Comprehensive Classroom Management Plan

Comprehensive Classroom Management Plan

Table of Contents

Professionalism.. 3

Student Engagement Strategies. 3

Philosophy. 4

Classroom Procedures. 5

Rules, Consequences, and Reward System.. 6

Classroom Arrangement and Cooperative Learning. 8

Communication with Families. 9

Classroom Management Evaluation: 11

Professionalism

One of my main goals as a future educator is to shape professionalism in my classroom. It is my goal to be professional with students, their families, other educators, and administrators in the organizations within which I will work. I aim to be professional by giving all students a chance regardless of their individual characteristics and backgrounds  (Grand Canyon University, n.d). I aim to teach all students with the belief that they can learn.

I will take the time to understand every student’s individual needs and concerns. I want to create an environment where students with special needs can achieve academic competencies like the rest of the classroom. I will communicate effectively and with a lot of care so that all students are involved. Most importantly, I will create an environment that supports individual and collaborative learning (Everston & Emmer, 2017).

When students desire to learn, they will find the resources they need to do so. I believe that learning takes place beyond the classroom. That is why my professionalism considers the importance of involving families in student learning. I will engage students’ families in conversation and decision-making so that they can have an impact on the students’ learning at home. In doing so, I want to use communication strategies that encourage parents from diverse backgrounds to be involved in their students’ learning processes.

Student Engagement Strategies

Student engagement relates directly to their motivation and, hence, success in the classroom. In my future classroom, I plan on using different student engagement strategies to encourage personal interest in learning and self-motivation to achieve success within and outside the classroom. Engagement also fosters social interaction, which is critical to child learning and development (Axelson & Flick, 2010). The participation in the classroom that is caused by student engagement encourages the students to learn together and develop their social interactions.

There are different strategies that can be used to foster an environment of student engagement. One of these strategies is connecting learning to the real world. When the class content is relatable, the students are excited to share more about their lives and how they relate to what they are learning (Parsons & Taylor, 2011). Additionally, engagement can be encouraged by using teamwork and collaboration strategies in the classroom. Encouraging students to work together in teams enhances their ability to contribute to content in an environment that makes them comfortable (Barkley & Major, 2020).

There are also some modern strategies that can be used to encourage engagement and have shown great results, such as video games and video assignments for students. In my future role as an educator, I will be using these other strategies to encourage engagement among the students.

Philosophy

My teaching philosophy is centered on the idea of diversity. I believe that no student is exactly the same as another. Children have different personalities, learning abilities, social backgrounds, demographic characteristics, and many other factors that affect their learning. I believe that regardless of the students’ characteristics, they can learn. The only difference is that some will learn faster than others, and some may need some modifications to learn effectively. I believe that understanding diversity in the classroom is an important part of classroom management. Identifying the needs of each student helps to design strategies for teaching and behavior control that best fit the characteristics of each student (Grand Canyon University, n.d). This approach also gives every student the opportunity to learn regardless of their differences.

I would like to incorporate Morrish’s Real Discipline approach by setting rules and teaching students to follow them. This method helps to manage and set behaviors that guide the learners to make the rightful choices (Canter, 2010). This approach follows in line with Wong’s effective classroom, where the educator sets the rules, procedures, and standards of behavior for the class to comply with.

Classroom Procedures

Establishing classroom procedures is important as it helps to minimize interruptions and maximize learning. In my teaching profession, I will establish some classroom procedures that minimize distractions and maximize instructional time. The first is the procedure for starting classes. I will greet the students, ask them to put away any disruptions, such as mobile phones and other digital devices, and then give them a simple task to set the mood for the rest of the lesson. This procedure promotes the responsible use of distractive technologies by making sure students put them away and focus on the class.

The next classroom procedure relates to asking for help. In a class of many students, questions can easily derail the lesson. Students need to have a procedure for asking questions and getting help that gets them what they need without derailing the instructional process. Thus, I will create some signs that students will use to signal the teacher when they need something without stopping the lesson.

Lastly, the classroom procedures include a procedure for bathroom use. Students can easily slow the instructional process and waste time when they leave for bathroom breaks in between classes (Burden, 2020). Thus, I have created a procedure for students to leave quietly without distracting the rest of the lesson.

Rules, Consequences, and Reward System

I have created a system of rules, consequences, and reward systems that will be used to manage good behavior in the classroom. The following are the main rules of the classroom, the consequences for breaking the rules, and the classroom reward system that will be used to promote good behavior.

