Classroom Management Plan
Theoretical Introduction:
Classroom Empowerment
Classroom management has garnered a negative connotation over the years. I intend on rectifying its notoriety with the help of my students. Although the term “management” accurately reflects the systematic, intentional, and multi-faceted elements of maintaining a successful classroom, another word that might supplant it is “empowerment.” As a prospective teacher, I hope to work closely with my students to develop the optimum environment conducive to learning. Accomplishing this will require that we implement a cohesive social contract with logical and relevant consequences tailored for our class, which should solidify our shared expectations and help meet the needs of every member in the class.
The key to having a successful classroom is to build a foundation for respect and caring. Relationships lie at the heart of our existence, and in the field of education, I feel that this is especially true. Often we experience the “problem behaviors” from our students because they feel little to no meaningful connection with us and the information we are trying to teach. As amateur teachers, we exacerbate matters when we take their behavior as a personal attack and refuse to reflect on our own actions that may fuel the behavior, mainly by placing the blame solely on them: “They are just acting out because they have nothing better to do than make my life miserable.” Essentially, this defeatist mentality brings about no results, save for the continuation of the problem.
I will prevent this gap from widening by modeling the principles of responsibility and integrity, and explicitly communicating to the students t...
... middle of paper ...
...some energy to get you through class time until you get lunch at the cafeteria.” I want Saul to understand that it really is okay to bring some simple snacks to this class as long as he doesn’t leave trash behind. If this persists, I will speak with his parents so that he can wake up earlier and eat a wholesome breakfast, or bring food from home.
I remind my class that the 10 minutes are almost over, and ring the bell when the 10 minutes have passed. The rest of the class is spent on discussing the answers with each other. Since the subject of immortality is a sensitive one, I will provide students the opportunity to discuss why eternal life is meaningful to them according to their religious beliefs. At the end of the period, students talk about the movie and how they would live their lives to the fullest if they chose mortality over being immortal.
Williams, Iain Cameron. Underneath a Harlem Moon: The Harlem to Paris Years of Adelaide Hall. London: Continuum, 2002. Print.
You can read his story in Genesis, Chapters 37-50. The first note of him concerns his ability to dream and interpret dreams. Joseph was a dreamer and he had a dream. His dream took at least two forms. In one version of his dream he was a sheave of wheat and his family were also sheaves of wheat that had been gathered at harvest and were waiting to be carried in to be stored. In Joseph’s dream, all the other bundles of wheat bowed down to his. In another version of his dream he was a star. Again, his family were also stars and heavenly bodies. Again, all the other stars and heavenly bodies bowed down to his star in his dream.
In chapter thirty-nine of Genesis, Joseph was taken, by a group of Ishmaelites, to Egypt to be sold as a slave. He was bought by a guard captain named Potiphar. Potiphar saw that Joseph was blessed, by God, so he made him the head servant of the house. Berlin and Brettler suggest in “The Jewish Study Bible” that like Potiphar, Joseph’s father’s preference of Joseph may have been an unconscious manifestation of God’s favor toward him. Now, Potiphar had a wife who was very attracted to Joseph. She frequently asked him to lie with her. Joseph always refused. It would have been a betrayal of his master, but more importantly a sin against God...
The goal of a Management Plan is to ensure student productivity in a classroom by creating a positive learning environment along with supporting and fostering a safe classroom community amongst teachers, students and parents. It is essential to the class’s daily functions.
In 1820, against popular belief, is when joseph’s story truly begins. As recorded in the Pearl of Great Price, God the Father and God the Son Speak appear to Joseph through a celestial vision. They Report to him that they where unhappy with the way t...
For instance, the social powers model plays a significant role in building effective relationships that can promote the success of students and teachers. However, I agree that there needs to be a balance of each social power in order to have a positive effect on students; this is especially true for coercion and manipulation in the classroom. “These two social powers should be combined with a classroom management style that helps students see teachers as problem solvers (expertness) and as having personal characteristics that make the student want to perform well (likability)” (Alderman & Green, 2011, p. 43). As the text suggests, positive interaction among teachers and students is one of the most crucial elements of classroom management because it helps students become more engaged in the learning process, reduces misbehavior and promotes compliance. Thus, it’s critical to utilize the social powers model to build teacher-student communication and enhance relationships with students, for instance, making them feel secure and needed, learning their strengths and weaknesses, and figuring out what motivates them to want to
Teachers use theories, models of learning, and professional standards to shape their teaching practices. There are several learning theories that have evolved the educational field. Theories guide instruction and the beliefs of the teachers. Teachers use these theories, standards, and personal beliefs to develop goals in order to improve teaching effectiveness.
Joseph as an individual started as a lost, depressed individual with no insight on what is happening in his life which leads to constant flashbacks to his father. The loss of Joseph 's father pointed out the feeling of how many children across this world might feel especially in places where conflict and war are still existent. This story did have a little bit of the plot focused on racism but the idea of being new and unique dominated the
Nawoyski, K. (2012) 'Genocide Emergency: Violence against the Rohingya and other Muslims in Myanmar', p. 1.
I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career. Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself. Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher. It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching. Also, my classroom management plan may need to be altered to fit my specific group of students.
The job of a teacher is never easy but we have seen how cooperative discipline and enabling students to feel capable, connected and contributing can improve classroom management and maybe even our own moods. If we create an environment of mutual respect and give our students legitimate power of voice and choice in the classroom we will see positive results in improved student behavior and student achievement. Because when our students believe that they can succeed, they will.
Additionally, student teaching has taught me that organization and preparedness are keys to having success. With advice from other student teachers bell ringers became a subtle reason for my success in improving my classroom management skills. I learned that by occupying the students immediately with work it seemed to have a calming affect upon then.
Classroom management issues are looked at from a variety of ways. In other words, regardless of what medium a teacher will use to manage a classroom, there are several main objectives that must be met. These objectives are outlined in an article written by Charles E. Backes and Iris C. Ellis called “The Secret of Classroom Management.” All of their ideas pivot around three central ideas: respect for the students, preparation, and a passion for education. For instance, a few of their tips are to “Pick your battles carefully,” “Fill each period with activity,” and “Care about the students,” (Backes and Ellis-2005). I plan on delving into each of these three main pivot points to discuss how they are applied, and how technology can be used throughout.
My classroom management plan is very simple, yet I have found it to be extremely effective. This strategy has worked in every classroom that I have taught in. My approach is always student-centered as I will help students to develop a sense of responsibility for the actions they choose. The behavior standards in my classroom are high yet developmentally appropriate for the grade that I am teaching. My students will play an equitable role in creating rules for our classroom environment. Together, we will evaluate what appropriate behavior for our classroom is. I will write these rules as positive statements to be displayed in the room and ensure that all students understand the expectations in our class. Students will be made the consequences for failing to abide by the rules that we have collectively made. It is my continuous goal to be firm, kind, and consistent in my approach to rules and consequences. This will help foster a composed, secure, and systematic classroom - one in which facilitates learning.
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.