Classroom Management Plan Courtney Valencik SSPECED 358-04 ‘Apt 22,2013| will be teaching in a S* grade classroom. This room would consist of students ‘who ae ten and eleven years of ag. The content I wil be teaching al fills under an English couse. The course content ofthe year wil include independent reading ofa rulitude of gentes, book reports analyzing characters, plots, and setings, daily journaling, and punctuation editing “The school at which Tam teaching, Timber Lane Elementary School in Falls Church, Virginia, consists of 499 students grades Pre-K to grade sx wih 78% ofthat, enrollment being minority. The di{iy ofthe schoo includes 19% Asian, 46% Hispanic, 7% black, 22% white, and 6% unknown. Of the 499 students, 52% qualify for fee or reduced lunches. The student-teacher rato stands at 13:1, below the Virginia School Average. The male-to-female ratio of Timber Lane is 52%(48%, males surpassing the females by a 4% margin. ‘Wiile in the classroom, plan to teach using bth group and individual work. Group work allows students to share opinions and ides, be creative, and show leadership. also can allow quieter students to be pat of things and even be a leader. Individual work is easier in terms of seeing ifevery student understands the information. Illows them to do the work othe best oftheir ability. The use of _r0up and individual work together is important for rapport building, per relations, leadership building, and assessment. Boh should be used to thee filles potential in the classroom environment. ‘Active Iming advles ae extremely important fr students 0 Be part of. Using ative leaming activities makes the students the centr of the laming, _getting rid of straight teacher lecture with things like group projects, role-playing, think-pairshare, debates, and cooperative learning. These things ean be used in my English clas through group press on recently read novels, ole playing from stores, and discussions on book plots or characters. Cooperative Fearing canbe sed on big projects, like a report or presentation ofa book, to better engage the stents in the material so that they are more likely to learnBairanBone ‘Reading Area Bookcase Oo “The physical setup ofthe room isa cooperative leaning space which males ita safe, social, open, and organized environment forthe students, This improves student attitudes, grades, attention, and social skills. The student desks are arranged into cooperative groups allowing for more peer socialization and leadership opportunities, as wel as more discussions. The teacher's desk is atthe front of the room, a isthe bulletin board withthe Class Expectations postr so that students ae clear in what is expected of them in the elasroom. In one back comer of the room is “guided learning’ desk for teacher and student one-on-one learning. Inthe other back comer is ‘reading area, complete with a rug and bean bag chairs. This area encourages independent or group reading inthe classroom. I can also be a good reward for finishing ary, geting homework done all week, o for good behavior. All ofthe ‘aspects ofthe room work together to create a flowing, safe atmosphere to encourage ‘behavior management and socal skills “Teacher's DeskTIL, Expectations for my classroom include (as shown on the accompanying chart) 1. Be prepared. I expect the students, since they are now in middle school, tobe able to remember books, notebooks, and writing utensils for class so that no instructional time has to be taken away for students to get supplies. 2. Be responsible for your actions. The students will be held responsible for how they act and what they doin clas, during the start of class, through group work, and during the teacher lecture. 3. ‘Treat others with respect. The students should always show respect towards other students as well as to the teacher. In order to engage the students in the rules, Iwill have them all give suggestions for the rules at the beginning ofthe year. That way, they will be part ofthe rules process and therefore will know them and follow them better. When the rules are followed, the students will be reinforced with a weekly reward of extra recess on Friday, or ‘free homework” passes. Expectation Start of Class Group Work “Teacher Lecture “Bring your notebook, | -Have appropriate notes | Be writing notes in your folder, and writing | and papers out notebook Be Prepared utensils to class Asa group, haveall of | -Have homework out at ‘the materials required for | appropriate time that day's task Follow along with the lecture “Raise your hand “Be doing your group role toleave or speak _| -Ask for help if needed Be Responsible for Your | -Have projects and | Complete work within | -Listen during the lecture ‘Actions ‘homework completed | the timeframe Respond to questions Follow any directions siven = Treat Others With Respect | Greet cassmaies | Keep others on task -Do not speak while the spproprately Encourage others t0 teacher oF classmates are Help others ifasked | participate speaking forhelp Allow everyone's input. | -Keep hands, feet, and -Do not distract others objects to yourself ‘with hands, feet, objects, or talking,Vv, Rapport is a relationship marked by trust, harmony, and friendship, Rapport is @ powerful tool that can break through to the mos private students when used effectively. Using Too! 1, staying clos, isa big part of rapport building. Some ‘examples of using Tool 1 include making references to things the students are terested in (bands, movies, ete), using the students’ names, giving the students open ended questions to answer, having and keeping office or meeting hours, encouraging class discussions, and simply showing interest in the students" lives, like asking Bobby" how his trip tothe lake was. Doing those things with Tool 1 can establish an enormous amount of rapport with students. Tool 2, positive reinforcement, in building rapport, can be done in many ways. This ean include selecting students who are doing good things (hanging up their coat, working quietly, or lining up appropriately) and reinforcing them for their good-doings by specifically saying what they did that was good. This will not only build rapport with those students, but it wil also encourage the students around them to do good in order to also get praised. With kids at-risk, itis more important to use Tools I and 2 because increasing