Rules

1) Students must be seated on their desks as soon as the bell rings

2) No bullying

3) Follow all classroom procedures

4) All assignments and homework must be completed on time

5) No use of swear language

Consequences

1) Verbal warnings

2) Call parents

3) Lose classroom credit

4) Send to the principal

5) Suspension

Reward System:

I will have a classroom credit system where students will be awarded points for good behavior. Points will be taken out when there is bad behavior. Students will receive gifts attached to their behavior scores.

This rules, consequences, and rewards plan is based on behavioral theory. This theory argues that behaviors can be modeled through rewards and punishments (Korpershoek et al., 2016). The rules and consequences are modeled to encourage good behaviors by rewarding the students and discourage bad ones by using punishments. The class credits are the main rewards that will be used to promote good behavior. On the other hand, different forms of punishment will be used, such as verbal warning, calling parents, losing class credits, sending students to the principal, and suspension in more serious situations. These approaches will help to ensure that students follow the rules. The students will be expected to model behaviors that help them to get rewards and avoid those that will attract punishments.

Classroom Arrangement and Cooperative Learning

Science Station

Cubbies

Reading Station

The classroom is intended for a fourth-grade class of about twenty-seven students. Students will be sitting by three to facilitate group setting and encourage cooperative learning (Everston & & Emmer, 2017). The classroom has a reading station close to the teacher and a whiteboard that allows the student to receive any given instruction. It also has a science station that supports work in groups and a computer station in the back of the classroom. Each student will be provided with individual desk organizers so they can have equal and easy access to the tools needed throughout the class. Desk organizers will contain markers, highlighters, pencils, crayons, erasers, glue, and scissors. Throughout the day, the students will be divided into groups, and each group will take turns working in each station; this will give them the same opportunity to use each resource in the classroom. Each station offers learning pathways for a diversity of learners. While working in stations, each group will move from one station to the other clockwise.

Having the students sit at group tables promotes collective effort while learning and working together to achieve their learning goals. By combining cooperative educational strategies into the class, I will encourage student involvement in the lesson, which increases individuality and social skills foundation (Everston & Emmer, 2017). As the students work in groups to finish lesson objectives, they build communication skills and respect for one another. These lifetime skills will offer assistance to students inside and outside of the classroom. By using cooperative learning settings in the classroom, I can incorporate different group strategies into any lesson (Kagan, 1989). Cooperative learning settings are beneficial for educators to encourage student motivation, classroom engagement, and success.

Classroom arrangement has an important role in reducing interruptions and increasing students’ productivity. Upon initial assessment, students can be arranged into a setting that will help their understanding based on different traits, skills, and learning styles. By applying classroom arrangements that stimulate cooperative learning, I will provide my students the chance to have an active role in their learning (McGroarty, 2013).

Communication with Families

To: Parents/caregivers

From: Teacher

Subject: Communication with Families

Dear Parents/Caregivers,

My name is {insert name}. I am a grade four teacher currently completing my degree in education. Teaching is an important part of my life. I enjoy the process of imparting knowledge and shaping the behaviors of children. My teaching philosophy is founded on diversity and inclusion. I believe that all students, regardless of their different backgrounds and personal characteristics, should have access to high-quality education. I thrive on creating a classroom environment where children with different personalities, learning abilities, and socio-economic backgrounds need to be educated in an environment that gives them an equal chance at success. To achieve such an environment, it is important for me to collaborate with their parents or caregivers back at home. Therefore, I have created the following communication plan to establish open information sharing with students’ families.

One of the ways that I will be communicating with families is by creating an environment of openness and transparency with students’ families. It is important that families know that they can come forward and communicate anything that affects the child. This strategy ensures that I, as the teacher, am not the only one initiating communication. The families, too, can share what they need to discuss to improve education. Secondly, I will establish periodic meetings with families. In these meetings, we can discuss information on the child’s process. The fact that the meetings are frequent makes communication a part of the teacher-family relationship. Lastly, I will frequently ask for parents’ input in the children’s education. The parents best understand the children’s needs; hence, their input will help to improve the child’s learning.

Creating a positive, collaborative relationship with the children’s families helps to promote their intellectual, social, emotional, and physical growth and well-being. This communication helps to track how the student is fairing both at home and a school. The teacher and the parents get to evaluate their needs and plan the appropriate ways of meeting those needs (Cunha et al., 2017). Thus, it is important that the families participate in this communication process.

