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Classroom Management Plan

Classroom Management Plan. A. Shea Cochran. Philosophy. -Facilitator, not dictator -Exploration of ideas, academic and real-world -Social Reform -Learner isn’t a robot: students are people -Tie lessons in to culture -Individual respect -Cultural needs. How does each class begin?.

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Classroom Management Plan

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  1. Classroom Management Plan A. Shea Cochran

  2. Philosophy -Facilitator, not dictator -Exploration of ideas, academic and real-world -Social Reform -Learner isn’t a robot: students are people -Tie lessons in to culture -Individual respect -Cultural needs

  3. How does each class begin? Typical day: -Thinking exercise -Very short -Paragraph in journal -Discussion afterward -Relates to lesson

  4. Rules • show respect to all people • be courteous • take pride in school and self • be fine representatives of the school in the larger community These rules have been determined through the employment of social reconstructivist theory, and any additional rules may be written democratically by the students (under supervision).

  5. Classroom Arrangement This setup is best suited for days when group and individual work will be the primary mode. At other times, desks will be arranged in a full circle with the teacher sitting too. The circle promotes learning in a more exploratory, even, and ancient fashion harking back to a long tradition among members of our species in that promotes openness. Closet Podium DESKS Reading Corner

  6. Hierarchy of Disciplinary Action 1. Warning (may be used multiple times) 2. Disciplinary Form 3. Asked to leave 4. Call to office

  7. Communication with Parents -Newsletters delivered, regular intervals -Blog. Why? -Email I do not give my phone number to students.

  8. Transitions • Before the bell rings • Getting out paper, pencil, etc. • Getting a book out and • opening to a specific page • Moving to and from locations • like centers or lab stations • Putting things away (e.g., • clearing their desks) • Handing in work (e.g., tests or homework) • Handing things out (work sheets) • Handing things back (graded papers) • Leaving room at end of the day/period • Cleaning up after project activities • Trading papers for corrections • After the bell rings

  9. Building Respect Besides regular icebreakers beginning on Day 1, I am unsure that individual activities work as much good in building respect between teachers and students as a constant injection of personal likes and attitudes, along with respect for students’ personhood.

  10. Chronic Behavioural Problems Chronic behavioural problems are best dealt with in private meetings with parents and at least one administrator present. Why? Because issues may be directly addressed, recorded, and witnessed.

  11. Individual Needs -Recognize the PERSON -Put yourself in her / his shoes -Special needs? You must accommodate for those. -Stifling the individual is the worst thing you can do. -Differentiate (Gardner)

  12. Intrinsic Motivation (Individual) 1. Offer encouraging, focused feedback as well as general praise to encourage students to work with purpose. 2. Recognize and praise effort. Help your students develop self-efficacy by helping them see the connection between effort and achievement. 3. Make success possible. Begin each assignment with the easier material, question, etc. Creating confident learners will encourage them to keep trying. 4. Offer students a variety of ways to self-monitor their work. The easiest way is to offer them checklists to keep track of completed tasks. 5. It’s almost magic. If you think highly of your students, they will tend to behave better for you than for the teachers who obviously do not enjoy being with them.

  13. Intrinsic Motivation (Whole Class) 6. Provide plenty of models, samples, and examples so that students know what to do. Examples of bad work are also helpful because they can show student what not to do. 7. Give clear written and verbal direction so that your students can find it easy to stay on task. Students who know how to do their work well will be less apt to be off class than those who do not know what they need to accomplish in class. 8. Raise student curiosity about a lesson and you will find that inherent motivation will prevent many discipline problems. 9. Spend two minutes at the start of a lesson: ask questions, show photos, play clips, give quick teamed activities…anything that will encourage students to want to learn more. 10. Spend time setting goals with your students. Looking forward in this way gives your students practical reasons for wanting to do their work.

  14. End of Day How has your perspective changed? Five minutes writing in journal.

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