Classroom Management: Ideology and Implementation:
K.S.A.s #1, #7 and #8
In order that students are successful in class, they need to know that there is a structured plan in place. This plan must be fair and consistently carried out. Students need the security of knowing that there are predictable consequences for their actions, but they also need to be assured that those consequences are fair. Further, students need the structure of dependable classroom procedures that they can become familiarized with. Once these daily routines and expectations are established, students will become comfortable with them, and can feel secure in the predictability of the classroom.
While a classroom management plan is vital, equally important is the connection that teachers make with students. Teachers must learn who their students are, what their likes and dislikes are, and what types of expectations are reasonable for their students based on their levels of maturity and life-experience. Teachers must engage students on a personal level by presenting themselves as approachable and by taking the time to get to know their students. Once students feel that interpersonal connection, they are more willing to learn and engage in the activities and assignments, and engage in less disruptive behaviours in the classroom.
The following classroom management plan is an example that is geared toward a grade nine classroom and includes all aspects of classroom management, including the development of an interpersonal connection with the students, classroom rules and expectations and procedures.
Getting Acquainted with the Students
1. Assigned seating until names are memorized to match the faces:
One of the most important aspects of any teacher-student relationship is the interpersonal connection that is developed. This connection begins getting to know who our students are.
2. Fun “Get to Know You” activity such as a “Snow-Ball Fight” or “Life with the Wright Family” activity. An ice-breaker activity is a great way to open the way for students and teachers to get to know each other better. It should be fun and easy to do, but manageable as well.
3. Learning Profile and questionnaire. Giving students a questionnaire that asks them what they enjoy about school and what they do not, as well as how they best learn is a great way to begin to understand your students’ academic strengths and challenges. It also opens the door to further the relationships between students and teachers.
Classroom Rules and Procedures
Classroom Rules:
Students need to have a clear understanding of what is expected of them while they are in the classroom. Therefore, the first lesson plan will be based on classroom management. During this time, I will work with the students to lay the groundwork for the rules by establishing why they are necessary aspects of any classroom and school. Next, we work together as a class to outline what they need to be successful in the classroom and the school. Together, we will devise the rules that all the students will agree to following. However, as the teacher, it is my job to guide the students in developing rules that include the following:
1. Respect
• For self, others and teachers:
· Learning
· Grooming (dress and hygiene)
· Property
In order for the students to effectively learn the curriculum and skills necessary for their success in school and life, it is essential that respect play the major role in guiding the students.
Respect for learning of self and other’s learning refers to the idea that students are expected to speak only when it is appropriate to do so. They may be called upon to answer a question, raise their hands, or collaborate with their peers when working with a partner or in groups. However, during instruction, they are expected to listen so that they learn, and they do not disrupt the learning of others. Falling into this category is cell phones. Cell phones are to be kept in the students’ lockers.
Respect for grooming refers to dress and personal hygiene. Students are expected to come to class properly attired and clean.
Respect for property includes the property of the students, the teacher and the school. Students are expected to ensure that they take care of their own belongings in order to ensure that they have what they need to work. Care of other and the school's property means that thoughtless acts of disregard are omitted as much as possible. Like personal property, this ensures that there continues to be the necessary tools available for all students to work and learn successfully
2. Safety
• Physical
• Mental
• Emotional
While it can be argued that safety can be a faucet of respect, it will be treated separately here. Safe classroom environments are necessary in order to ensure that learning can take place. Without it, students may not feel comfortable enough to learn and be successful in school. Therefore, it is expected that students are assured that they are safe from physical threats and abuse, from name calling and put-downs, and from negative and hurtful comments regarding their thoughts and ideas.
3. Preparedness
• Organized
• Materials
• Supplies
• Readiness
Preparedness, like safety, can be seen as an extension of respect, especially as it applies to the self and others’ learning. Without effective preparedness, little learning can occur. Being prepared for class means that students come to class with the necessary supplies and materials, as well as a readiness to learn and work. Therefore, a positive attitude is essential. If the student is facing problems and events in their lives that hinders their ability to learn effectively, I will make myself available for talk and to give direction, such as suggesting an appointment with the school counsellor if necessary, or other professionals within the school.
