Classroom Management final

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Grand Canyon University *

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250

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Feb 20, 2024

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1 Classroom Management Plan Ashley Englert College of Education, Grand Canyon University ELM-250 Dr. Morris Brooks October 6 th , 2023 Table of Contents

2 Table of Contents……………………………………………………………….….…………2 My Classroom Management Plan……………………………………………….……………4 Professionalism……………………………………………………………………...………..4 Personal Professionalism………………………………………………………….….4 Positive and collaborative relationship…………………………………………...…..5 Student Engagement Strategies…………………………………………………………… .... 5 Personal Philosophy of Classroom Management…………………………………………….6 Fostering Learning and Meeting Diverse Needs……………………………………..6 Promoting Self-Motivation and Social Interaction……………………..……………7 Classroom Procedures………………………………………………………………………..7 Lining up for Lunch………………………………………………………………….7 Preparing for Dismissal…………………………………………………………… .... 8 Safe use of Technology………………………………………………………………9 Rationale………………………………………………………………………….….9 Rules, Consequences, and Reward Systems………………………………………………..10 Rules………………………………………………………………………………..10 Consequences………………………………………………………………………10 Rewards System……………………………………………………………………………11

3 Student Specific……………………………………………………………………11 Class Wide………………………...……………………………….…………...….11 Rationale………………………………………………………………..…………12 Classroom Arrangement and Cooperative Learning………………………………..…….13 Classroom Arrangement…………………………………………………..………13 Cooperative Learning…………………………………………………………,,…14 Communication with Families……………………………………………………………15 Classroom Management Evaluation………………………………………………………16 Reflection……………………………………………………….…………………………17 References…………………………………………………………………………………19

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4 My Classroom Management Plan As a teacher, it is critical to have a written classroom management plan that is put into effect daily. Having a well-researched and detailed plan will help a classroom run effectively with a positive experience for all students. Classroom management plans help a teacher set structure and expectations from the first day of school to achieve a well-managed classroom. When making a classroom management plan the teacher will be able to reflect on what will work best for them as the teacher and also what will work for their classroom A classroom management plan is critical for a teacher to have in place to follow starting at the beginning of the year to ensure a classroom that runs smoothly and efficiently. This paper will discuss and explain my personal professionalism, student engagement strategies, philosophy of classroom management, classroom procedures, rules, consequences, reward systems, classroom arrangement, cooperative learning, communication with families, classroom management evaluation, and a reflection on my classroom management plan I have created for my future classroom. Professionalism Personal Professionalism As educators, we are guiding and building our youth and should have a higher level of professionalism exhibited daily. I take pride in my ethics and morals as a future educator and my passion for the profession as a well-rounded, respected educator. I strive to build healthy, positive, and professional relationships with my co-workers and administration throughout not only my current school but also our district and other schools in surrounding areas. As a teacher, you become a role model for students in and out of the classroom and help them grow into the

5 person they want to become. It is important to always hold high standards for your students and demonstrating good behaviors will be critical in their individual growth. Especially in students of younger ages they are very vulnerable and open to learning new things, as a teacher it is important to teach good procedure, morals, and standards for them to follow as they grow into young adults and adults. Positive and collaborative relationship When building relationships with students, parents, and co-workers it is important to hold high standards and ethics to ensure a positive professional relationship. Making sure to follow all laws and policies especially when it comes to the privacy of the students and families is critical. When following the code of ethics, you will be sure to not discriminate or judge others because of their race, gender, sexuality, or their culture and you will do your best to embrace and incorporate it into your classroom ( NEA, 2020). To create a positive, safe environment it is important to learn about diversity in your classroom and community to better adapt your teaching strategies and take the opportunity to learn personally by learning others backgrounds, religions, and cultures. Student Engagement Strategies There are many areas where student engagement is important in building self-motivation and positive social interactions. When students are engaged in the classroom it will build relationships and students will have a positive social interaction with all students including those with different diversities. When students are excited to learn it will strongly increase their motivation while building their confidence when working with others in and out of the classroom. It has been proven that students who are more engaged in the classroom will have more positive attitudes about learning, and will be more engaged in lesson and classroom

