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Grand Canyon University *
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ECS 550
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Philosophy
Date
Apr 3, 2024
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docx
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11
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1
Benchmark: Classroom Management Philosophy and Plan
Jocelyn Smith
Grand Canyon University
ECS 550: Child Guidance and Classroom Management for Typical and Atypical Behaviors
Dr. Nicole Amos
3/06/2024
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Contents
Part I: Classroom Management Philosophy
Understanding Behavior 3
Responding to Behavior
3
Cultural Sensitivity
4
School Readiness
4
Whole Child
5
Part II: Classroom Management Plan
Classroom Management Models
5
Classroom Design
5
Classroom Environment
6
Collaboration with Learners and Colleagues
7
Rules 8
Routines
8
Behavioral Data Collection
9
Behavior Support and Intervention
10
References
11
3
Part I: Classroom Management Philosophy
Classroom Management Philosophy
A teacher’s classroom management philosophy refers to a teacher's personal beliefs and professional knowledge that guides them to the creation and execution of their classroom management plan. Everything from classroom rules, routines, environment, design, and behavior
management is linked to the classroom philosophy. The classroom management philosophy is more than just tips and suggestions from a magazine article or an internet search. The strategies utilized to manage behavior and create routines have been tried and assessed by behavioral experts such as Lee Canter, Marlene Canter, Alfie kohn, and Rudolf Dreikus to name a few. Understanding Behavior When creating a classroom management plan and behavior intervention strategies it is best to consider an integrated approach. What does this mean? This means instead of negatively labeling a student, teachers should stop and take a moment to consider certain factors and circumstances. Factors such as the individual needs of students, the student’s family dynamics, and their culture. Considering such factors will guide educators to creating a classroom management plan and intervention strategies that are developmentally appropriate, and inclusive.
Responding to Behaviors
How a teacher responds to a student's behavior determines whether the matter is escalated or de-escalated. Teachers must understand the message behind the behavior. Often, students are trying to express themselves, and unfortunately students can express themselves in the worst way. The behavior could stem from an unmet need (hunger or fatigue) defiance, or frustration. When such situations arise, teachers should primarily be aware of their own emotions
and demeanor before responding to the behavior. Students tend to feed off our emotions, which is
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why it is important why we should remain calm, and speak in a compassionate tone, and proceed
to validate the students’ feelings. When we validate the students’ feels we are communicating to that their feelings matter, and that we understand they are upset, but there are more appropriate ways to express them. Once we acknowledge the child’s feelings, we work to meet the need, and communicate that there are consequences for negative behaviors and what the consequences are. Culture Sensitivity
To foster a culturally responsive learning environment, I believe I would need to get to know my students personally. This means taking the time to genuinely understand their backgrounds, interests, and experiences. It would not stop there. I would incorporate cultural awareness within the lesson plans and instruct students about various cultures and encourage students to respect the differences that make everyone unique. We can create opportunities for students to express themselves, by having the class complete projects that allows them to share their background.
School Readiness
Preparing students to exhibit classroom ready behavior starts with me, the teacher. It starts
with me creating and providing a structured learning environment and routine. A structured
learning environment and routines should be implemented and followed daily and consistently.
To continue promoting classroom ready behaviors, the learning environment should also
consistently enforce rules and consequences. The classroom rules should be clearly stated and
visible in the classroom, and the reason behind the rules should be explained. I feel
Consequences should be enforced when students fail to obey classroom rules. Consequences
should be predetermined and followed through consistently.