Classroom Procedures:
All classroom procedures will be introduced to the students during the first week and practiced. Students will be further cued/reminded about procedures as they are necessary.
1. Attention-Getting Procedures
• Count-down from five, using my hand as a signal
• Bike bell
Students will be cued that when I raise my hand with all my fingers extended, that they will have five seconds to stop what they are doing and to either get ready for the next phase of the activity, or to listen to instructions. The bike bell will only be used when we are doing an activity that is generating a lot of noise and the students may not hear me clearly.
2. Start of Class Procedures
• Bell work on SMARTboard
• Hand in homework from previous day
• Materials/supplies and daily agenda written on white-board
Each day, the students will find a question pertaining to the topics we will be discussing/learning projected on the board when they come in each day. While some of these questions may be fun to do, they are intended to help the students transition into their school day. Students are encouraged to copy the question down and answer it. Completed bell work will gain the students “Brain Blurb Bucks” (further explained in the “rewards” section of this classroom management plan). Answers for the bell-work will be discussed at the beginning of class as a warm-up into the day’s lesson.
3. End of Class Procedures
• Work handed in
• Clean-up and putting away of materials
• Reminders of homework coming due/late
• Announcements
At the end of each period, students will hand in any completed work, ensuring that their names are on it. They will then clean up any pieces of paper, or garbage off the floor and put away any materials or supplies they got from the classroom, such as pencils borrowed from the teacher. I will remind the students of any homework that is coming due, as well as any homework that is past due. If there are any announcements, I will use this time to tell the students.
4. Question-Answering Process
• Hands-up
• “Pop-corn” picks
• Foam ball throw and catch
The form that the question-answering takes will be contingent on the activity. If instructions are being given, students must wait until I am done speaking before asking. For simple questions, or to access help from me, students must raise their hands. However, during open or whole-class discussion, I may call upon students randomly, or use a foam ball. Whoever catches the ball will be requested to answer the question. However, if students do not know the answer, or are uncomfortable, they may pass the ball to another student.
5. Safety Procedures
• FOIP
• Fire/Threat drills
I will follow the protocols as set out by Alberta Education and the school for both FOIP and for fire/threat drills.
6. Lateness/Absences
• Notes from office
• Calls to office
Students who come to class late are required to have a late-slip from the office. If the students do not show up for class, a call to the office to verify the student’s attendance, dismissal, or whereabouts will be made. If students are truant, a call to the parents or guardian of the student will be made.
7. Transitions
• Count-downs
• Cuing
Prior to any transitions, students will be cued that it is about to occur. If the class is engaged in group activities, the teacher will either count down from five using her hand, or use the bike bell if necessary. If the class is working quietly, the teacher will verbally cue the students prior to the transition and then give the instructions to the class.
8. Rewards
• “Brain-Blurb Bucks”
• YouTube time
• Calls home
• In-Class awards
There are several types of rewards available for the students. The first, “Brain Blurb Bucks” will be given to students when they hand in the daily bell work question of the day. Students may also be rewarded for excellence in class such as handing in homework early, going above and beyond the expectations stated in an assignment, or when exploring difficult topics, they may be given to encourage participation in whole-class discussions. Students will have one opportunity per term to use their “Bucks” in an in-class auction which will offer items such as trendy school supplies, games that enhance thinking such as puzzles, and books.
There may be times when the students are working especially well and I will announce that I am taking requests. Students will then be invited to submit a song for me to play for them using “YouTube” using the audio function only. Students will not be allowed to submit songs that are inappropriate for the classroom (no swearing or overly suggestive themes will be allowed. I will review requests at home before playing them for the class to ensure it is acceptable). This idea may not be suitable for all learners and whether I use YouTube or not will be determined once a better understanding of my individual learner is gained.
