Secondary Classroom Management Plan
Level 5: Wraparound Support
Level 4: Somewhere Else Plan
Level 3: Life Skills - Long-Term Support
Level 2: Recovery
Level 1: Creating a Caring Community
Creating a Caring Communnity
My Philosophy & the Self-Discipline Pyramid
My philosophy of education aligns more closely with a student centered Existentialism philosophy. Within the classroom managemnt, I want students to accept personal responsibilty for their actions while understanding each students individuality. (Sadker, Zittleman 2012) I believe that in order for students to want to learn they have to feel like they are in a safe and caring community. It is my belief that students will thrive if they feel empowered in the classroom and they feel like they have roles and are productive members of the class. I also believe that sometimes any student can become disruptive or exhibit bad behavior and it is my job to recover those students. I don't believe in using a zero tolerance policy but instead remind students of their expectations and proper classroom behavior. I also believe that students need to taught appropriate social skills. Good behavior is often learned and my classroom will prepare them for appropriate behavior in the real world. Students will be given the classroom rules at the beginning of school like they would in a job. We will continually practice good behavior in class. When the behavior becomes disruptive to individual and other student learning the students will be given an opportunity to continue working somewhere else. I don't believe in expelling students but sometimes the student may need to work quietly or independently and also be given an opportunity to reflect on their behavior. For students that have special needs or may need some accommodation I believe more effort needs to go into trying to correct that behavior. In some cases other adults may be recruited in order to develop a plan for the student to improve behavior.
How I Communicate Expectations to Students
I first communicate classroom expectations the first or second day of school. I believe that classroom management begins and ends with respect. In order for learning to take place, the classroom must respect the teacher, other students, and the learning environment so this is communicated early. Eventually, behavior issues will arise and I will address them individually. I will remind students that its not ok to hit other students, make disruptive noises, or make inappropriate comments during class. If the behavior is severe enough and the entire classroom has witnessed it, I address the issue as a class. For example, I remind students that its not ok to refer to another person as "gay" or use any other derogatory word or foul language in the classroom. If bad behavior is persistent, I meet with the student privately and address the issue. I have found that if the behavior is not addressed immediately, it will persist. I try to not send the message that any bad behavior is ok. In the most severe cases, the parents will be sent a letter explaining the classroom expectations, the behavior issue, and I will ask the parents to address the issue with their child.
References:
Villa, Thousand & Nevin’s (2010) Collaborating with Students in Instruction and Decision Making (p.171-188).
Sadker, & Zittleman (2012) Teachers, Schools, and Society: A Brief Introduction to Education (p.196)
Level 5: Wraparound Support
Level 4: Somewhere Else Plan
Level 3: Life Skills - Long-Term Support
Level 2: Recovery
Level 1: Creating a Caring Community
Creating a Caring Communnity
- Students work in cooperative group structures (Villa, Thousand, Nevin 2010)
- Students take on roles as co-teachers
- Students work with partners to prepare for upcoming quizzes & tests
- Students are given roles that are rotated throughout the year
- Students correct homework with peers
- Students collaboratively develop some rules of on their own
- Students are reminded of rules that are posted in the classroom
- Students that do not follow classroom rules meet with the teacher after class
- Occasionally, the class as a whole will be reminded of classroom norms
- Students are given "the eye" to point out unacceptable behavior (Villa, Thousand, Nevin 2010)
- Students are encouraged to support one another when confused to avoid disruptions
- Students are given a "social contract" at the beginning of school they must sign that establishes expected behavior
- Students practice good social skills during class
- Students are encouraged to resist peer pressure to misbehave in class
- Students practice the STAR method where they Stop, Think, Act, & Review (Villa, Thousand, Nevin 2010)
- Students will reflect on their behavior and write about it in during a "cooldown" period
- When students are disruptive they will be sent to a "Planning Room" where they can work independently (Villa, Thousand, Nevin 2010)
- When the cause of disruption is a peer group, students will be moved to another part of the class
- When students behavior is not improving during class, they will be asked to step outside until they are ready to return
- When a student continues bad behavior a behavior contract will be prepared for the student
- When there are repeated instances of bad behavior, a letter will be sent to the parents and a meeting may be scheduled
- When a student exhibits bad behavior, the teacher will address the behavior for the benefit of the student and the class as a whole
- For special education students, the teacher and possibly a case manager will address behavior that interferes with learning
- For students with an IEP (Individualized Education Plan) who exhibit bad behavior, a PBS (Positive Behavior Support) plan will be developed (Villa, Thousand, Nevin 2010)
- For any student with special needs, the behavior will be researched and studied to try to identify action plans to improve the behavior
- When needed, a team of adults including the teacher, parents, counselors, or case managers will develop an action plan in order to correct disruptive behavior
My Philosophy & the Self-Discipline Pyramid
My philosophy of education aligns more closely with a student centered Existentialism philosophy. Within the classroom managemnt, I want students to accept personal responsibilty for their actions while understanding each students individuality. (Sadker, Zittleman 2012) I believe that in order for students to want to learn they have to feel like they are in a safe and caring community. It is my belief that students will thrive if they feel empowered in the classroom and they feel like they have roles and are productive members of the class. I also believe that sometimes any student can become disruptive or exhibit bad behavior and it is my job to recover those students. I don't believe in using a zero tolerance policy but instead remind students of their expectations and proper classroom behavior. I also believe that students need to taught appropriate social skills. Good behavior is often learned and my classroom will prepare them for appropriate behavior in the real world. Students will be given the classroom rules at the beginning of school like they would in a job. We will continually practice good behavior in class. When the behavior becomes disruptive to individual and other student learning the students will be given an opportunity to continue working somewhere else. I don't believe in expelling students but sometimes the student may need to work quietly or independently and also be given an opportunity to reflect on their behavior. For students that have special needs or may need some accommodation I believe more effort needs to go into trying to correct that behavior. In some cases other adults may be recruited in order to develop a plan for the student to improve behavior.
How I Communicate Expectations to Students
I first communicate classroom expectations the first or second day of school. I believe that classroom management begins and ends with respect. In order for learning to take place, the classroom must respect the teacher, other students, and the learning environment so this is communicated early. Eventually, behavior issues will arise and I will address them individually. I will remind students that its not ok to hit other students, make disruptive noises, or make inappropriate comments during class. If the behavior is severe enough and the entire classroom has witnessed it, I address the issue as a class. For example, I remind students that its not ok to refer to another person as "gay" or use any other derogatory word or foul language in the classroom. If bad behavior is persistent, I meet with the student privately and address the issue. I have found that if the behavior is not addressed immediately, it will persist. I try to not send the message that any bad behavior is ok. In the most severe cases, the parents will be sent a letter explaining the classroom expectations, the behavior issue, and I will ask the parents to address the issue with their child.
References:
Villa, Thousand & Nevin’s (2010) Collaborating with Students in Instruction and Decision Making (p.171-188).
Sadker, & Zittleman (2012) Teachers, Schools, and Society: A Brief Introduction to Education (p.196)