tools means inereasing care and trust. To build more rapport and trust with at-risk students means to be a bigger, and hopefully better, part oftheir lives. This will keep them eager to come to school, and to talk privately as well asin class, and participate in lessons, I is also important to use postive reinforcement on them so ‘that they know they ean do well. They won't give up if they're being told what they've doing well they'll be envournged to do ute things to be praised for, keeping ‘them in school and happy.v. Using group and individual work in the classroom isa good strategy and must be used in a balanced way. Some things are better done individually, like tests and book report, in order to assess each individual student to know if they understand the lesson or not. Group work can be done by establishing tiers and leaning centers Group work ean include active learning activities, and can be used to engage students and to increase peer relations. Active learning activities can include graphie organizers, choral reading, and think-pair-share. I will use graphic organizers to help students lear key terms or outline a story. Choral reading can be used everywhere in language ars, whether it be reading a definition together, or eading a passage. Think- pair-share allows the students fo think about a question or topic and share their ‘thoughts with neighbors. These active eaming activities will be used in my classroom to engage and encourage the students’ learnVL Within a classroom of middle school students, a teacher knows to expect ‘inappropriate behavior. TWwo kinds ofthis behavior ae ‘junk behavior and problematc/harmfl behavior. Junk behavior isthe behavior that sa nuisance but isnt harming themselves or othe students. For example, clicking a pci is considered junk behavior. This junk behavior ean best be dealt with by using Tool 3, postive reinforcement. By reinforcing the good behavior ofa classmate next tothe one doing the junk behavior, it will encourage the junk behavior student to stop what they're doing that i junk and start doing what the student that gor praised is doing, ending the junk behavior. For example, if Jenny is tapping her pene, 1 would ell Mark, sitting next to Jenny that he is doing a good job of sitting quietly and writing in his joumal. Jenny would hear Mark gt praised and she would begin siting quietly and writing in her journal like Mark. When Jenny does stop the junk behavior, itis ‘important to immediatly use postive reinforcement on her so that she continves on te path of good behavior. Problematic or harmful behavior is behavior thats ‘harmful to the student oto other students around them. Pulling a classmates hari sn example of problematic behavior. Problematic behavior canbe dealt with using “Tool 4, stop-rediret-pesitve reinforcement. To use Tool 4 with problematic behavior in my classroom, I would approach the student doing the harmil behavior, like in pling T's ii, wid sy “iy, stop pln Tired go ack to ‘writing your notes.” This would stop the harmfl behavior and rediect Jimmy to go back to his notes. Once Jimmy does go back to his nots, I would immediately use positive reinforcement to keep Jimmy daing the appropiate behavior ater than the harmful behavior. A behavior contract comes into pay after th too arent working and when te teacher isn't meeting the 4-1-1 rato. behavior contract is a psitive- reinforcement intervention used to change student behavior by expressing the expectations of student and teacher. Aso, because the student usually has sayin the conditions in the contract for earning rewards the student s more likey tobe ‘motivated to follow the contract. The contract isnot a permanent thing, but rather to ‘be use until the student accomplishes postive behavior on their own.VL. Behavior Contract ‘Student Name; Carl Fredrickson ‘Today's Date: Relevant Staff Name(s): Russell Smith, Charles Muntz, Doug Peterson ‘Target Behavior ( Behavior expectation): Respect others by keeping hands and inappropriate words 1o yourself, Speak only when called on, Follow directions the first time they are given, Complete assignments on time Data Collection Procedure: Good behavior chart with a check (\) for appropriate behavior (fr inappropriate behavior on a behavior chart Carl's ‘bchavior willbe evaluated in the middle and end of class by both Carl and the teacher, Reinforcement Procedure (what and how often): Atthe end of each dav, if Cath, ‘has achieved 7 out of 10‘ he will choose from a free homework pass, an extra "afl tcket for he classroom raffle box, of 10 minutes of extra computer time, ‘What Must Student do to Earn Reinforeement?: Respect thers by keeping hands andi ‘only when called on, Follow directions the firs time they are given, Complete assignments on time, 7/10 checks or more on behavior char. Consequences for Failure to Meet Expectations: No choice of homework pass, ‘computer time, ine determined by teachers and the classroom discipline procedures, Bonus for Exceptional Behavior: When Catl achieves 7/10 checks fora weck ina 0 he wil get an extra homework pass, computer tims otras ticket forthe day, Achievement of 7 5 in. row wil result ina re-evaluation of the behavior contrat, Signatures of all People Associated:‘VIL. Giving students corrective feedback is inevitable in the classroom. It's what helps them improve and keeps the elasstoom under control. Although giving corrective feedback is ‘2004, there should also be positive reinforcement. For every one instance of corrective feedback, four instances of positive feedback are required, developing the 4-o-1 ratio. This ratio should be used on all students in the classroom. Some students, however, will require ‘more frequent use ofthe rato than others. For example, Geonge may only need the ratio applied every few weeks while Ron may require it 3 times per class. To sel monitor bow ‘many times Tool 2 is used compared to Tool 4, I would use beans. Everytime I used either tool, I would adda bean tothe appropriate pocket, lft for Tool 2 (when I positively ‘reinforced a student for being good) and right for Tool 4 (when I give behavioral correction) I would do this for every class and for an individual student when needed, Data Collection Sheet — Individual Student ‘Student Name | Too! GBeansin Le Pocket) | Too! 4 Beans in Right Pocket) | Ratio Susan Deine 20 3 a