Classroom Management Plan
A plan for developing an equitable and learning-centered classroom
What is an "Equitable" classroom?
A classroom community in-which all students have an equal opportunity to
learn and grow.
What is an "Learning-Centered" classroom?
A classroom community in-which the focus of the class is to generate learning and growth in areas of analytical analysis, not on memorizing facts.
A classroom community in-which all students have an equal opportunity to
learn and grow.
What is an "Learning-Centered" classroom?
A classroom community in-which the focus of the class is to generate learning and growth in areas of analytical analysis, not on memorizing facts.
As a teacher, I believe...
In developing a classroom environment in-which all are welcomed as equal members of our community, all are respected, and all feel that they are in safe place. Creating such an environment requires a team effort; therefore, all members of our community, both students and teachers, will take responsibility for actively working to create that environment. We will accomplish this by practicing the “Characteristics of Kindness”.
Characteristics of Kindness:
Kindness Definition - The quality of being friendly, generous, and considerate.
Kindness…
In developing a classroom environment in-which all are welcomed as equal members of our community, all are respected, and all feel that they are in safe place. Creating such an environment requires a team effort; therefore, all members of our community, both students and teachers, will take responsibility for actively working to create that environment. We will accomplish this by practicing the “Characteristics of Kindness”.
Characteristics of Kindness:
Kindness Definition - The quality of being friendly, generous, and considerate.
Kindness…
- Considers others first,
- listens intently to their ideas,
- values the efforts of others,
- responds with respect and patience,
- does not act in anger,
- is willing to admit fault,
- and is willing to make amends.
THE DAILY DO’s -
Rather than a list of Don’t(s) (inaction), students will receive a list of Do’s (actions)
Every day…
Rather than a list of Don’t(s) (inaction), students will receive a list of Do’s (actions)
Every day…
- Be Kind
- Do something considerate for someone that requires you to give something up (i.e. time, energy, ideas, social status, etc.)
- Listen to someone intently without judging them. Just try your best to understand what they are saying and how they are feeling.
- Find someone else’s strength and tell them what it is.
- Sincerely admit a “weakness" to someone (i.e. a fear, doubt, mistake, etc.)
- Do something that you know you’re not good at.
- Ask someone for advice.
Below is a resource I've developed to help you understand my classroom management plan. Click on the triangle to view the full presentation. Enjoy!
Classroom management involves many levels of strategic support. My philosophy is that students should be treated as much as possible, like the adults we hope they will grow into. That philosophy influences each level of my plan. From the creation of a caring community to addressing chronic misbehavior in students who need wrap around supports, I believe teaching adult decision making should be goal. I've underlined ways that my philosophy is reflected in each level
described below.
The foundation of my classroom management plan is the intentional creation of a CARING COMMUNITY within the classroom. If students feel invested in each other, and feel that you’re invested in them, they’re more likely to show respect for one another and for you. That being said, I try not assume that every student has the necessary skills to know how to be a respectful member of a community, and that’s where I come in as a teacher. It's important to spend time early in the year developing your classroom routines and expectations. This time should be focused on teaching students how to be contributing members of a healthy community.
At times, BEHAVIOR may need to REDIRECTED . This phase of my management plan is designed to give students reminders of what they should be doing, after I've established clear expectations. These reminders are not contrary to teaching adult decision making. After all, as adults we often provide some feedback to eachother when someone's actions are hurtful in some way. I tend to start by using proximity, standing near students who are talking when they shouldn’t be. I've also used a routine of ending the day by having students self evuate using the "Daily Expectations" (Classen, 2008).
I believe that misbehavior is a learning opportunity. I try to equip students with LIFE-LONG SKILLS that they can use to resolve conflict by including them in the creating a plan to restore whatever expectation was broken (Kohn, 1996). I try to make sure those solutions are applicable to life; for example, having students give an appology to the class or a classmate is far more applicable to healthy social skills than assigning detention.
Some students may need additional supports like having SOME OTHER PLACE to go cool off (Classen, 2008). I give students the option of taking a walk outside, or going to the bathroom. Removing yourself from a situation when necessary is a valuable tool we can use even as adults. I consider it a part of self management strategies. I try coordinating with other teachers, campus security, or admin to have rooms available if a student needs extended time outside the room.
If their behavior persists, I look to INVOLVE OUTSIDE SUPPORT. Teaching is a community effort and other teachers, administrators, councilors and coaches are great teammates in the process of helping students redirect their behavior. (Kohn, 1996) This helps students understand that having the support of a community is a valuable asset. All of the adults involved should be on the same page. I try to make sure I communicate with them before seeking support.
Management Strategies Sources:
described below.
The foundation of my classroom management plan is the intentional creation of a CARING COMMUNITY within the classroom. If students feel invested in each other, and feel that you’re invested in them, they’re more likely to show respect for one another and for you. That being said, I try not assume that every student has the necessary skills to know how to be a respectful member of a community, and that’s where I come in as a teacher. It's important to spend time early in the year developing your classroom routines and expectations. This time should be focused on teaching students how to be contributing members of a healthy community.
- Learn your student’s names and use them regularly. (Kohn, 1996)
- Help students learn their classmate’s names and encourage them to use each other’s names. (Kohn, 1996)
- Develop a Respect Agreement as a class. (Classen, 2008)
- Start communication with parents early and often. (Classen, 2008)
At times, BEHAVIOR may need to REDIRECTED . This phase of my management plan is designed to give students reminders of what they should be doing, after I've established clear expectations. These reminders are not contrary to teaching adult decision making. After all, as adults we often provide some feedback to eachother when someone's actions are hurtful in some way. I tend to start by using proximity, standing near students who are talking when they shouldn’t be. I've also used a routine of ending the day by having students self evuate using the "Daily Expectations" (Classen, 2008).
I believe that misbehavior is a learning opportunity. I try to equip students with LIFE-LONG SKILLS that they can use to resolve conflict by including them in the creating a plan to restore whatever expectation was broken (Kohn, 1996). I try to make sure those solutions are applicable to life; for example, having students give an appology to the class or a classmate is far more applicable to healthy social skills than assigning detention.
Some students may need additional supports like having SOME OTHER PLACE to go cool off (Classen, 2008). I give students the option of taking a walk outside, or going to the bathroom. Removing yourself from a situation when necessary is a valuable tool we can use even as adults. I consider it a part of self management strategies. I try coordinating with other teachers, campus security, or admin to have rooms available if a student needs extended time outside the room.
If their behavior persists, I look to INVOLVE OUTSIDE SUPPORT. Teaching is a community effort and other teachers, administrators, councilors and coaches are great teammates in the process of helping students redirect their behavior. (Kohn, 1996) This helps students understand that having the support of a community is a valuable asset. All of the adults involved should be on the same page. I try to make sure I communicate with them before seeking support.
Management Strategies Sources:
- Classen, R. & Classen, R. (2008). Discipline that Restores: Strategies to create respect, cooperation, and responsibility in the classroom. Booksurge Publishing, S.C.
- Wong, H. & Wong, R. (2009). The First Days of School: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.
- Kohn, Alfie (1996). Beyond Disciple: From compliance to community. Alexandria, VA: Association for Supervision and Curriculum Development.
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