Whole Child
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Understanding the whole child goes beyond academics. Understanding the whole child is about understanding young children mentally, physically, socially, and emotionally. Before a young child can be productive in any learning environment, they must be physically safe and in good health. Learning shapes, colors, number, and how to read and write are important, however allowing children to talk, ask questions, make mistakes, and explore freely. This is what it means
to embrace the whole child approach. Part II: Preschool Classroom Management Plan
Classroom Management Models
As an aspiring early childhood special educator, I am a firm believer in students having the right to learn, and teachers having the right to teach and expect students to display appropriate behavior. I also believe in enforcing and following through with consequences when students go against the classroom expectations. Therefore, the assertive classroom management model would be my preferred choice. It is no secret that students thrive off having a sense of predictability and structure. The Assertive Discipline Model aligns with my beliefs in a sense of requiring structure and consistency to be effective. Clearly communicating class rules and predetermined consequences for infractions and following through will teach students that certain offenses will result in certain consequences
Classroom Design
While observing a classroom this session, my mentor teacher referred to her classroom design as the third teacher, following her the classroom teacher, and the parents (a child’s first teacher) and that resonated with me. I like to think of my classroom as the third teacher. This means having a classroom designed with my different developmental needs, abilities, and backgrounds in mind. Melissa Sands and Ann M. Gansemer-Topf said it best in their article title,
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“
The Classroom itself is Active: How Classroom Design Impacts Student Engagement
,” “Flexibility and openness were key attributes in promoting a community of learners, and allowing students to learn holistically, encouraging student engagement in learning.” (Rands & Gansemer-Topf, 2017) I will be sure to include flexible searing options such as scoop seats, wobble chairs, and bean bags for my little friends who may require an alternative seating method. My preschool classroom would be designed to have a large rug to accommodate circle time. The classroom will also have activity areas to embrace play-based learning such as reading area, art center, music center, and manipulatives. The book area will be designed to be a cozy area with a small rug, pillows, and age-appropriate books. The art center will be designed to have
age-appropriate art supplies such as dot markers and jumbo crayons. The manipulative area will consist of age-appropriate puzzles, blocks, and connecting stars. I will be sure to have enough to prevent power struggles among the children. The materials in each center will be placed at eye level using low shelves for easy access. The materials will be sure to reflect the different abilities
and cultures. I will adjust and modify the classroom design as needed throughout the school year.
Classroom Environment
Physically designing my classroom is just one of my many obligations as a teacher. It is also my duty to set the tone of my classroom. “A positive classroom environment is an important
tool for establishing a successful and effective school year.” (Rands & Gansemer-Topf, 2017) Therefore, I must also be intentional in creating my classroom environment, if I want to create an
environment that is safe and supportive. When students and parents grace the threshold of my classroom, I want them to be able to feel an atmosphere of compassion, acceptance, and support. To create that supportive environment, I will greet each student genuinely and warmly as they arrive each day. I plan to get to know each students’ interests, strengths, and challenges. The
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students in my preschool classroom will be encouraged to always do their best and praised for their efforts. I want my classroom to be a safe place for all my students, by ensuring they feel emotionally secure, and having a calming area with pillows, fidgets, and sensory toys when breaks are needed. I will also encourage friendships among the students during free play or center time, to promote positive interactions. I intend to decorate the classroom in a manner that will be visually pleasing to the students, being sure not to overstimulate the students. Frequent self-reflection of my demeanor and body language will also play a vital role in creating a safe and positive learning environment. I will be sure to use a tone that is warm and inviting while interacting with the students. All these factors will lead to a safe, positive, and supportive learning environment. Collaboration with Learners and Colleagues
Building a safe, positive, and inclusive learning environment that encourages development requires team effort. One teacher cannot do it all. It is imperative that build and maintain healthy relationships with the paraprofessional, school administrators, and any support staff. We all share one commonality, which is the sole best interest of the students. Collaboration with my colleagues allows us to connect students and families with resources. Collaboration among colleagues allows us to share strategies and advice on how to be a better service to our young students mentally, physically, socially, and emotionally.
