Beruflich Dokumente
Kultur Dokumente
Kate Gooding
October 2008
Classroom Management 2
• My hope is for students to realize that while in my classroom there is no need to act
inappropriately to receive attention. My students will always have my full attention when
they act in positive ways and contribute productively to the overall learning environment.
Classroom Management 4
• Arrive on time.
• No hall pass use during the first and last ten minutes of each class.
• Students who do not participate in class discussions will be tallied during class and this
will be taken into consideration for grading. Classroom participation counts toward their
final grade!
• Students who do not stay on task will be separated from their group or will have a one-
on-one meeting with me in the hall if their behavior is persistent.
• Students who do not treat classroom objects, (i.e. computers, desks), with care or students
who vandalize school property will be sent to the office. There is no leniency on this rule.
*At the beginning of each school year or semester, I will go over these rules with students.
That presentation will be followed by a group discussion in which the class and I together
create any additional rules we feel are appropriate for the class. Students will be required to
sign a contract committing to these rules. This complete list of school rules will then be
Research shows the most effective teachers work with students to develop classroom
rules; however, it is also important to teach students about specific procedures for classroom
activities (Charles, 2002). Task analysis for classroom procedures take “rules” a step farther and
clarify exactly what is expected of students when, in this case, they enter the classroom.
The following task procedure promotes student responsibility, awareness, and respect for
A. When students enter the room they are greeted at the door by the teacher and handed
B. Students are to be seated immediately and sit quietly, without talking, until the bell
minutes of class. It will be relevant to the daily lesson and will be different each day.
D. Students need to remain quiet while they work on their warm-up activity. Often, these
activities will be pre-writing to get students’ focused on a particular book we’re reading
class. In this particular example, the student warm-up activity consists of learning how to
identify biased writing versus balanced, journalistic writing. Students will be given a list
of 15 statements in which they must choose which are opinion and which are fact.
E. When students are finished with their warm-up activity they will turn their sheet of
paper over on the desk and look up. The first part of the lesson will be written up on the
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board. In this example we will discuss media bias for the day. Students should remain
quiet until the 5 minutes is up and everyone is looking up. At this time, the teacher will
F. Students will pass their assignments forward. Some participation points for the day
will be based on whether or not this activity is completed and collected by the teacher.
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In any case that a substitute fills in, that substitute will have access to a file that includes the
following items:
• Picture file: This includes a picture of each student in each class along with their names and
any medical concerns each student might have. This will help the substitute identify students.
• Daily schedule: This layout specifies the time and location for each period, which classes
take place when, lunch and break times, and what time the school day is over.
• Emergency plan: This plan highlights emergency procedures with descriptions on how to
handle drills or the real thing in case of a fire, flooding, etc. or school lockdown situation.
• Procedures folder: This outlines the various procedures students must use when leaving the
classroom to do things like getting a drink of water, using the restroom or going to the clinic.
This section also includes a list of class rules, (as state earlier in this management plan), and
• Daily forms: In the file, the substitute teacher will find attendance sheets, hall passes, and
• Enrichment activities: This part of the substitute file will contain at least three days of
activities. When I know in advance which days I may be absent, I will have specific lesson
plans prepared; however, these enrichment activities are created for days I am unexpectedly
absent. These activities are not relevant to specific lessons the class and I are working on at
the time I am gone. Instead, they correlate to any number of lessons we have or will learn
about in class. In journalism classes, they consist of review lessons and quizzes to check
student retention, conducting online research for articles, or sample writing exercises for the
school newspaper. In English classes, these activities include review lessons and quizzes to
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check student retention, conducting library research about literature, and sample writing and
• Additional information: I will provide the substitute with information on my peer teachers
and classroom neighbors, including a map of the school. I’ll also describe the location for the
air conditioner or heater controls, light switches, and information about using technology in
• Feedback form: I will leave the substitute a form to fill me in on how the day went during my
Were there any contacts from parents or administrators that I should be aware of?
