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Elise Portella

Classroom Management Plan Outline

A. Theoretical Introduction
Philosophy of Classroom Management
I believe the classroom is a place where all students should feel welcomed and at home. I feel
as though it is my responsibility to create an atmosphere of peace and endearment. I want my
students to look forward to entering the classroom, and to know that every time they step in my
class, they are seen and heard by me. It is important that my students are loving and kind to one
another as I plan to model this behavior to all of them. I desire to be as fair as I can be, and give
each one of my students a fresh start each morning. Although these are signs of a healthy
classroom setting, there are specific roles that will be set in place for my students and me to
attain classroom management success.
One of my primary goals within my classroom philosophy is to show my students love and
that I truly care about them. I realize that being too nice can lead to the children taking
advantage. It is important to establish boundaries, rules, and respect of authority in the
classroom. There should be rules set by the teacher for the students to follow. I am open for
discussions and suggestions from the students about the rules and procedures, but I want them to
know that I make the final decision.
It is wonderful to see students with responsibilities in school. Whether that is cleaning off the
desks or being the line leader. I am a strong advocate for increasing the students’ ability to
become independent. However, the amount of responsibilities is dependent on the grade level,
and the level of advancement of a class. The more advanced and older a group of students, the
more responsibility they are given.
I never want to abuse my power and become boss like. My students deserve my respect. As a
Christian educator, I want to serve my students. I believe it is important to have a healthy
balance between an assertive and laid back style. Children come from all different backgrounds
and parenting styles. Some students might not know what it is like to be in an environment that is
laid back. I want them to be comfortable enough to be silly once and awhile.
It is important that I see my students have a strong work ethic and are motivated for the right
reasons. In my opinion, incentives should be used sparingly throughout the day. With that said,
in a large class, it is unrealistic to use absolutely no incentive.
Disruptive behavior inside the classroom needs to be addressed by the teacher. The educator
needs to set the platform that this kind of behavior will not be tolerated, and there are
consequences. It is challenging for the teacher to address multiple students’ negative
misbehavior while teaching a lesson, so there needs to be a plan set in motion. For example, a
classroom management clothespin behavior chart is something I would like to use. Instead of
having a long conversation with a student, I’ll simply tell them, “Move your clothespin down.”
The students will also be told to move their clothespin up for well behavior. This classroom
management method saves me time and energy.
Saint John Bosco, a youth pastor and teacher said it best, “Never send negligent pupils out of
the classroom. Be patient with their light-mindedness" (n.d., para. 5). It is so important to be
Elise Portella

patient with every student. As Christian educators, we are called to a higher standard; to love and
serve the children patiently and eagerly.

Assumptions the Nature of Young People and Learning


I believe every child can learn and grow throughout the school year. The teacher has the
responsibility to get to know the students and learn about their hobbies, talents, and what they are
passionate about. The teacher can use this information to their advantage to create a fun learning
environment. I truly believe student learning is the most successful when the children see the
teacher wants to learn about them first. It builds relationships and sparks the intrinsic motivation
of students when the lesson plans include their personal interests.
The lessons should meet the needs of the different kinds of learners. Differentiated
learning is important to maintain student-teacher engagement and to have effective learning
outcomes. Each student will have different learning styles, and as the leader of the class, it is
important to do my best to meet the different needs of the students. I want my students to have
fun as they learn. A fun learning environment is especially important to the little ones who are
adjusting to full time days. The children can thrive as they learn and are enjoying their time in
school.

Theorist Comparison
The three theorists I compared are Albert Bandura (Social Learning Theory), John
Bowlby (Attachment Theory), and Erik Erikson (Psychosocial Development Theory). Albert
Bandura focus is on the impact observations have on child learning. These observations can be
done in more ways than one. For example, observations from films or verbal instruction. John
Bowlby’s “Attachment Theory” focuses on the need to form attachments early on in life. The
healthier and more positive the attachment is to the primary caregiver, the more likely the child
will exhibit positive behavior growing up. Lastly, Erik Erikson’s Psychosocial Development
Theory emphasizes the need for healthy social relationships for a positive learning outcome. I
thought each of these theories shared a certain level of importance for child development. I chose
to examine these specifically because I found all three to have a very different focus from one
another. John Bowlby focuses on the need for healthy attachments, Erik Erikson on the need for
child social interaction, while Albert Bandura talks about the need for observation early on.
Although these have completely different focal points on cognitive development, the theories I
will strive to integrate in my classroom are the Social Learning Theory and Attachment Theory. I
believe as a caregiver, it is important to build healthy attachments with my students. It is also
important to advocate healthy social relationships not only between the teacher and student but
among the students as well.

