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Katie Pearce’s Classroom Management Plan

Katie Pearce’s Classroom Management Plan. PHILOSOPHY. B.F. Skinner: Positive and negative reinforcements Curwin and Mendle : Social contracts and consequeces Dreikurs : Encouragement and logical consequences. *RULES*. Social Contract Logical Consequences Signing the book. JOBS.

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Katie Pearce’s Classroom Management Plan

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  1. Katie Pearce’s Classroom Management Plan

  2. PHILOSOPHY • B.F. Skinner: Positive and negative reinforcements • Curwin and Mendle: Social contracts and consequeces • Dreikurs: Encouragement and logical consequences.

  3. *RULES* • Social Contract • Logical Consequences • Signing the book

  4. JOBS • These will change everyday. • Each student will get multiple chances throughout the year. • The jobs will be: book shelf organizer, trash, lunch tags, chalk board, lights/door, attendance, lunch basket, and coat cabinet.

  5. Procedures At the beginning of the day: • Greet children • Students put away belongings • Set inductions • Agenda • At the end of the day: • Leave 5-10 minutes for reminders • Tell each student goodbye

  6. Procedures Continued • Interruptions: - 5-4-3 2-1 • Claps • Lights • Transitions: - Schedule - Warning • Instructional strategies: • Turn in clips with numbers • Bathroom passes

  7. REWARDS • 100’s Chart • Tickets

  8. Bulletin board Computers Books Door Reading center C ABINETS Group table Shelves Books supplies Bulletin board Circle time carpet Teacher desk Clips TV Bulletin board Chalk board

  9. Desk Bulletin board Computers Writing center Reading center Door Books shelves Books C ABINETS Group table (Small group) Shelves (side facing group is teachers and side facing computers is students Drama center Bulletin board Student supplies Art Center Circle time carpet (whole group) One on one at teachers desk Teacher desk TV Teacher file cabinets Chalk board

  10. References Manning, M., & Bucher, K. (2007). Classroom management: Models, applications, and cases.Upper Saddle River: Pearson Education, Inc. Pearce, M. Personal communication, Spring, 2009

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