Classroom Rules
It is my mission to provide a learning environment that is fun, positive, inclusive, and safe! To foster this mission, I must create and enforce developmentally appropriate classroom
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rules, which is a vital piece of my classroom management plan. “
The beginning of class, in between lessons, and the end of the school day are all critical times when having clear rules and routines can help maximize instruction time.” (Defining and Teaching Classroom Rules and Routines, n.d.) The classroom rules of my classroom will be adequately communicated and enforced daily. Consistently enforcing and adequately communicating classroom expectations allows us to maximize learning time. My classroom rules are as follows:
We Keep Our Hands to Ourselves
We Use Our Walking Feet Inside the Building
We Respect and Listen to Our Teachers
We Always Try Our Best
The above rules will be communicated as well as posted with visual cues to assist our little learners with exceptionalities understand the rules. The classroom rules will also be communicated to the parents in a classroom handbook, at the beginning of the school year. The rules will be enforced on the first day of school and remain until the end of the school year. Rules may be enforced, however not all students will follow the rules. Predefined consequences will be enforced when rules are broken. Classroom Routines
To continue to foster my mission of providing a fun, positive, inclusive, and safe learning
environment, my classroom management plan must include a daily and developmentally appropriate routine. Routines are the foundation of classroom management. “Establishing, explaining, reviewing, and modifying (as needed) rules, routines, and procedures that are clearly understood to manage the daily recurring activities as well as developing procedures for unpredictable events that may occur, will help you to devote the maximum amount of time available for instruction and enhance classroom management.” (Defining and Teaching
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Classroom Rules and Routines, n.d.) Consistently following our classroom
routine
will
provide each
student
with
a
sense
of
predictability.
Students
will
eventually learn the order of events of the school day
. The classroom routine will be adequately communicated and enforced daily. Consistently enforcing and adequately communicating classroom expectations allows us to maximize learning time. My classroom routine is as follows"
Arrival: This routine consists of students coming in and taking out their daily folder and placing it om the bend, marked FOLDERS, placing their lunch bags (if they have one), making a lunch choice (students who do not bring lunch) and hanging their backpacks in their cubbies daily
Circle Time: This routine consists of the class gathering and officially getting our school day started. We typically discuss the calendar, days of the week, months of the year, the weather, and the focus of the week.
Dismissal: This routine consists of me calling the students by their number to gather their
communication folder from the top slot of their cubby and placing it in their backpack, taking their belongings back to assemble on the rug to prepare for out good-bye song.
The routine may change throughout the school year, depending on the needs of the classroom. Behavioral Data Collection
Interactions in an early childhood setting, or any grade level is inevitable. Therefore, observations and behavioral data collection should be an ongoing task. Collecting data is one of the many obligations of. In the preschool classroom, behavioral data collection can be a team effort, with the assistance of the paraprofessional. At the beginning of the school year, I would provide my para-professional with their own notebook and pen and coach them on how to assist in observing and collecting data. Creating teamwork, we are also modeling the development of positive relationships. Behavior Support and Intervention
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Providing a safe, positive, and inclusive learning environment also means ensuring the learning environment is enriching and the students feel supported. To continue fostering this mission, students will be engaged with rich and meaningful conversations. These rich and meaningful conversations will be centered around center play, outside play, learning experiences, and within the routine (arrival, mealtimes, and circle time). “Active listening on the part of the teacher is crucially necessary to encourage children toward self-direction, responsibility, self-determination, self-control and self-evaluation.” (Hall, 2021) Therefore, I will
actively listen to my students as they initiate conversation and express their feelings, wants, and needs. The students will be challenged to answer open-ended questions to encourage dialogue. During times of difficulty, I will intervene with the appropriate response and support such as picture cards and visual cues for English learners and students with exceptionalities. I will address challenging behaviors by modeling alternative and positive behavior and using positive reinforcement. In the event my students require support beyond my knowledge, I will collaborate
with support staff to seek the appropriate support. References
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Defining and Teaching Classroom Rules and Routines
. (n.d.). Double Check WP Engine Prod. https://doublecheckcoaching.org/defining-and-teaching-classroom-rules-and-routines/
Hall, B. (2021, May 20).
3 Keys to More Effective Collaboration in an Inclusive Classroom
. Edutopia. https://www.edutopia.org/article/3-keys-more-effective-collaboration-
inclusive-classroom
Rands, M. L., & Gansemer-Topf, A. M. (2017). The Room Itself Is Active: How Classroom Design Impacts Student Engagement.
Journal of Learning Spaces
,
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(1), 26–33.