Classroom Management Plan

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Liberty University *

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696

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Civil Engineering

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Apr 3, 2024

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pdf

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Uploaded by DukeResolveMoose28

Classroom Management Plan EDUC 696 Course Project Alivia Tuel

classroom management Content Classroom set up Classroom organization Classroom Rules Personal philosophy of education Emergency Plans Behavior and intervention plan Procedures Lesson plans & differentiation

Education Philosophy Long-lasting impact on students’ learning All students have the ability to learn and should be taught that learning is a lifetime commitment. As a teacher, it is important to foster a love for learning by engaging students in lessons and making it applicable to their lives. Teachers need to meet students where they are and challenge them to reach their best potential.

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The classroom poster on the right shows the classroom rules I will have posted in my classroom that I made. These rules will be reviewed everyday for the first few weeks of school and revisited frequently throughout the school year. Together as a class, students can help think of examples of following these rules to help them feel like they are part of the rule- making process. CLASSROOM RULES

The Core Classroom Rules Be Kind and Respectful Listen and Wait for Your Turn Follow Directions Be Responsible Rules set the tone for the classroom and helps create a safe learning environment.

Technology Rules Daily technology use calls for rules As technology is being integrated each day it is imperative that there are rules in the classroom for the students to know and follow. I made the rules that are on the right. Accompanied with these rules, I use Pear Deck to make sure they are on task.

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Carpet Files and Instruction Materials Teacher Desk Interactive Whiteboard Calming Corner Alternative seating Library Library Small Groups Classroom Set up This is the classroom set up that I made based on the research that I found.

Classroom Set Up Group Seating Having students sit in groups increases their engagement in class discussions and group projects while also minimizing distractions (Yang et al., p. 1358, 2022) Facing the Center Alternative seating options Research conducted by Yang, Zhou, and Hu found that student engagement increased when students were facing the center of the room and close to their peers (Yang et al., p. 1358, 2022). Alternative seating such as wobble chairs or cushions for the floor can increase student engagement and participation (Hunley et al., p.2, 2023).

Organizing student copies of work Important information easily accessible A disorganized classroom has the potential to “pull a student’s attention to irrelevant details and interrupt his/her ability to sustain focus” (Hume, 2022). It is important for teachers to be as organized as possible to help the day go smoother and to also help the students be focused on learning. Both of these pictures are from Pinterest, the first picture allowing students to access their copies of work whether they were absent, needed another copy of something, or if they needed something else to do. This helps the teacher and allows the students to have more independence. The picture on the right shows several cards with important information that teachers may need to know or refer to daily so it is best for this information to be easily assessible. Classroom Organization

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Whiteboard Organization Waiting Room Having information on the whiteboard, or somewhere clearly visible to students, that is important for their day will allow them to prepare themselves for learning. It is also in some students’ accommodations to have a clear schedule of the day and agenda. This set up from Pinterest has the topic they are learning, the student learning goal, the agenda of the day, homework information, as well as small overview of the entire week. The picture to the right shows a waiting room which can be used while a teaching is working with individual students so that they can continue doing their work until the teacher is able to assist them. Classroom Organization

Classroom Organization I made this on Canva for my current students and put it on my interactive whiteboard for them to see at the beginning of each class. This also helps me begin the lesson with an anticipatory set which is usually in the form of a class discussion question.

Emergency Plans Lock Downs Tornado, Earthquake, and Fire Shelter in Place These drills are in the staff handbook and they are practiced throughout the school year by the entire school. I have an emergency plan binder that I refer to and use for each of these situations. The binder also has each of my class lists so that I can quickly take attendance.

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Lockdowns It is important to be prepared as a teacher for lockdowns by having a plan to block the entrances, to cover the windows, and turn off the lights. I have made a plan of what I will use to block the door and cover the window but have also informed my students of my plan in case I need assistance or if I am absent the day of a lockdown or drill. We discuss as a class after drills why we practice lockdowns and why they are important for us to do so. I then reiterate the rules that they need to follow during a lockdown and how where they would hide would change at different locations around the school.

Shelter in Place Shelter in place and lockdowns are easily confused by teachers and students. This is something that I discuss with my students for them to understand the difference. For the shelter in place, our school policy is to keep the students in the classroom and to not go outside of it, but to continue class as normal.

Tornado, Earthquake, Fire For all of these drills the teacher must take attendance quickly to ensure that all students are accounted for. For tornados, students line up on the halls, get on their knees, and cover their head with their hands. For an earthquake drill, students go under their desk and cover their heads. For a fire drill, students quickly line up and exit to a predetermined location, depending where they are in the building.