Classroom Management Evaluation

The professional decisions that teachers make have a great effect on students, families, and other professionals in the learning community. As a teacher, it is important to actively involve these stakeholders in decision-making since the actions will impact them. One of the ways that I will be actively seeking the input of peers, families, and the community is by directly asking them questions. I will be very open about issues that need input from either of these stakeholders so that I can make the decisions that benefit them. Additionally, I will hold frequent meetings with families and peers to discuss issues that affect education and the student in general. These meetings will help in the generation of solutions that cater to the needs of the students.

I will also have to make some legal considerations when making decisions on student behavior and equity. Every state has its laws on managing student behavior that teachers need to understand and be compliant with. In Georgia, the teacher has authority over the classroom. They can determine the appropriate repercussions for students’ misbehavior. This can include removing the student from the classroom if they are causing destruction (Gregory & Fergus, 2017). As a teacher, I have to pay attention to such laws to make sure that there is equity in managing student behavioral issues.

References

Axelson, R. D., & Flick, A. (2010). Defining student engagement. Change: The magazine of higher learning, 43(1), 38-43.

Barkley, E. F., & Major, C. H. (2020). Student engagement techniques: A handbook for college faculty. John Wiley & Sons.

Burden, P. (2020). Classroom management: Creating a successful K-12 learning community. John Wiley & Sons.

Canter, L. (2010). Assertive discipline: Positive behavior management for today’s classroom. Solution Tree Press.

Cunha, N., Lichand, G., Madeira, R., & Bettinger, E. (2017). What is it about communicating with parents. Manuscrito não publicado, 1-94.

Evertson, C. M. & Emmer, E. T. (2017). Classroom management for elementary teachers. Hoboken, NJ: Pearson.

Grand Canyon University (n.d). COE Professional Dispositions of Learner. Retrieved from: http://www.gcu.edu/College-of-Education/Resources/ Professional-Dispositions-of-Learners.php

Gregory, A., & Fergus, E. (2017). Social and emotional learning and equity in school discipline. The Future of Children, 117-136.

Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4), 12. Retrieved from https://lopes.idm.oclc.org/login?url=https://www-proquest-com.lopes.idm.oclc.org/trade-journals/structural-approach-cooperative-learning/docview/224857174/se-2?accountid=7374

Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2016). A meta-analysis of the effects of classroom management strategies and classroom management programs on students’ academic, behavioral, emotional, and motivational outcomes. Review of Educational Research, 86(3), 643-680.

McGroarty, M. (2013, May 12). The Benefits of Cooperative Learning Arrangements in Second Language Instruction. Retrieved from https://www.tandfonline.com/doi/abs/10.1080/08855072.1989.10668555

Parsons, J., & Taylor, L. (2011). Improving student engagement. Current issues in education, 14(1).

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Classroom Management Plan

Your personal classroom management plan is the cornerstone for the structure of your classroom environment. The tone of your classroom environment is reflected in your professional communication with students, families, and colleagues. It is also reflected in your management, engagement, and instructional strategies. It is imperative for you to have an understanding of how you wish to structure the students’ learning environment and how you plan to communicate these decisions with stakeholders.

For this benchmark assignment, you will revise your comprehensive classroom management plan based on the feedback you received in your previous assignments. Consider all you have learned throughout this course, including the interaction you have had with classmates and current educators in the field. Sections 7 and 8 will be added to your classroom management plan.
Your classroom management plan should consist of the following sections:

1. Professionalism – Revised.
2. Student Engagement Strategies – Revised.
3. My Philosophy of Classroom Management – Revised.
4. Classroom Procedures – Revised.
5. Rules, Consequences, and Reward System – Revised.
6. Classroom Arrangement and Cooperative Learning – Revised.
7. Communication with Families– Write a 250-500 word email to the families of your future students in which you introduce yourself. Include your professional background and provide a brief overview of your teaching philosophy. Identify three ways you will communicate with the families to establish open communication. Explain why it is important to maintain a positive, collaborative relationship to promote the intellectual, social, emotional, physical growth, and well-being of students.
8. Classroom Management Evaluation:Write a 250-500 word evaluation of the effects of professional decisions and actions on students, families, and other professionals in the learning community. Explain how you will actively seek input from families, peers, and the community to grow professionally and improve classroom management. Include a summary of legal obligations in responding to student behavior and equity that you have read during your research.

Include a title page, table of contents page, and a reference page.

