PDP+Materials

Classroom Management Plan
Philosophy behind the plan:  As a classroom teacher, I believe that my primary role is to lead my students in their pursuit of an education. My role is to do things //with// my students versus the common idea of doing things //to// my students.  Classroom setup and procedures: My classroom is typically arranged to facilitate whole group, cooperative group (4-6 students), and small group (2-3 students) instruction. My desk is a place to store my materials and work when I’m not teaching; I will not teach from my desk (it is typically at the rear of the room). Classroom materials will be readily available, but not so as to be wasted or abused. Worksheets or other materials will typically be waiting for the students when they arrive in the morning; they are kept in an “orange folder” until needed. Students use “blue folders” for home-school communication. Daily work, newsletters, and other routine correspondence go home each night. Folders are placed in the inbox each morning. Parents can expect the folder each night, and I expect it each morning. “Purple folders” go home once a week with graded papers. Grades are posted to STI at least weekly.  Routines and Classroom Rules My classroom routines are designed to be logical and easy to understand. They are not designed to impose an unrealistic or unreasonable burden upon the students. They are flexible and are subject to change: when it is apparent that there is a reason to change a procedure (for example, a new classroom arrangement), the class (or I) will develop a new procedure, practice it, and strive for consistent application to ensure the day runs as smoothly as possible for everyone. At no time will a routine be contradictory to a school-side procedure or rule. As time allows, students will be given “breaks” during the academic day to sharpen pencils, use the restroom, and stand to stretch. As often as practical, students will have the option to “work around the room” to be out of their desks. Students do not move around the room while I am teaching or addressing the class.  “No one has the right impede the learning of others.”  Classroom rules: <span style="font-size: 12pt; font-family: "Arial","sans-serif""> <span style="font-size: 12pt; font-family: "Arial","sans-serif"">#1 <span style="font-size: 12pt; font-family: "Arial","sans-serif"">#2 <span style="font-size: 12pt; font-family: "Arial","sans-serif"">#3 <span style="font-size: 12pt; font-family: "Arial","sans-serif"">#4 <span style="font-size: 12pt; font-family: "Arial","sans-serif"">#5 <span style="font-size: 12pt; font-family: "Arial","sans-serif""> Consequences: <span style="font-size: 12pt; font-family: "Arial","sans-serif"">1st incident: A verbal warning is given <span style="font-size: 12pt; font-family: "Arial","sans-serif"">2nd incident: Student spends half of the lunch period with me <span style="font-size: 12pt; font-family: "Arial","sans-serif"">3rd incident: Student spends all of lunch with me <span style="font-size: 12pt; font-family: "Arial","sans-serif"">4th incident: Student spends recess with me <span style="font-size: 12pt; font-family: "Arial","sans-serif"">5th incident: A phone conference is conducted with parent
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">As a leader, I potentially have a great deal of influence over my students simply by virtue of my position. I intend to use that influence to help my students develop a positive attitude toward furthering their own education.
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">My philosophy of classroom management is in line with my understanding of the research of William Glasser, as well as that of Jacob Kounin (whose work is largely based upon that of Glasser).
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">Pure external control (the teacher response of coercion to the stimuli of student misbehavior) as a method of influencing student behavior is ineffective.
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">Students, like all human beings, have a set of needs that include survival and “the four psychological needs: belonging (which includes love), power, freedom, and fun” (Glasser, 1988, p. 15). All of our behavior is directed toward the goal of fulfilling one or more of those needs. Before reacting to a student's behavior, I examine the situation (the activity, the setting, the requirements of the activity, and external factors that are unique to each student) to determine where "fault" lies. I attempt to respond accordingly.
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">My philosophy of day-to-day classroom conduct is in line with the ideas and research of Jacob Kounin. In essence, Kounin says that a teacher should be aware of the classroom environment and attempt to “prevent management problems from occurring in the first place” (Favela, p. 1).
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">The key element of Kounin’s theory is lesson movement—effective management leads to effective teaching.
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">The components of lesson movement are:
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">withitness (knowing what is happening in the classroom)
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">overlapping (attending to two incidents or activities at the same time)
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">momentum (an effective lesson that pulls students along)
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">smoothness (avoiding distractions to the lesson).
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">Kounin also developed a concept that he calls the “ripple effect.” The ripple effect says that, “a teacher’s method of handling misbehavior influences the other students who were not misbehaving” (Favela, p. 1).
 * <span style="font-size: 12pt; font-family: "Arial","sans-serif"">Finally, Kounin says that teacher preparation is imperative: a teacher that is not delaying the flow of the day with administrative details is less likely to experience the results of a bored student.

Classroom Management Observations
Classroom #1: This teacher has a classroom arrangement that facilitates whole group instruction while allowing for small group instruction. There is also room for smaller groups of students (2-3) to gather on the floor for projects. There is not room for groups of 4-6 to work together without moving desks. There is a large open are at the rear of the room for large projects; this area also allows for easy locker access.

The classroom is very organized and neat. There is plenty of material displayed on the walls; all of it has an educational purpose and is well thought out.

This teacher's classroom management style is fairly straight-forward and seems to be effective. She has established a set of general rules and is consistent in her application of them. Students generally work within the guidelines presented; students are reminded of the rules and given a chance to reflect on their behavior through a "behavior log" sheet that they fill out as needed. This requires the student to consider their actions and develop a plan to correct their behavior.

This teacher is extremely organized; the visible benefit of this is that there is little "down time" while students are waiting for instructions or materials.

Classroom #2 Like teacher #1, this teacher has a classroom arrangement that facilitates whole group instruction that allows small group instruction at the "kidney" table at the back of the room. There is room on the floor (to include a carpeted area) for smaller groups to work together, but the overall arrangement doesn't lend itself to groups of 4-5 working together at any one time.

The classroom is organized and neat. Supplies are available and ready for distribution to limit administrative disruptions.

This teacher's style of classroom management is direct and simple. Students are familiar with the rules and procedures; infractions result in "pulling a color" and consequences are predetermined. There has been little need for that aspect of her management plan during the times I've observed her class. This teacher's students have an understanding of her expectations and are typically well behaved.

Classroom #3 This teacher has a classroom arrangement that facilitates whole group instruction, small group (4-6 students) instruction, and work in smaller groups or pairs. This teacher regularly rearranges her room to meet changing academic requirements, student situations (conflicts, chattiness, etc.), or her mood.

The classroom is organized and neat; this teacher has taught long enough to have collected a significant amount of material. There's no clutter, but there is a casual appearance to the room.

This teacher's style of classroom management is simple and direct as well. She established a set of expectations for her students, practiced routines until they were very familiar, and is consistent with her classroom management. Her students are comfortable with her style of leadership, and responsive to her correction. She also "pulls colors" when necessary, but that is not very often. Her classroom is "louder" than most, but in a positive, productive way. There is a lot of learning going on in her room.