Mrs. Horst s Classroom Management Plan

1. Mrs. Horst�s Classroom Management Plan Created for 7th Grade Science at Scranton Middle School in Brighton, Michigan This classroom plan can be used in almost any middle school classroom. However, it was created with this specific class in mind.This classroom plan can be used in almost any middle school classroom. However, it was created with this specific class in mind.

2. Outline Discussion of Classroom Community (Slides 3-6) Specific management aspects - Physical Arrangement - Classroom Rules - Peer Relationships - Teacher � Student Relationships - Teaching Methods First I will discuss my general approach to creating a classroom community. Then I will follow up with five specific aspects of my classroom management plan.First I will discuss my general approach to creating a classroom community. Then I will follow up with five specific aspects of my classroom management plan.

3. Classroom Community Many of the aspects of this classroom management plan were chosen based on the overarching idea of creating a community of learners in my classroom. You will see specific explanations as to how each idea relates back to this concept throughout my management plan. These are my beliefs about what a classroom community should look like at the middle school level. Many of my ideas come from college courses as well as the texts and websites referenced at the end of this presentation. These are my beliefs about what a classroom community should look like at the middle school level. Many of my ideas come from college courses as well as the texts and websites referenced at the end of this presentation.

4. Classroom Community �Positive school climates occur when students believe they have a shared responsibility in developing and maintaining a warm and supportive environment� (Partin, 1999, p. 11) It is important to start the school year off by making all of your students feel welcome and comfortable in your classroom. Make sure that each student is greeted personally at the door on the first day of class. Greeting each student at the door and mentioning how glad you are to see a student sends an inviting message to that student. Invitational interactions increase positive student attitudes and provide the basis for creating a quality teacher-student relationship that may facilitate any use of corrective interventions in the future (Jones and Jones, 2004, p. 97).Greeting each student at the door and mentioning how glad you are to see a student sends an inviting message to that student. Invitational interactions increase positive student attitudes and provide the basis for creating a quality teacher-student relationship that may facilitate any use of corrective interventions in the future (Jones and Jones, 2004, p. 97).

5. Classroom Community �Students want and need to have positive personal relationships characterized by caring and support, an opportunity to demonstrate mastery and competence, a chance to learn and use their own decision making skills and to influence their environment, and an opportunity to make a difference in the lives of others� (Jones and Jones, 2004, p. 41). All students have specific needs that need to be met in order for them to be successful in the classroom. As teachers we need to help our students develop behaviors that meet these needs. �It is important that students feel comfortable sharing their ideas and opinions without the fear of embarrassment or ridicule. These are the needs that are suggested by Vern Jones and Louise Jones in Comprehensive Classroom Management. These needs will be addressed throughout the presentation. We will talk about how positive peer and teacher to student relationships can facilitate specific needs. We will also mention how specific classroom management techniques fit the purpose of meeting these needs as well. One aspect will we talk about specifically is student input. These are the needs that are suggested by Vern Jones and Louise Jones in Comprehensive Classroom Management. These needs will be addressed throughout the presentation. We will talk about how positive peer and teacher to student relationships can facilitate specific needs. We will also mention how specific classroom management techniques fit the purpose of meeting these needs as well. One aspect will we talk about specifically is student input.

6. Classroom Community �Democratic communities can help students and adults come together to construct a standard for living their school lives together� (Jones and Jones, 2004, p. 65). An important aspect of a good classroom community is student input. By allowing students to have input in classroom decisions you are helping the students to meet their needs of a sense of significance, competence, and power. According to Stanley Coopersmith, significance, competence, and power are all factors associated with self-esteem that students must experience in order to have their needs met. As a teacher it is important to implement ideas into your daily activities that will increase the likelihood of these events occurring (Jones and Jones, 2004, p. 45).According to Stanley Coopersmith, significance, competence, and power are all factors associated with self-esteem that students must experience in order to have their needs met. As a teacher it is important to implement ideas into your daily activities that will increase the likelihood of these events occurring (Jones and Jones, 2004, p. 45).

7. 5 Aspects of Management Plan There are many different components to a complete classroom management plan. I have chosen to focus this presentation on five specific areas that I believe are key in maintaining a functional classroom. The five aspects of my plan that I chose to discuss in this presentation are those that I believe are most directly related to student needs. The five aspects of my plan that I chose to discuss in this presentation are those that I believe are most directly related to student needs.

8. Physical Arrangement At the beginning of the school year it is very important to think about how you want to arrange your classroom. Many factors need to come in to play when deciding where things belong. �Arrange the physical space in your classroom so that it promotes positive student/teacher interactions and reduces the possibility of disruptions� (Sprick, Garrison, and Howard, 1998, p. 54). The first factor that I look at is the type of work that we do in class. As I will mention many of the activities are lab or group work. The second factor that I look at is the type of structure my class is. In the past my classes have been low to medium structure so I am comfortable trying different seating arrangements.The first factor that I look at is the type of work that we do in class. As I will mention many of the activities are lab or group work. The second factor that I look at is the type of structure my class is. In the past my classes have been low to medium structure so I am comfortable trying different seating arrangements.