6 discussions which leads to better academic progress, higher grades, students paying more attention in class, and overall student success (Stephens, 2016). There are many engagement strategies that have been proven to be effective such as visual aids, technology, and manipulatives. Personal Philosophy of Classroom Management My personal philosophy of classroom management is based on the environment and structure that I would like to have in my future classroom. The models and systems that I would like to implement in my classroom would be Harry Wong’s Theory and PBIS as I feel they will support my beliefs and morals that I would like to see my future students display. I would like to implement PBIS rewards to praise positive behaviors and use these rewards to work towards specific goals that we may be working towards (Epperson, 2017). Focusing on positive behaviors creates a welcoming warm environment for students fostering their learning and growth. I would also like to use Harry Wong’s theory as I will start on the first day of school by setting expectations and procedures and will continue to reinforce them for the entire year. Some teachers feel that a classroom is lacking discipline when a classroom is just lacking proper routines, and procedures (Wong, n.d.). By using a combination of Wong’s theory and the PBIS rewards system I will be able to foster learning and meet the needs of my individual students, create self-motivation, provide social interactions, and have classroom engagement. Fostering Learning and Meeting Diverse Needs When combining both the PBIS rewards system and Wong’s model I will have the opportunity to meet the individual needs of my students allowing them to have a positive learning experience where they can grow to their fullest potential. A combination of these two

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7 models allows for individualized plans for diverse students utilizing the tiers in the PBIS system for extra support for both behavior and academics. Having the proper routines and procedures in place helps students meet their expectations both individually and as a class (Wong, n.d.). Promoting Self-Motivation and Social Interaction As a teacher you strive to keep students motivated and engaged in class, using the PBIS system gives an opportunity to reward students when they are making good choices when working towards goals and good behavior. The rewards the students earn while at school through the PBIS system are then used towards rewards or privileges helping students stay motivated and striving to do better (Epperson, 2017). Wong’s model as well and the PBIS system both encourage positive interaction between students and between the teacher and students giving a multitude of opportunities for positive social interaction. When learning routines and procedures it requires students to work together to work to the outcome even if it is just a procedure of lining up for dismissal. PBIS system rewards students for their good behavior and how students treat each other such as treating them with respect helping to build social skills and a family-like environment (Epperson, 2017). Classroom Procedures Lining up for Lunch This procedure is implemented in the classroom to ensure students line up quickly, quietly, in order, and safely for their transition to the lunchroom. First, I will use an attention grabber to get the class’s attention about five minutes before they need to head to the lunchroom at this point, I will ask them to please clean up their area and have desks clean to show me they are ready to line up. I will watch as students clean their area and once everyone is ready, I will

8 ask them to please push their chairs in grab either their lunch cards or lunch boxes, and line up quietly. When the students are lining up, they will line up in their number order which is done alphabetically to help make the process of getting their lunch go smoother and faster. Once everyone is lined up and has what they will need for lunch we quickly review our hallways expectations and begin heading to the lunchroom. Once in the lunchroom, I will direct students who brought their lunch to our table and take the remainder to get their lunch before directing them to their seats at our table. Preparing for Dismissal Preparing for dismissal is a procedure that is put in place to ensure all students are ready home, students have all of their belongings, and the transition to the meeting for how they go home is done quickly and safely. About fifteen minutes prior to dismissal time, I will ring our classroom doorbell chime to get all students' undivided attention to start preparing for our dismissal. At this point, I will set a digital timer that is displayed on the smartboard and ask them to clean their desks off, clean the area around their desks, and put all papers from the day in their binders to go home. Once the timer dings, I will redirect any students whose area is not done completely to finish cleaning and once all desks and areas are cleaned, I will ask students to grab their backpacks, water bottles, and lunch boxes and return to their desks and get their backpacks packed up for the day. Once all students are packed up and sitting ready to go I will then have students go to the areas of the room assigned for their individual transportation and conduct a short end-of-the-day meeting highlighting the things we worked on that day and also address any areas that need to be improved on. Safe Use of Technology