Call home need not be always bad. If the student has done something outstanding that I think the parents would be proud to know, I will call the students’ homes to share the good news with the parents.
In-Class awards can be given at any time. For example, if the student has done a great job on an assignment and put a lot of effort into it, I may include “Brain Blurb Buck” as an award for hard work when I hand it back to them.
School Facilities and Equipment
Library – Weekly visits scheduled
Computer lab – Scheduled according to the school’s protocols
Strategies for Building Positive Relationships
There are several ways that I work to continue to build relationships with my students outside of the classroom.
1. Engaging in various sports activities as a score-keeper or assistant to the coach
2. Assisting in any events or productions that the drama department is doing
3. Helping student after school or at lunch with various activities or assignments they do not understand or need extra time to complete
4. Acting as a chair for any clubs that the students put together such as the Environment Committee or Student Council
5. Developing and encouraging student participation in a club that I design, such as Pop-Culture Club or Philosophy
Strategies for Building Classroom Community
1. Picture Wall: While teaching, I enjoy taking pictures of my students as they work in class. I then print these off and post them on the wall so that students may see themselves at work and as a member of the classroom community. Students under the protection of FOIP will not have their pictures taken. Also, if students are very uncomfortable with having their pictures taken, I will omit them from this activity. In such times, I have sometimes asked camera-shy students to be the photographer.
2. Parties for Parents: At the conclusion of the term, or during holidays, we will host a party and invite parents and grandparents and guardians to attend. Students will develop a unit-appropriate theme in which to perform for our guests, such as at the culmination of the Poetry unit, students might choose to read a poem that they wrote or appreciate. Juice boxes and cookies and scones will be served to their guests by the students. Gatherings like these help parents to feel more included in their children’s education, classroom and school. In addition, it is a fun way to develop a positive relationship with the parents of students.
3. Parties for Students: Students can celebrate for a variety of reasons: A holiday, a special accomplishment or goal met as a class, or as themed end to our unit. Parties are important because they allow students to enjoy school and socialize with the teacher and each other, thus cementing bonds even more.
3. Positive Attitude: As the teacher, it is my job to remain positive and to act as a role model for my students. My attitude, body language and tone of voice will greatly impact on the environment of the classroom.
While a classroom management plan is vital, equally important is the connection that teachers make with students. Teachers must learn who their students are, what their likes and dislikes are, and what types of expectations are reasonable for their students based on their levels of maturity and life-experience. Teachers must engage students on a personal level by presenting themselves as approachable and by taking the time to get to know their students. Once students feel that interpersonal connection, they are more willing to learn and engage in the activities and assignments, and engage in less disruptive behaviours in the classroom.
The following classroom management plan is an example that is geared toward a grade nine classroom and includes all aspects of classroom management, including the development of an interpersonal connection with the students, classroom rules and expectations and procedures.
Getting Acquainted with the Students
1. Assigned seating until names are memorized to match the faces:
One of the most important aspects of any teacher-student relationship is the interpersonal connection that is developed. This connection begins getting to know who our students are.
2. Fun “Get to Know You” activity such as a “Snow-Ball Fight” or “Life with the Wright Family” activity. An ice-breaker activity is a great way to open the way for students and teachers to get to know each other better. It should be fun and easy to do, but manageable as well.
3. Learning Profile and questionnaire. Giving students a questionnaire that asks them what they enjoy about school and what they do not, as well as how they best learn is a great way to begin to understand your students’ academic strengths and challenges. It also opens the door to further the relationships between students and teachers.
Classroom Rules and Procedures
Classroom Rules:
Students need to have a clear understanding of what is expected of them while they are in the classroom. Therefore, the first lesson plan will be based on classroom management. During this time, I will work with the students to lay the groundwork for the rules by establishing why they are necessary aspects of any classroom and school. Next, we work together as a class to outline what they need to be successful in the classroom and the school. Together, we will devise the rules that all the students will agree to following. However, as the teacher, it is my job to guide the students in developing rules that include the following:
1. Respect
• For self, others and teachers:
· Learning
· Grooming (dress and hygiene)
· Property
In order for the students to effectively learn the curriculum and skills necessary for their success in school and life, it is essential that respect play the major role in guiding the students.
