, the next step would be to call / notify the parents. I would have this conversation after having talked to the student and tried to correct the behavior with the student myself. (Kagan, Kyle and Scott, 2004).

3rd step. If negative behavior continues after notifying the parent, then an intervention would be needed. I will request the parent to come to a meeting after school and have the student present at the meeting. We would come up with a plan for intervention with the students and parents input. Depending on the parent, we will establish consequences for the student if he/she doesnt improve his/her behavior. For example, one suggestion I would make to

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Campos 9 the parent would be to check the students binder daily and make sure he does the homework. If the student doesnt want to comply, the parent can set a consequence such as removing a video game or the cell phone until the student can win it back by turning in/ completing his homework assignment. (Kagan, Kyle and Scott, 2004).

4th step. If the negative behavior continues, I would set up a meeting with the student, the principal, the parent and myself. We would develop a more sophisticated plan to help the student succeed and correct his/her behavior. (Kagan, Kyle and Scott, 2004).

CONCLUSION At the end, this classroom management plan focuses in preventive strategies to establish rules, to communicate clear expectations and procedures, provide consequences and rewards to good and bad behavior. It is important for students to know why do we have all these preventive strategies so they feel part of the class community, they engage more in the lessons, and feel motivated to do well in the classroom.

Classroom Management Plan

EDSS 511

Fall 2013