9. Physical Arrangement I have science lab tables that seat 2 students each. I will arrange them in sets of two so that I have tables of 4 students. The tables will be labeled A � I, and each seat will be labeled 1 � 4. When students enter the classroom on the first day they will be given a note card with a seat number. (Ex: B2) I will allow for seat changes approx. once each quarter unless needed otherwise. Having the tables in groups helps to make the classroom seem larger and also to make it easier to move from one part of the room to another. This aides in circulating among the students while they are working. Being that it is a science class, there are many cooperative learning activities where the students need to be working in groups or with a partner. This seating arrangement easily facilitates the many labs and hands-on activities that we will be doing throughout the year. If needed the tables can be separated easily by the students. During tests and quizzes the students put up manila folders to create dividers. At the beginning of the year I assign seats by using the note cards that I mentioned. Given that many students come to class with their friends, I decided to mix up the note cards and hand them out as they enter on the first day. I have found this method useful because it cuts down on talking at the beginning of the year as well as to avoid overusing alphabetical order to seat students. Eventually I will give the students the opportunity choose their own seats as an incentive.Having the tables in groups helps to make the classroom seem larger and also to make it easier to move from one part of the room to another. This aides in circulating among the students while they are working. Being that it is a science class, there are many cooperative learning activities where the students need to be working in groups or with a partner. This seating arrangement easily facilitates the many labs and hands-on activities that we will be doing throughout the year. If needed the tables can be separated easily by the students. During tests and quizzes the students put up manila folders to create dividers. At the beginning of the year I assign seats by using the note cards that I mentioned. Given that many students come to class with their friends, I decided to mix up the note cards and hand them out as they enter on the first day. I have found this method useful because it cuts down on talking at the beginning of the year as well as to avoid overusing alphabetical order to seat students. Eventually I will give the students the opportunity choose their own seats as an incentive.

10. Physical Arrangement I keep a clipboard by the door for a bathroom/locker sign-out sheet. On one side of the classroom is the lab supply storage and sink. On the other side is where I keep student materials such as tape, scissors, markers, etc. At the front of the room is a large demonstration lab table with a sink with a white board behind it. At the back of the room is where we have ongoing experiments, student work, and the student computers. The teacher�s desk is in the front corner off to the side so that it is out of the way. A lot of my classroom furniture is fixed because it is a science lab. This is another reason why I like to keep the tables in groups. It seems to make the room feel bigger and not so cramped. I like to keep all of the student materials on one side of the classroom so they know exactly where to find them and also where to return them when they are finished. I keep my teacher�s desk off to the side of the room because I rarely use it during class. I tend to use the front lab table more often for demonstrations or as a place to put the current lab materials we are using.A lot of my classroom furniture is fixed because it is a science lab. This is another reason why I like to keep the tables in groups. It seems to make the room feel bigger and not so cramped. I like to keep all of the student materials on one side of the classroom so they know exactly where to find them and also where to return them when they are finished. I keep my teacher�s desk off to the side of the room because I rarely use it during class. I tend to use the front lab table more often for demonstrations or as a place to put the current lab materials we are using.

11. Classroom Rules �Students need to be involved in developing the behavior standards that apply in the classroom�� and �students must clearly indicate their acceptance of the behavior standards agreed on by the classroom group� (Jones and Jones, 2004, p. 258). I believe students at the middle school level should have some input on classroom rules and consequences, but not complete control over the decisions made.I believe students at the middle school level should have some input on classroom rules and consequences, but not complete control over the decisions made.

12. Classroom Rules As a secondary teacher with five different classes I would chose to present my own rules to each class and ask students to discuss them and edit them or add anything if necessary. I would then compile the comments and present them again to each class for approval. I will then use the same process with consequences and assign a consequence for each rule. Make sure that the consequences are mild enough so that you will follow through with assigning them consistently (Sprick, Garrison, and Howard, 1998, p. 77). I think it is important that students have input on the class rules so that they have a greater sense of ownership in the classroom. Because I have five different classes I thought that having each group develop a different set of rules would get confusing and frustrating for the teacher. It is important to make sure that all of the students accept the rules so that you can later remind them that they agreed to the classroom rules and consequences if needed. It is also important to make sure your consequences are not too tough so that you can make sure you implement them every time a rule is a broken. I think it is important that students have input on the class rules so that they have a greater sense of ownership in the classroom. Because I have five different classes I thought that having each group develop a different set of rules would get confusing and frustrating for the teacher. It is important to make sure that all of the students accept the rules so that you can later remind them that they agreed to the classroom rules and consequences if needed. It is also important to make sure your consequences are not too tough so that you can make sure you implement them every time a rule is a broken.

13. Classroom Rules Here is the preliminary set of rules that I will present to each class for discussion: Arrive on time with all your materials Treat everyone with respect Treat school and personal property respectfully Follow reasonable teacher requests These rules have been adapted from the references mentioned at the back of this presentation. I will then work with each class�s editorial comments to revise if necessary and present a final list of rules to be posted in the classroom at all times. The students will then follow the same process with consequences for each rule.These rules have been adapted from the references mentioned at the back of this presentation. I will then work with each class�s editorial comments to revise if necessary and present a final list of rules to be posted in the classroom at all times. The students will then follow the same process with consequences for each rule.

14. Peer Relationships ��taking time to establish a safe, supportive classroom group in which students know each other and support each other�s learning will significantly enhance student learning� (Jones and Jones, 2004, p. 126). Save for peer relationships Greeting each student at the door and mentioning how glad you are to see a student sends an inviting message to that student. Invitational interactions increase positive student attitudes and provide the basis for creating a quality teacher-student relationship that may facilitate any use of corrective interventions in the future (Jones and Jones, 2004, p. 97).Greeting each student at the door and mentioning how glad you are to see a student sends an inviting message to that student. Invitational interactions increase positive student attitudes and provide the basis for creating a quality teacher-student relationship that may facilitate any use of corrective interventions in the future (Jones and Jones, 2004, p. 97).