Respect for learning of self and other’s learning refers to the idea that students are expected to speak only when it is appropriate to do so. They may be called upon to answer a question, raise their hands, or collaborate with their peers when working with a partner or in groups. However, during instruction, they are expected to listen so that they learn, and they do not disrupt the learning of others. Falling into this category is cell phones. Cell phones are to be kept in the students’ lockers.
Respect for grooming refers to dress and personal hygiene. Students are expected to come to class properly attired and clean.
Respect for property includes the property of the students, the teacher and the school. Students are expected to ensure that they take care of their own belongings in order to ensure that they have what they need to work. Care of other and the school's property means that thoughtless acts of disregard are omitted as much as possible. Like personal property, this ensures that there continues to be the necessary tools available for all students to work and learn successfully
2. Safety
• Physical
• Mental
• Emotional
While it can be argued that safety can be a faucet of respect, it will be treated separately here. Safe classroom environments are necessary in order to ensure that learning can take place. Without it, students may not feel comfortable enough to learn and be successful in school. Therefore, it is expected that students are assured that they are safe from physical threats and abuse, from name calling and put-downs, and from negative and hurtful comments regarding their thoughts and ideas.
3. Preparedness
• Organized
• Materials
• Supplies
• Readiness
Preparedness, like safety, can be seen as an extension of respect, especially as it applies to the self and others’ learning. Without effective preparedness, little learning can occur. Being prepared for class means that students come to class with the necessary supplies and materials, as well as a readiness to learn and work. Therefore, a positive attitude is essential. If the student is facing problems and events in their lives that hinders their ability to learn effectively, I will make myself available for talk and to give direction, such as suggesting an appointment with the school counsellor if necessary, or other professionals within the school.
Classroom Procedures:
All classroom procedures will be introduced to the students during the first week and practiced. Students will be further cued/reminded about procedures as they are necessary.
1. Attention-Getting Procedures
• Count-down from five, using my hand as a signal
• Bike bell
Students will be cued that when I raise my hand with all my fingers extended, that they will have five seconds to stop what they are doing and to either get ready for the next phase of the activity, or to listen to instructions. The bike bell will only be used when we are doing an activity that is generating a lot of noise and the students may not hear me clearly.
2. Start of Class Procedures
• Bell work on SMARTboard
• Hand in homework from previous day
• Materials/supplies and daily agenda written on white-board
Each day, the students will find a question pertaining to the topics we will be discussing/learning projected on the board when they come in each day. While some of these questions may be fun to do, they are intended to help the students transition into their school day. Students are encouraged to copy the question down and answer it. Completed bell work will gain the students “Brain Blurb Bucks” (further explained in the “rewards” section of this classroom management plan). Answers for the bell-work will be discussed at the beginning of class as a warm-up into the day’s lesson.
3. End of Class Procedures
• Work handed in
• Clean-up and putting away of materials
• Reminders of homework coming due/late
• Announcements
At the end of each period, students will hand in any completed work, ensuring that their names are on it. They will then clean up any pieces of paper, or garbage off the floor and put away any materials or supplies they got from the classroom, such as pencils borrowed from the teacher. I will remind the students of any homework that is coming due, as well as any homework that is past due. If there are any announcements, I will use this time to tell the students.
4. Question-Answering Process
• Hands-up
• “Pop-corn” picks
• Foam ball throw and catch
The form that the question-answering takes will be contingent on the activity. If instructions are being given, students must wait until I am done speaking before asking. For simple questions, or to access help from me, students must raise their hands. However, during open or whole-class discussion, I may call upon students randomly, or use a foam ball. Whoever catches the ball will be requested to answer the question. However, if students do not know the answer, or are uncomfortable, they may pass the ball to another student.