9 Ensuring student safety with technology is very important in the classroom and this procedure will help the teacher keep full control of the classroom’s technology use. When it is time to work with Chromebooks, students will be directed to line up in number order in front of the Chromebook cart. Once students are lined up I will then hand computers out based on their number to ensure they are getting the same computer every time, once they have the computer they will carry their computers with both hands back to their desk or station area. Now students will use the index card given to them by their teacher to log into the computers. Students will use the same login information to log into Lexia and McGraw Hills reading apps where they will work on spelling, reading, and phonemic awareness. Students will only be able to access the apps that the teachers allow and with security software on the computers, the teacher will be able to see what the students are on and be able to redirect students back to the appropriate website or app. I will be walking around to ensure that all students are logged in correctly and help when needed for logging in and also when students are working through assigned work on the computers. Rationale Having strong and detailed procedures in the classroom will help minimize distractions by setting routines for the students to follow strictly rather than having no direction, students messing around, or no structure. Having procedures in the classroom allows the teacher to set boundaries and expectations for the students with a way to reach them successfully and productively. A teacher uses the procedure to guide students on what is to be done and what is to be done next. By doing this the teacher will help students better manage their time, have less downtime, and avoid repeating directions multiple times. Having a good structure in the

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10 classroom will create a positive learning environment where students can be productive and reach their full potential academically Rules, Consequences, and Reward Systems Rules 1) No talking while the teacher is talking 2) No running in the classroom or hallways 3) Students are to raise their hands to leave their seats 4) Always use kind words with one another 5) Always keep your hands and feet to yourself Consequences 1) Verbal redirection to encourage good choices and refocusing. 2) Verbal warning with redirection again and clip down on behavior chart. 3) They will lose all or part of recess for not making good choices and again, clip down on the behavior chart. 4) Clip down on the behavior chart with a note or call home to parents to discuss student behavior. 5) Call home regarding student behavior and make parents aware and the student will be sent down to the office with a referral.

11 Reward System Student Specific The teacher will use a clip chart for behaviors where the students will all start on having a good day and the students will clip up or down depending on their behaviors throughout the day. At the end of every day, the teacher will mark where they are on the clip chart and list behavior issues or concerns if needed in the calendar on their binder for the students to show and have their parents sign nightly. If necessary, the teacher will send a dojo message or call the parents regarding the student's behavior. On every calendar, there will be a copy of the behavior chart to show the parents a visual of where the students start every day and allow them to see where the students ended the day. If the student remains having good days or better for four out of the five days in the week, they will get to choose something out of the treasure chest at the end of the day on Friday. This will track the student’s behavior monthly, and the teacher will then file this into the student file at the end of every month when replacing it with the next month's Calander. If the behavior continues the teacher will use problem-solving to reach the root of the problem and work out a plan for improvement with the students such as an individual behavior chart or a check-in and check-out sheet to monitor behaviors closely (Evertson, et al., 2021). Class Wide Reward Rewards as a whole class are important to encourage the classroom to work together. The two rewards that I will be using as classroom rewards will be extra free time on fun Fridays and also rewards once the classroom has reached a goal as a whole. When the classroom is following all procedures, working hard, staying focused, and staying safe I will continue to praise them throughout the week but if they continue with all good choices, I will then allow them an extra

12 five minutes during our fun Friday time. During fun Friday students will work through fun stations such as a game station, a puzzle station, and a toy area station allowing them to play together as a class and give them something to strive for throughout the week. Another reward I will use is that once the class as a whole reaches a goal, they will get a class reward that we picked when setting the goal. An example of this would be once the entire class knows a total of ninety percent of their phonemic sounds, they will receive a popsicle party. Classroom rewards are great to help students’ engagement while building their classroom as a team allowing them to work together towards the same goal. Rationale A clip chart for behaviors and rewards for good behaviors help to create a safe and productive learning environment for all students by encouraging students to good behaviors. Having the clip chart in the classroom allows for the students to have a visual reminder of their behaviors good or bad to help them make good choices throughout the day. When students follow rules and procedures in the classroom this will create a positive learning environment, good structure, and a well-managed classroom. Using a behavior chart with consequences and rewards allows students to be aware of what will happen if they make poor choices but also gives them something to strive for with good behavior. The teacher documenting daily will encourage parents to give support from home when needed with poor behaviors in the classroom and allow them to reinforce expectations at home.