What additional information could have been included in the substitute file that you needed?
There are a number of steps I can take to implement my classroom management plan
successfully. One of the most important things I can do is to keep my lesson plans and daily
activities on a routine so that I provide my students with consistency. When students are given a
routine in class, they more likely will follow the rules. Furthermore, it is important to stay
consistent with the implementation of my discipline plan. That way, students can observe that
procedures and consequences are enacted fairly. I also feel it is extremely important to involve
implement my classroom management plan I have created the following implementation plan
checklist:
• Go over rules with students and create new rules together. Ask students to sign a contract
• Create regular check-in days with parents of all students. Write letters home about
positive and negative behavior and how it is being rewarded. This shows parents
• Ask for student feedback. Create regular feedback days, (i.e. once a month), in which
students write a letter to the teacher or fill out a survey explaining how they feel things
are going in class, (both academically and behaviorally), which areas they feel they are
teacher. I will, therefore, provide myself with a checklist to ensure that I am doing my best, most
consistent job at managing my classroom. That checklist is something I can review on a daily or
• Model behavior in interactions with students that display patience and maturity.
• Develop a proactive attitude that takes responsibility for student behavior and avoids
• Closely monitor lesson planning to ensure there is enough activity for classes to keep
inactivity to a minimum and to ensure smooth transitions between activities and classes.
Classroom Management 12
September 9, 2008
Dear Parents,
Welcome to the 2008-2009 school year at Benson Polytechnic High School. My name is Kate
Ramey, and I am so excited to have your student in my classroom! I look forward to a great year
at Benson as we all learn and grow together.
I am sending this letter to explain my classroom rules and consequences, which I have already
reviewed with students. The following is a list of classroom rules I use from year to year, which
includes additional to rules created as the result of a group discussion with students. The students
signed a contract with me committing to these rules.
• Respect yourself, your peers, your teacher, and your school.
• Arrive on time.
It is my belief that positive behavior in the classroom should not only be expected but also
rewarded. Therefore, I have created positive consequences including a prize box and other ways
students may improve their grades based on positive behavior. On the other hand, negative
consequences include after-school detention for tardiness, and one-on-one meetings with me to
discuss poor behavior. I aim to solve problems in the classroom with your support.
I hope to get to know all of you this year, as I will be calling home periodically to
inform you of your student’s status. You can also check on what we’re doing in class at our
classroom blog: www.english9ramey@blogspot.com. If you have any questions about my
discipline plan or my classroom procedures, please feel free to call me at 449-8700 or email me
at kramey@pps.k12.or.gov
Sincerely,
Kate Ramey
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that may be translated to classroom management. As such, I intend to maintain an online journal
This self-reflection will help me identify strengths and weaknesses and will remind me of what
comes to classroom management. This support will be even more important when I am a new
teacher. Therefore, I plan to join an online community of teachers where I can receive tips and
particularly helpful community I found to gain this kind of support is access through the
http://newteachersupport.suite101.com/blogs.cfm
This web site contains information about implementing classroom management, advice from
teacher mentors, lesson plan help for new teachers, blogs and chat rooms for online support, and
a plethora of articles that aim to help new teachers become more comfortable and in control of
their classrooms.
as a way of assessing my classroom management plan. Behavior in the classroom is often based
on behavior in the home. By creating an open dialogue with parents about what their child’s
behavior is like at home, I can gain a better understanding for how that behavior is translated to
the classroom. I plan to maintain a teacher web site where parents can easily contact me via
email to update their student’s behavior at home. Moreover, knowing that sometimes parents will
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not take that step to connect with me, I will regularly email parents asking them to update me on
student behavior.
both in my district and on the internet, and regularly connecting with parents will help me much
References
Charles, C.M. (2002). Maintaining an Effective Learning Climate. Prentice Hall Inc., A Pearson
Education Company.