5. Safety Procedures
• FOIP
• Fire/Threat drills
I will follow the protocols as set out by Alberta Education and the school for both FOIP and for fire/threat drills.
6. Lateness/Absences
• Notes from office
• Calls to office
Students who come to class late are required to have a late-slip from the office. If the students do not show up for class, a call to the office to verify the student’s attendance, dismissal, or whereabouts will be made. If students are truant, a call to the parents or guardian of the student will be made.
7. Transitions
• Count-downs
• Cuing
Prior to any transitions, students will be cued that it is about to occur. If the class is engaged in group activities, the teacher will either count down from five using her hand, or use the bike bell if necessary. If the class is working quietly, the teacher will verbally cue the students prior to the transition and then give the instructions to the class.
8. Rewards
• “Brain-Blurb Bucks”
• YouTube time
• Calls home
• In-Class awards
There are several types of rewards available for the students. The first, “Brain Blurb Bucks” will be given to students when they hand in the daily bell work question of the day. Students may also be rewarded for excellence in class such as handing in homework early, going above and beyond the expectations stated in an assignment, or when exploring difficult topics, they may be given to encourage participation in whole-class discussions. Students will have one opportunity per term to use their “Bucks” in an in-class auction which will offer items such as trendy school supplies, games that enhance thinking such as puzzles, and books.
There may be times when the students are working especially well and I will announce that I am taking requests. Students will then be invited to submit a song for me to play for them using “YouTube” using the audio function only. Students will not be allowed to submit songs that are inappropriate for the classroom (no swearing or overly suggestive themes will be allowed. I will review requests at home before playing them for the class to ensure it is acceptable). This idea may not be suitable for all learners and whether I use YouTube or not will be determined once a better understanding of my individual learner is gained.
Call home need not be always bad. If the student has done something outstanding that I think the parents would be proud to know, I will call the students’ homes to share the good news with the parents.
In-Class awards can be given at any time. For example, if the student has done a great job on an assignment and put a lot of effort into it, I may include “Brain Blurb Buck” as an award for hard work when I hand it back to them.
School Facilities and Equipment
Library – Weekly visits scheduled
Computer lab – Scheduled according to the school’s protocols
Strategies for Building Positive Relationships
There are several ways that I work to continue to build relationships with my students outside of the classroom.
1. Engaging in various sports activities as a score-keeper or assistant to the coach
2. Assisting in any events or productions that the drama department is doing
3. Helping student after school or at lunch with various activities or assignments they do not understand or need extra time to complete
4. Acting as a chair for any clubs that the students put together such as the Environment Committee or Student Council
5. Developing and encouraging student participation in a club that I design, such as Pop-Culture Club or Philosophy
Strategies for Building Classroom Community
1. Picture Wall: While teaching, I enjoy taking pictures of my students as they work in class. I then print these off and post them on the wall so that students may see themselves at work and as a member of the classroom community. Students under the protection of FOIP will not have their pictures taken. Also, if students are very uncomfortable with having their pictures taken, I will omit them from this activity. In such times, I have sometimes asked camera-shy students to be the photographer.
2. Parties for Parents: At the conclusion of the term, or during holidays, we will host a party and invite parents and grandparents and guardians to attend. Students will develop a unit-appropriate theme in which to perform for our guests, such as at the culmination of the Poetry unit, students might choose to read a poem that they wrote or appreciate. Juice boxes and cookies and scones will be served to their guests by the students. Gatherings like these help parents to feel more included in their children’s education, classroom and school. In addition, it is a fun way to develop a positive relationship with the parents of students.
3. Parties for Students: Students can celebrate for a variety of reasons: A holiday, a special accomplishment or goal met as a class, or as themed end to our unit. Parties are important because they allow students to enjoy school and socialize with the teacher and each other, thus cementing bonds even more.
3. Positive Attitude: As the teacher, it is my job to remain positive and to act as a role model for my students. My attitude, body language and tone of voice will greatly impact on the environment of the classroom.