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Evidence #2: Classroom Management Plan |
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Evidence #2: Classroom Management Plan
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My second evidence for AP #9 is my modified Classroom Management Plan that I revised for my Level II Internship EDE 4942. My original plan was done for 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. In my revision I included additional information I have learned from my experiences in my internships and other courses I have taken that I wish to include in my classroom and in my educational philosophy.
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My second evidence meets the criteria for this AP in numerous ways. My plan shows that I have recognized the different types of diversity that are present in the classroom. Not only have I specifically stated different types of diversity, but I have given strategies for myself, the teacher, to use for all types of students. I also talk about the importance of teaching my students to respect and accept all other students’ differences. I discuss that I want to not only study American history, culture, and traditions, but also lots of other countries. I want my students to know that the world is so rich in culture, and that everybody is just as special and important as everyone else. I plan on having concrete materials, such as multicultural books and artifacts of other countries to show this. I think by teaching them about different countries, they will be aware and knowledgeable about differences we all have. Students are not the only ones who face challenges by being diverse. I also recognize in my management plan that the families of my students also can face difficulty. It is important for me to be aware of this. For example, if the parents of a student don’t speak English, I need to make accommodations in order to communicate with them. I can either ask a bilingual translator associated at the school, or I use a translator online. I can ask the student for assistance as well. It is very important to have every parent/family member know how important that student is to you, even when language barriers get in the way. ESOL students are not the only ones who are diverse. There are countless ways that students can be diverse and different. This is why I want to create an atmosphere that promotes respect and acceptance of all students. I think one way of doing this is letting the students participate in show-and-tell. I will also encourage parent involvement in this, because this way the parents might be able to contribute something very special to that child’s specific culture, family, or beliefs. This type of show-and-tell will help show that every student is bringing in something different that is important to them and that is what makes us unique and special. This activity will help promote open-mindedness, acceptance, and the students will get to learn interesting facts about their peers. My management plan also discusses my idea of finding the strengths in every student and positively reinforcing that. By focusing on what every student does well, the class as a whole will see that everybody is good at something, although it might not be the same thing. If a child struggles in reading, it might not be so bad since everyone knows how great he understands science lessons. I want my children to understand that there is no such thing as being ’dumber’ or ‘smarter’ than anyone else. I will teach that every student learns differently, and that is perfectly normal and okay. On the other hand, my management plan states that all of my students will know that criticizing, judging, and intolerance of other students’ differences will absolutely not be accepted. I will make this one of my most strict rules (consequences will be more severe than other classroom rules) to show the students how very important it is to accept everybody.
My revised management plan was put in place because of my experiences in my Level II Internship. Therefore, these ideas and strategies I developed are used in my internship every day I am there. Between my Level II Internship and my ESOL Practicum, my classes have been so rich in diversity. I try to incorporate multicultural awareness in at least one lesson I do per day. Usually in reading I will do a read-aloud of either a multicultural book, or a book that promotes awareness of some sort of diversity. I have done mini-lessons about activities of acceptance and ‘squashing’ stereotypes. I also have my students do cooperative learning activities very often, as stated in my management plan. In my Level II Internship, the first time I split the 5th grade students into groups of two (I purposely did boy/girl) it was for writing. The groups were to create a realistic fiction story about whatever they wanted. This initially caused mayhem in the classroom because nobody could agree on what to write about. I would mediate each group by encouraging students to find ways in which they were similar, and also to try compromising. Take aspects from both of your ideas and incorporate into one story. The children were furious with me at first because I refused to let them change groups or give them any sympathy. I taught the children that working cooperatively is a skill they will use for the rest of their lives. Eventually, each group came together and created their stories. By the end, they were all excited about what they had created together. This showed the student that while you may not all like the same stuff or agree on everything, you can learn to respect each other and work cooperatively to create a story you both love. I also have had lots of experience using methods and strategies to promote success for ESOL students. My management plan discusses the importance of ESOL modifications. Some specific strategies I use in my Level II internship and ESOL practicum are incorporating pictures and realia into lessons for the students to have a picture representation next to the written representation. I model what I want the students to do as much as possible. My cooperating teachers let me label items around the classroom such as sink, desk, ceiling, wall, bathroom, etc. I am aware that there are different levels of language acquisition for ESOL students, and each level requires different modifications.
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