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13 Classroom Arrangement and Cooperative Learning Classroom Arrangement

14 A classroom arrangement like the one provided above will help minimize classroom distractions and maximize classroom time and space for student productivity. This layout of a classroom allows students and teachers to have full visibility of the entire classroom and ample space for circle class time and alternative seating for students. When a classroom is well organized this encourages students to remain focused with less distraction by eliminating clutter around the classroom for students to focus on. This classroom arrangement offers full visibility with quick access for the teacher to teach classroom in a multitude of places throughout the classroom. An organized classroom that already has groups formed allows the teacher to maximize instructional time by not having to organize or look for materials needed for the lesson, the teacher does not have to take time away to forum groups or partners, and there is ample space for group or partner activities. Having the student groups arranged in a horseshoe formation allows for more visibility for the students in the classroom with enough space between groups for less distraction. This classroom has one bathroom, the classroom door for access to the school, and does not have access to outside from within the classroom. The open area of the horseshoe opens to the front of the classroom facing the whiteboard and smart board where most lessons will be taught to the students but allows students to rotate in their seats to comfortably see the interactive bulletin boards to work through lessons that involve them. The computers, reading corner, centers, and small group table are located in the back of the classroom with space to spread out but have easy access for all students. Cooperative Learning This classroom is a Kagan friendly classroom and is set in groups of four based on that recommendation. This arraignment offers ample space to conduct group activities, partner work, and team-building activities. Students can use the center space to work in small groups while the

15 teacher pulls students to the back small group area for targeted learning based on individual students. The layout of this classroom has organized spaces for centers, computers, and small groups in specific areas of the classroom to encourage teamwork while staying organized with the separation of the groups. While working in this arrangement the organization of the classroom and having students already placed in flexible grouping allows the teacher to maximize the time spent in the classroom for education rather than scrambling for materials or wasting time grouping students for every activity. Students being arranged in groups encourages students to cooperate and work together by already being in partners and groups of four allowing the teacher to implement quick activities for the students to work together such as a rally table to check for comprehension or even as a team builder (Glavin, 2019). This classroom is based on a first-grade level with a clear flow of the classroom while encouraging a safe, positive, and productive environment for all students with easy access to all areas of the classroom. Communication with Families Dear Parents and Guardians, Hi everyone, my name is Ashley Englert, and I am very excited to be your student’s teacher this year! Here is a little about myself, I have three children who are six, ten, and eleven, I have two dogs named Minnie and Dominic, and we live here locally in Maricopa. This will be my third year here at Santa Cruz Elementary but it will be my first year teaching, I was previously a paraprofessional for kindergarten. My passion for helping students become the best version of themselves has encouraged me to return to school for my Bachelor's in Elementary Education at Grand Canyon University. I believe that focusing on students' positive behavior offers a welcoming and encouraging atmosphere that fosters learning, encourages engagement, and helps students work together as a team. To create this environment, I also implement rules

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16 and procedures to help students work safely, for our classroom to run smoothly, and to create collaboration amongst the students. I have attached an “All About Me” and “Our Classroom” packet for you to look through for more details about the rules, procedures, and consequences in the classroom this year. If you could please read through and sign at the end of the “Our Classroom” packet and fill out the “All About Me” forum which will help me get to know your students better with a little background information and help me ensure I have the correct transportation for them. I will be adding all parents and/or guardians to the class dojo where I will utilize the class story often to send updates, and general information, and also share things we are working on in the classroom as well as I will also be available for direct messages. I believe that working together as a team will create the best support system and positive experience for the students, please never hesitate to reach out I will always try to respond the same day or the following morning. Other communication options that I have would be to set up an in-person meeting, we can do a phone conference, using the direct messages in a dojo, and I am always available by email which I will list below. I am looking forward to an amazing and building our classroom family, please never hesitate to reach out with any questions, concerns, or ideas! Look forward to meeting you all at meet the teacher next week. Ashley Englert Santa Cruz Elementary aenglert@musd20.org 520-568-5100 Classroom Management Evaluation As an educator, your professionalism and your professional decisions are very important to your education career and are key to your success. When you become a teacher the decisions