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Behavior Management Plan Rules and Expectation Positive Reinforcement Consequences Whole group/small group

Rules and Expectations Rules and expectations will be review frequently so that students can be reminded of them. They will refer to the rules poster and the expectations for certain routines and behaviors. This may also be incorporated into morning meetings and Social-emotional learning sessions.

This strategy has been found to be helpful in creating a positive classroom environment and lessening behavior problems (Ingemarson et al., p. 120, 2020). By praising specific students that are following directions or showing a personal improvement in class it encourages other students to follow suit. It also allows students to get individual attention and encourages them to repeat the behavior to get more positive interactions with their teacher. Positive Reinforcement

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Whole Groups Individual I have three different blocks and I use puzzle wars to reward them fir their positive behavior. I reward them for when they are on task, transition quietly, or clean their space. As a class, they vote on what they want the reward to be. For individual positive reinforcement, I choose a start student of each block daily. This gets the students excited and allows me to recognize all of my students throughout the year. Positive Reinforcement

Consequences Verbal Warning or Silent Cues Time Off of Recess or Silent Lunch Office Referral or Lunch Detention If students are not following directions I give them a verbal warning or a silent cue to allow them a chance to follow the rules. After receiving a warning, if the student continues the behavior they will receive time off of recess or have to sit at the silent lunch table away from their friends. For more severe behavior, or if the behavior has continued, then the student will get written up for a referral and get sent to the principal’s office or will be sent to the refocus room for lunch. Vanderbilt College found that it is best to “create a negative consequence hierarchy that ranges from the least-intrusive (e.g., rule reminder) to the most-intrusive” (Vanderbilt College).

Transitions - in and out of the classroom Lining up and walking down the halls Asking and signing out to the bathroom Morning work and bell ringers sharing classroom supplies using the classroom computers/chromebooks working with partners and in groups turning in work small groups and work station rotations Procedures to teach

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As procedures are a “guidance about what to do in a specific context”, it is important that procedures are taught in the classroom so that there is more time spent on learning (Guinness et al., p. 3, 2020) Importance of Procedures

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Lesson Plans Our lesson plans may be in any type of format, but I choose to make mine on a template on Canva and share it with my administrators weekly. We have to have these components within our lesson plan: Virginia Standards of Learning Materials Needed Technology Anticipatory Set Learning Objective Procedure Assessment Extension Remediation Closure

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Reaching each student Scaffolding Differentation Small Groups I use scaffolding to gradually allow students to be more independent as they learn (University at Buffalo, 2024). I differentiate by trying to meet the students where they are and to help them grow through that. Some students may need more rigorous projects or work but others may need more support. I do small groups with my students based on what skill they need to work on.

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References Guinness, K., Detrich, R., Keyworth, R. & States, J. (2020). Overview of Rules and Procedures. The Wing Institute. https://www.winginstitute.org/classroom-rules-procedures. Hume, K. (2022). Clean up your act! creating an organized classroom environment for students on the spectrum. Reading Rockets . https://www.readingrockets.org/topics/autism-spectrum- disorder/articles/clean-your-act-creating-organized-classroom- environment#:~:text=A%20disorganized%20classroom%20can%20pull,in%20attending%20to%2 0relevant%20information. Hunley, J. H., Beisbier, S., & Clough, C. (2023). The effect of alternative seating on school function and task behavior in a second-grade classroom. The Open Journal of Occupational Therapy, 11 (2), 1-10. https://doi.org/10.15453/2168-6408.2040 Ingemarson, M., Rosendahl, I., Bodin, M., & Birgegård, A. (2020). Teacher’s use of praise, clarity of school rules and classroom climate: Comparing classroom compositions in terms of disruptive students. Social Psychology of Education, 23( 1), 217-232. Find the magic and fun in presenting. University at Buffalo. (2024). Scaffolding content. Office of Curriculum, Assessment and Teaching Transformation . https://www.buffalo.edu/catt/develop/build/scaffolding.html#:~:text=Scaffolding%20is%20an %20instructional%20practice,%2C%20processes%2C%20and%20learning%20strategies. Vanderbilt University. (n.d.). How do you develop an Effective Behavior Management Plan?. IRIS Center . https://iris.peabody.vanderbilt.edu/module/beh2_elem/cresource/q2/p07/#content Wong, H. K., & Wong, R. T. (2018). The first days of school: How to be an effective teacher (5th ed.). Harry K. Wong Publications, Inc.

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Classroom Management Plan

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