Natalie's Plan for Classroom Management
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Natalie's Plan for Classroom Management |
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A key ingredient to classroom management is discipline. Discipline or behavior management, according to C. M. Charles, is “what teachers do to try to get students to behave acceptably” (Charles, 4). Discipline teaches students how to respect their teachers and peers. It makes the classroom environment positive, safe, comfortable, and appropriate for learning. Students need discipline for structure and guidance to know what is expected of them. If students do not know how to act then they act how they wish to, which often causes chaos in the classroom. Without an effective discipline plan teachers get worn-out from trying to get students’ attention and cooperation. Simply stated, an effective teacher uses an effective discipline plan. A discipline plan should include classroom rules and procedures. Rules should be general guidelines directing students how to behave in the classroom. Procedures are processes or plans of actions students can automatically follow. Procedures help students to efficiently transition from one lesson to the next, find supplies, communicate with teachers, and use time wisely. To make rules and procedures, teachers should work collaboratively with the students. Collaboration puts the teacher and the students in agreement with what is expected. When students help make the rules and procedures they gain a sense of ownership in the classroom. Their voices and opinions are heard, and no longer is the classroom run like a hierarchy, but like a democracy. Students become the citizens of the classroom. They understand their choice to be or not to be a responsible student will benefit or hinder the overall classroom community. A good time to collaborate with students is during classroom meetings. Throughout the year classroom meetings can be held so students can discuss how the rules, procedures, and consequences are supporting or hindering their success in the classroom. Authors of Positive Discipline, Jane Nelsen, Lynn Lott, and H. Stephen Glenn, believe “…meetings make it possible to involve students in discussions about curriculum and behavior and obtain their input in making decisions. They also furnish a venue for practicing many of the skills of communication, problem solving, and conflict resolution…” (Charles, 125). By collaborating through classroom meetings students develop life long skills that will help them be responsible for their individual and group behavior. Without a particular group of students to collaborate with, I will give a general set of rules and procedures I would like in my classroom. My classroom rules will be few in number, broadly stated, and explicitly explained. General reminders of what a rule means will be listed below each of them. Having just a few rules keeps students from feeling overwhelmed by an on-going list of do’s and don’ts. Following are my classroom rules:
-Honor one another’s personal space and belongings -Speak with appropriate language and vocal tones. -Listen actively and speak only when it is your turn.
-Come to class prepared and ready to learn. -Do your work with 100% effort.
-Believe in yourself and others. -Have fun!
Similar to my classroom rules, procedures will be explicitly explained. Each step of the procedure will be provided so students know exactly what to do. My procedures will be used for common classroom events and activities, not for special occasions which may occur once or twice a year. Following are my classroom procedures:
* Give the teacher two looking eyes, * Two listening ears * One quiet mouth
* Leave hats, outdoor clothes, umbrellas, and toys in your locker. * Greet the teacher with a handshake, hug, or high-five. * Turn in your homework. * Be ready to learn.
* Walk when lining up. * Stand about two inches behind the person in front of you. * “Give Me Five” (see procedure one) * Walk at the same pace as the teacher.
* Raise your hand to get the teacher’s attention. * Only talk when it is your turn or when the teacher says it is okay to talk. * Talk with an “inside” voice.
* Quietly finish assignments you have not finished. * Then silently read a book or play an educational game.
Students will learn rules and procedures the first few weeks of school by practicing and role playing them as a class and in groups. In addition, I will remind students throughout the year of the rules and procedures when needed; especially before and after vacations. In the article Effective Teaching: The Most Important Factor, Harry Wong emphasizes, “Students who know what to do in the classroom produce results and results produce learning and achievement. This is because the students take responsibility and ownership for the task that needs to be done; resulting is fewer behavior problems and increased academic learning time.” By giving my students explicit instructions and lots of opportunities, I will make sure students can follow the rules and procedures simply and efficiently. Furthermore, I will be thoroughly prepared to teach and facilitate. I know students cannot be expected to sit quietly and listen to lesson upon lesson so I will use hands-on and active learning strategies as much as possible. Learning will be made exciting and stimulating. C. M. Charles author of The Synergetic Classroom says, “increasing student interest and involvement in class activities…in turn significantly reduces misbehavior, increases student achievement, and produces satisfaction for all concerned” (Charles, 235). In order to engage students I will differentiate my lessons to meet their individual needs, interests, and strengths so all students can be successful. I would like to think there will be no misbehavior in the classroom, but everyone knows that is near impossible. So when misbehavior does occur, I will issue the consequences. First, I will give a nonverbal warning such as standing next to the student or using a hand signal. If the nonverbal warning is unsuccessful then I will proceed with a verbal warning which will always be delivered in a calm and composed manner. If the student is still misbehaving he or she will be asked to do one or more of the following: talk individually with me during free time, apologize to the class (or person offended), repeat the procedure correctly, or reflect in writing about his or her misbehavior. To support and encourage students using correct behavior I will use positive reinforcement. The majority of the time I will positively reinforce students’ good behavior with nonverbal and verbal communication, such as a smile of appreciation, wink, thumbs-up, or “Thanks for (correct behavior)”, “(name of student) is being responsible by (behavior)”, and “Lets follow (name) lead by (behavior)”. When the whole class shows exceptionally good behavior I will add ten marbles to a large jar. When the jar is full the class will receive an educationally sound award. As the teacher, I know I cannot expect my students to behave appropriately if I do not. Therefore, I will present myself as the best role model I can be. I will be flexible and approachable while still maintaining a professional and organized demeanor. I believe the teacher sets the tone for the classroom. If I want my students to be positive, I must maintain a positive attitude and outlook. If I want my students to be considerate and understanding, I must be considerate and understanding of their needs. If I want students to be successful, I must show the students I believe they can be successful. Similarly, in Charles Bakes and Iris Ellis’ article The Secret to Classroom Management they write, “In order to teach respect, teachers must be committed to modeling respect”. As this kind of teacher I will show and act upon my sincere interest in my students daily lives by asking students about their interests, skills, and backgrounds. Then I will incorporate their needs and preferences into the curriculum. Not only will students share in maintaining a positive classroom environment, but parents and guardians will play important roles as well. I firmly believe maintaining a strong teacher-parent/guardian relationship improves student achievement. To do this I will send classroom newsletters home and keep a classroom website up-to-date for parents to refer to. Also, I will invite parents to observe or participate in classroom lessons and activities. As a key ingredient to classroom management, I have thoroughly planned how to use discipline in the classroom. Using my rules and procedures along with consistent consequences, I will be able to provide an environment for students to learn comfortably and successfully.
Sources Cited:
Backes, Charles E. and Iris C. Ellis. “The Secret of Classroom Mangaement” ACTE Online. 2005. <http://www.acteonline.org/members/techniques/may03_story2.cfm>. Charles, C. M. Building Classroom Management. 2nd ed. Bosten, MA: Allyn and Bacon, 2002. Wong, Harry. “The Most Important Factor.” Teachers.Net. Aug. 2005. <http://teachers.net/wong/AUG05/>.
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