17 you make professionally have an impact on your students, parents, the school you work for, the district, and coworkers. As a teacher you have become a role model for all students, it is important to hold yourself to the same expectations and standards that you would like to see your students uphold in and out of school. Teachers need to hold themselves accountable and ensure that their professionalism is demonstrated daily, structure is key to having a successful classroom. I will continue to stay open-minded and ask for quarterly surveys from parents and coworkers to work on improving my classroom. Having the opinions and ideas of parents, students, coworkers, and the community will help grow a strong successful classroom that is well-managed. As an educator, you always have to be open to learning new things and trying new techniques or strategies that can benefit yourself and your classroom. I will actively encourage families and coworkers to give tips or suggestions on things that will benefit me professionally and my classroom overall. As a teacher is it your responsibility and legal obligation to always make sure to protect students to the best of your ability (NEA, 2020). I will implement a zero-bullying policy in my classroom to ensure students safety and this policy will be taken seriously with immediate consequence. As an educator you are legally obligated to give the students the accommodations needed to help the students succeed while keeping their information private and without drawing attention to them in the classroom (NEA, 2020). I will strive to keep a diverse classroom with activities to encourage students to learn about others' backgrounds, traditions, and diversities rather than judging them for their differences. Students who have diversities and students with different behaviors may both require different needs within the classroom, implementing a strong classroom management plan will help keep everyone working for the same outcome and feeling safe and welcome.

18 Reflection I was very grateful for all the feedback I received from both my classmates and my instructor, I found it to be very helpful when completing my lesson plan. Some feedback I received was reviewing some of my wording throughout my paragraphs to make it more generalized rather than using the word “I” which I did incorporate in my final draft. I was also given feedback to add more to some of my paragraphs in general and on specific things which I also incorporated into my final draft. As suggested in my feedback forums I double-checked my wording throughout the entire paper as well as checked spacing, headings, font, and formatting. The one bit of feedback that I was given that I did not incorporate was to change the active links in my references to look more professional as I could not find anything about doing so on the APA writing center through GCU. I found all the feedback very helpful and will continue to use this in future classes to continue writing the best paper possible.

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19 References Epperson, A. (2017, August 4). What is PBIS? PBIS Rewards. https://www.pbisrewards.com/blog/what-is-pbis/ Evertson, C. M., Emmer, E. T., & Poole, I. R. (2021). Classroom management for elementary teachers (11th ed.). Pearson Education. https://bibliu.com/app/#/view/books/9780136833666/epub/OPS/xhtml/fileP700101726800 00000000000000016EB.html Glavin, C. (2019). Rally Table | K12 Academics . K12academics.com. https://www.k12academics.com/Educational%20Practices/Project-Based%20Learning/ rally-table NEA. (2020). Code of Ethics for Educators | NEA . Nea.org. https://www.nea.org/resource- library/code-ethics-educators

20 Nollmeyer, G. (2018, November 21). Silent Signals – Classroom Management Toolbox . Ewu.edu. https://inside.ewu.edu/managementtoolbox/silent-signals/ Stephens, T. L. (2016). Encouraging Positive Student Engagement and Motivation: Tips for Teachers . Pearson.com. https://it.pearson.com/aree-disciplinari/english/motivation/encouraging-positive-student- engagement-and-motivation.html Wong, H. (n.d.). The Well-Managed Classroom 1 . https://www.wtc.ie/images/pdf/Classroom_Management/cm6.PDF

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