Mr. Limmer’s plan for classroom management

1. Mr. Limmer’splan for classroom management CEP 883 Summer 2011

2. Table of Contents • Before the first bell rings. • Starting off on the right foot. • Keeping the students on track.

3. Before the first bell rings. • Initiate contact with parents and students by sending them an email welcoming everyone to the class. It will include: • An introduction about myself. • The long-range goals of the class. • Easy ways to obtain information on: • Contacting me • Each day’s activities, assignments and homework • Grades

4. Before the first bell rings.

5. Before the first bell rings. • Develop a set of classroom guidelines. • Core guidelines • Do your best! • Be responsible! • Always try! • Cooperate with other! • Treat everyone (even yourself) with respect! (These should be personalized by the students later, when the year starts)

6. Before the first bell rings. Guidelines in prominent spot! (Career Connect)

7. Before the first bell rings. • Organize the routines and details. • Bell schedule-posted so that everyone knows when classes begin and end. • Class schedule and objectives-posted so that the students know what they are working on that day and when. • Homework-posted so that students can copy down during the taking of attendance and know where to look if they forget. • Other-places like the turn-in bin, pencil sharpener, extra copies etc. should all be made evident.

8. Before the first bell rings. • Class layout. • The classroom should be laid out so that it is: • Easy to navigate for both students and teacher. • Able to be altered and used during testing, pair work, and group work. • Easy for students to see the board and other objects regularly used in class.

9. Before the first bell rings.

10. Before the first bell rings.

11. Starting off on the right foot. • Get to know every student. • Greet students in the morning and before class. • Stand in front of the class door before school starts greeting students in the morning. • Greet students as they enter the room for each class. Welcome

12. Starting off on the right foot. • Get to know every student. (continued) • Have lunch with students. • Eat lunch with small groups of students. • This will help to develop a strong student-teacher relationship. • It will also help students get to know each other.

13. Starting off on the right foot. • Get to know every student. (continued) • Let students know the door is open if they need to talk. • This will help to develop a strong student-teacher relationship. • Strengthen the bond between students and teacher. • Create an environment of open dialogue that will be helpful during class.

14. Starting off on the right foot. • Reach out to parents. • Make contact will every student’s parents • Open House • Call those parents who can’t make it to Open House. (Reach Out | Life Coaching for Single Parents)

15. Starting off on the right foot. • Reach out to parents. (continued) • Update parents from time to time on the class and students. • Let parents know how their child is doing at school. • Provide information on upcoming events. • Contact parents with positive feedback as opposed to only negative information.

16. Starting off on the right foot. • Expectations • Express the expectations clearly to the students • What they are expected to do. • What they are expected NOT to do. NO TALKING TALK QUIETLY RASIE YOUR HAND

17. Starting off on the right foot. • Expectations • Demonstrate • Provide feedback to the students concerning expectations.

18. Starting off on the right foot. • Establish a good attention signal. • In a quiet voice say, “Your attention please.” This should be done while raising one hand. • Keep the hand raised until the class is quiet and attentive.

19. Keeping the students on track. • Use descriptive praise for good behavior and academics. • Provide feedback in a timely manner. • Be specific in describing to the students which aspects they are doing correctly.

20. Keeping the students on track. • Correct misbehavior by following a few simple steps. • Access what antecedents and consequences are associated with the misbehavior. • What activities or issues are occurring before the misbehavior? • What consequences (both positive and negative) occur after the behavior?

21. Keeping the students on track. • Correcting misbehavior (continued) • Observe exactly what behavior is taking place.

22. Keeping the students on track. • Correcting misbehavior (continued) • Collect data on the behavior over time.

23. Keeping the students on track. • Correcting misbehavior (continued) • Implement a plan to correct the behavior. • Discuss the situation with the student • Discuss strategies for correct behavior • Create a contract • Make environmental changes • Modify instruction • Provide feedback

24. Final Thoughts! • Effective classroom management begins well before the first bell and lasts throughout the year. • Creating an effective classroom management plan is a complex task. • It takes the community (teachers, parents, students and support personnel) to create a positive educational experience. • It is imperative that a management plan is continuously evaluated and adjusted when necessary.

25. References • "CareerConnect - American Foundation for the Blind." American Foundation for the Blind - Home Page. Web. 16 July 2011. <http://www.afb.org/Section.asp?SectionID=7>. • Jones, Vernon F., and Louise S. Jones. Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. Ninth ed. Boston: Pearson/Allyn and Bacon, 2004. Print. • "Reach Out | Life Coaching for Single Parents." Www.Helen- Lingard.com. 22 Jan. 2011. Web. 17 July 2011. <http://helen- lingard.com/reach-out/>. • Sprick, Randall S., and Keba Baldwin. CHAMPs: a Proactive & Positive Approach to Classroom Management. Eugene, Or.: Pacific Northwest Pub., 2009. Print.