|
|
| |
|
|
| |
|
|
|
|
Evidence #1: Classroom Management Plan |
|
|
|
|
| |
|
|
| |
|
|
| |
|
Evidence #1: Classroom Management Plan
|
|
This first assignment I’m using as evidence for AP #9 is the Classroom Management Plan that was done in EDE 4301: Classroom Management, Safety, Ethics, School Law. The assignment required me to create every aspect of my future classroom. This included my ideas, rules, likes, dislikes, and lesson implementations. I discussed communication with students, parents, and other teachers. This management plan also includes my teaching philosophy inspired by ideas of theorists such as Dreikur, Ginott, and the Canter sisters.
|
|
|
| |
|
|
| |
|
|
| |
|
|
|
My Classroom Management Plan meets this Accomplished Practice in many ways. Throughout the plan, I discuss the importance of communication not only with my students, but with parents, school faculty, and the community. For a successful classroom environment, communication is the most important thing to have with your students. First of all, communicating all directions clearly and consistently is very important. This can include written classroom rules in the room, written directions on the board or on an assignment, or explaining any variances before a new activity or lesson begins. Also, nonverbal communication is very crucial to an efficient classroom. In my classroom, holding up the number two means bathroom and the number three means a drink of water. By using this nonverbal communication, not one word needs to be said and I can acknowledge these students’ wishes nonverbally as well, by a simple head nod. This strategy allows the class to go completely uninterrupted instead of students calling out to use the restroom. I also believe in the idea of numerous communication strategies to reinforce one idea. For example, I will have the written classroom rules hanging in the classroom for every student to see and refer to at all times. I also will go over each and every rule verbally with the students. This way, they can read the words as I am saying them out loud. Also, I can go back and refer to any rule at any time if the students are misbehaving. For example, if a student is getting up out of their seat I can simply say “rule number 3 says ‘do not get out of seat unless given permission’.” Students need effective communication to follow rules and procedures. Like I stated, consistency is the key. I also have many small details that I use for many different parts of the school day that involve effective communication. For example, if we are using the text book for any lesson, I will verbally say “turn your math books to page 52”, as I simultaneously write “math page 52” on the board. This way, any students who did not hear me say it the first time doesn’t have to interrupt the class by calling out ‘what page?’ they can simply just look at the board. I have an effective nonverbal communication strategy to get my students attention. When the class is talking, it can be very disruptive and ineffective to try to call out over the noise to get the students attention. Instead, I go stand in the front of the room, put one arm into the air, and wait. One by one, each and every student stops what they are doing and puts their arm in the air. Within seconds, the classroom is silent and I have every pair of eyes on me. I also feel it is very important to communicate often with the parents of my students. My evidence states that I will begin parent conferences almost immediately after the school year starts. I want to get to know each and every parent and I want them to get to know me. I want them to feel comfortable and confident with their child in my care every day. I don’t think you need to wait until midterms to bring the parents in to show them their child’s work. That is not the only purpose of parent conferences to me. I believe in ongoing and effective communication with them, and that starts as soon as the school year starts. I intend on sending letters home with the parents every time a new unit begins. I want the parents to be as involved in t heir student’s school lives as they want to be, and that starts with having consistent information about what’s going on in the classroom. I also will be communicating daily with each parent via the students’ agenda books. I created a communication system where the student will receive a number 1 to 4. One means the student had an excellent day with no behavior problems. 2 means a fairly well day with a small problem during the day, and so on. If a student received a 2-4 I will thoroughly explain what the issue was via the agenda book. I also think frequent phone calls and emails are a great way to communicate with parents. Whether the child had a great day or a not-so-great day, I think every parent should be contacted occasionally to discuss their child’s progress. I will also encourage every parent to come to me with any issues, dilemmas, ideas, suggestions, comments, etc. I want them to know that they are a necessary factor to their child’s success in my classroom.
My Classroom Management Plan has been implemented mostly in full with my 5th graders in my Level II internship this semester. My cooperating teacher let me have complete control over the classroom every Wednesday and Thursday from the third week I was interning. Some of my rules were a little different than Mrs. Heres’ (my cooperating teacher), but the children learned that anything I wanted them to do I would clearly communicate with them first and foremost, so there would be no confusion. I discussed specific ways in which I use several different types of communication strategies with my students in question #2, and these are all implemented with these students in my Level II internship. I think first of all, I needed to figure out what I wanted the outcome to be. Why am I doing this? Why am I teaching this lesson? After you know what you want the students to learn, then you can find ways to effectively communicate with them. Communication is key in my classroom, and I mentioned several ways in which we use various types of communication skills. From writing the directions on the board as I say them, to using hand signals to communicate questions, the classroom runs on effective communication. I also use a technique where I will repeat the exact same thing two times. I do this when I want the students to know that what I’m saying is REALLY important information. I do this a lot as I read to them from their textbooks. I also do this as I am teaching them math and I am showing them a technique to solve a problem. I believe all rules and procedures that are to be followed in the classroom will only be implemented correctly by your students by correct communication by you, the teacher. My students love to run down the hall in a chaotic manner when they walk to lunch. But with me, they know not to for several reasons. First, before we even walk out the door, I communicate to them the correct way to walk down the hall. I tell them to stay single file and to not have any gaps between people. As we walk down the hall, I never yell out, to respect the other classes. But, I created hand signals to communicate with them. If they are getting out of line, I simply hold up my forearm in a straight manner to indicate ‘get in line.’ If students begin to lag behind, I put my hands apart, and then close them together, as if closing a gap. These hand signals communicate exactly what I want the students to correct, and I don’t have to say a word. So, the ideas of effective communication that I created in my Classroom Management Plan truly are implemented in my classroom to foster a successful learning environment for all students.
|
|
|
| |
|
|
|
Back to Folio