B. EXPECTATIONS/POLICIES/RULES/BOUNDARIES

Expectations of Students
Elise Portella

Expectations of Students
I certainly have high expectations for my students. These expectations of mine are not
limited to academic success. Of course, my job is to ensure student learning and readiness for
their next school year, but my mission goes far beyond that. I expect my students to not only love
and respect others, but love and respect themselves. My expectation is that they never give up on
their work and they recognize failure as part of the learning process. My hope is to instill a spark
inside my students that encourages them to be the very best version of themselves. Academics,
interpersonal skills, spiritual life, and cognitive skills will all have high expectations set on them
in my classroom. I hope my students are ready for a challenge!

Expectations of Classroom Climate


I desire my classroom to be a relaxing and peaceful place to enter that all feel welcomed
in. I never want my students to feel as though they do not want to come to class due to the fact
they are uncomfortable. My classroom climate is to be loving, respectful, and to show kindness
to one another. Bullying will not be tolerated, and I will inform my students early in the year that
there are consequences to that kind of behavior. I want my classroom to be a place where the
students have a voice, can express themselves, and be as creative as possible. I hope my
classroom can ultimately be a place where my students can express their true selves because
many are not able to do so in their home life.

Rules and Policies


In the beginning of the school year, the students are introduced to the classroom rules and
procedures. The rules include: Be loving, listen to others, keep your hands to yourself, no
running, and never give up. I will check for understanding to make sure my students are aware of
the rules. After the rules are taught, I will explain the classroom procedures. These procedures
begin with entering the classroom. The students are required to greet the teacher. They get settled
in and begin on morning work. Throughout the school day, students are required to use the
American Sign Language that is taught to them to get my attention. Shouting out and
interruptions are not tolerated. To get the students’ attention, I recite a rhyme that the students
echo. This is used when the class becomes too loud or I need everyone's attention. Students are
taught to get in the habit of tidying up in between transitions. This is the opportunity given by me
to not only get the appropriate materials for the next subject, but to ensure the surrounding area is
clean. The little ones are obsessed with their pencils. Because of this, I use the “leave one, take
one” strategy. When a pencil breaks, students leave their broken pencil in one bin and then take a
freshly sharpened pencil from another. This guarantees there are no pencil interruptions. The
students will also be informed on what to do when they are late. They can come in the class
quietly, and leave the late note on my desk. Lastly, students will contribute to the classroom and
enhance independence skills by being given a different job every day.

C. INSTRUCTIONAL AND ASSESSMENT STRATEGIES THAT


PROMOTE YOUR MANAGEMENT GOALS
Elise Portella

What Do You Do As An Instructor That Meets Student’s Academic Needs?


As an educator getting to know my students is the key to assist them towards their
academic success. Learning about their strengths and weaknesses is important because it
eliminates focus on coursework that they understand. This allows for more time on material
students are struggling with. A way to determine this early on is a pretest. A pretest can inform
me where exactly a student is struggling most. It is important to take note of the different
learning styles and to implement them within my listen lesson plans. Certain students learn better
visually, while others do so auditorily and so on. It is my responsibility to differentiate the
lessons in a way that means the different kinds of learners. Lastly, open communication is
essential. I will continually remind my students to ask me questions and keep me aware what is
helping them best and what isn’t. I aspire to keep open communication in the classroom because
ultimately the students can express to me best what they feel is meeting their academic needs.

What Do You Do As An instructor To Prevent Students’ Need To Act Out?


After working in an after-school program for two years with over thirty first, second, and
third graders I realized the less attention on negative behavioral outbursts in the moment, the
more other students reckon that is no way to receive positive attention from me. However,
negative behavior must be addressed at some point. That behavior must be addressed with a hand
signal or a one-on-one conversation after class. I really want my students to understand that I am
here for them no matter what, and that I’ll do my best to give everyone an equal amount of
positive attention. The more the children are loved on, the less they desire to act out in a negative
way.

How Does Your Assessment Promote Your Management Goals?


I personally do not advocate for exams. I believe it is a poor measure of student
intelligence. However, I realize assessments are necessary as a tool to monitor student progress.
Moreover, teachers need to be monitored to ensure they are teaching the students. Aside from
monitoring student progress and the teacher’s impact on students, I can use assessments to
promote management goals by saving time. Time is hard to come by in the classroom, and when
we test the children and see where they are, and how much they know, it becomes easier to
pinpoint their struggles and move past the material know.

How Do You Allow For Variable Styles, Cultures and Circumstances in Meeting The
Diverse Needs of Your Students?
I absolutely love diversity and being creative when it comes to cultural differences. I
would love to include the different cultural backgrounds on the walls of my classroom. This can
include my own creativity as the teacher, but also my students’ work. Allowing the students to
express themselves through their family heritage is so important to me. I want to create the
opportunity, at least once a year, for my students to work on a project that explains their cultural
background. This is a positive idea because it not only gives the child an appreciation of their
background, but an opportunity for all to learn about the different cultures. A life lesson I wish to
instill into my students is to be open to learning about others and love them no matter where they
come from in the world.
Elise Portella

D. MOTIVATION
From Your Point of View, What Motivates Students?
In the Short-Term?
In the Long-Term?
From my point of view, students are motivated when they can sense the teacher truly
cares about them and is passionate about what they are teaching. The teacher needs to model
motivation and what it looks like to consistently push forward with a positive attitude. This
technique works for the short-term effect.
Long-Term motivation happens when the teacher speaks life into the students’ future.
Calling out the students’ talents, gifts, and potential will most often motivate the student to want
to continue doing his or her best. When we encourage others to be the best version of
themselves, we motivate them to achieve their goals for the long-term.

How do you plan to motivate your students?


I plan to motivate my students by setting my expectations high for them. Students (even
at a very early age) can sense when the teacher believes in them or not. If my students know that
I have high expectations, they know I believe in them, and that will prompt them to believe in
themselves. Confidence, high self-esteem, and a positive support system are components to
motivating students. If I can successfully instill these characteristics in my classroom with the
students, I’ll increase their motivation. Lastly, I am excited to be with the children, encouraging
them to learn and set goals throughout their education. Being authentically excited will increase
the students’ excited, therefore, it will increase their overall motivation.

How Would You Characterize Your Approach?


I would characterize my approach as being inspirational. I want to inspire my students to set
goals, reach them, and be excited about doing so. I want to be a source of inspiration to my
students to do better and be better. Unfortunately, many students do not have this source of
encouragement coming from their home life. Because of this, I want to be an advocate for every
one of my students, even after they leave my classroom to the next level.

E. VISION

What is your vision of a classroom or instructional day from start to finish? (from a
teacher’s perspective)

My vision of a classroom is for it to have structure. To the person observing my


classroom, I would like for them to see a clear routine set in place by me, while at the same time,
a fun, engaging environment. It is all about balance. I want my mornings to be positive and
peaceful. I want this to be a time for my students to greet me, settle down, and get ready to have
an awesome day. I am an advocate for a positive morning, but I believe the morning can set the
tone for the entire day.
Elise Portella

After morning work, I want my students to break off into the “Daily Five”. This gives the
students the opportunity to read independently, read to a partner, work on their writing, listen to
reading, or their word work (weekly vocabulary words). This is a strategy both my practicum I
and practicum II teacher utilized, and I love it. I plan to use this strategy because it promotes
acquiring independence, and that is one of my primary focuses for students as a teacher.
In between the dedicated time for the Daily Five, I plan to have my students come to the
carpet. This will be where we read stories and I teach the lessons. This will give my students the
opportunity to have a break from their own independent work.
Once it is time for lunch, the students are going to line up quickly and quietly as they
have been instructed to do so. When the children eat, and come back to the classroom for lunch
and recess time, they will begin math and social studies. My afternoons will be dedicated to these
two subjects. According to my recent observations, I realized that, unfortunately, social studies
does not receive as much time as it should in the classroom. I want to strive to change that in my
own classroom, as I believe social studies is an important subject that deserves the necessary
time to be learned about.
Once the day is over, my students will pack up and begin to leave the classroom. For my
students who take the bus, I will help guide them on the right bus.