Rubric

Course Code	Class Code	Assignment Title	Total Points
ELM-250	ELM-250-O501	Benchmark – My Personal Classroom Management Plan	300.0
Criteria	Percentage	No submission (0.00%)	Insufficient (65.00%)	Approaching (75.00%)	Acceptable (85.00%)	Target (100.00%)
Criteria	100.0%
Completed Classroom Management Plan	10.0%	Not addressed.	Sections of classroom management plan are missing or incomplete. No evidence that the feedback from instructor and peers is incorporated.	All sections of classroom management plan are included. Attempts to address feedback from instructor and peers.	All sections of classroom management plan are competently included. Feedback from instructor and peers is clearly incorporated.	All sections of classroom management plan are expertly included. Feedback from instructor and peers is substantially incorporated.
Classroom Arrangement and Cooperative Learning [ACEI 1.0; CEC 2.2, ISCI.2.K2, ISCI.2.S11, IGC.2.K2, IGC.5.K8; ILA-S 4.3; InTASC 3(k), 3(d), 3(e), 3(f), 3(i), 3(l), 3(q); MC1, MC2; COE 1.3]	15.0%	Not addressed.	Rational is ineffectively explained and does not demonstrate clear reflection on learning environment best practices.	Rational is sufficiently explained and attempts to demonstrate clear reflection on learning environment best practices.	Rational is appropriately explained demonstrates detailed reflection on learning environment best practices.	Rational is thoroughly explained and demonstrates substantial reflection on learning environment best practices.
Communication with Families [ACEI 5.3; CEC 4.3, 7.1, 7.3, ICSI.5.S2, ISCI.7.K2, ISCI.7.K4, ISCI.7.S2, ISCI.7.S3, ISCI.7.S4, ISCI.7.S5, ISCI.7.S6; ILA-S 6.2; InTASC  1(c), 1(k), 1(j), 10(a), 10(b), 10(d), 10(e), 10(f), 10(i), 10(j), 10(k), 10(n), 10(o), 10(q), 10(r); ISTE-T 3b, 3c, 5b, 5d; MC1, MC5; COE 5.3]	15.0%	Not addressed.	Introduction email inappropriately introduces families to the teacher and their teaching philosophy and does not sufficiently detail the importance of open communication.	Introduction email sufficiently introduces families to the teacher and their teaching philosophy and broadly details the importance of open communication.	Introduction email clearly introduces families to the teacher and their teaching philosophy and appropriately details the importance of open communication.	Introduction email skillfully introduces families to the teacher and their teaching philosophy and specifically details the importance of open communication.
Classroom Management Evaluation [ACEI 5.2; CEC 6.4, ISCI.6.S11; InTASC 9(a), 9(b), 9(c), 9(d), 9(e), 9(j), 9(k); ISTE-T 4b, 4d, 5a, 5c; MC2, MC3, MC5; COE 5.2]	15.0%	Not addressed.	Evaluation insufficiently describes effect of professional decisions and actions. Explanation of methods to seek input is illogical. Summary of legal obligations regarding behavior and equity is minimal.	Evaluation adequately describes effect of professional decisions and actions. Explanation of methods to seek input is plausible Summary of legal obligations regarding behavior and equity is sufficient.	Evaluation logically describes effect of professional decisions and actions. Explanation of methods to seek input is reasonable. Summary of legal obligations regarding behavior and equity is detailed.	Evaluation comprehensively describes effect of professional decisions and actions. Explanation of methods to seek input is specific and realistic. Summary of legal obligations regarding behavior and equity is thorough.
Reflection (I am doing this myself 🙂 )	15.0%	Not addressed	Reflection does not adequately address feedback received from instructor and peers.	Reflection generally discusses feedback from instructor and peers and attempts to explain how feedback was incorporated into final plan.	Reflection credibly describes feedback from instructor and peers and explains how feedback was incorporated into final plan.	Reflection thoroughly describes feedback from instructor and peers and demonstrates higher order thinking in how feedback was incorporated into final plan.
Research	5.0%	Not addressed.	Few outside sources were used to support the assignment. Limited research is apparent.	Research is adequate. Sources are standard in relevance, quality of outside sources, and/or timeliness.	Research is timely and relevant and addresses all of the issues stated in the assignment criteria.	Research is supportive of the rationale presented. Sources are distinctive. Addresses all of the issues stated in the assignment criteria.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	5.0%	Not addressed.	Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors may be present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Organization	10.0%	Not addressed.	An attempt is made to organize the content, but the sequence is indiscernible. The ideas presented are compartmentalized and may not relate to each other.	The content is adequately organized, generally providing the audience with a sense of the main idea.	The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.	The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea.
Mechanics of Writing   (includes spelling, punctuation, grammar, language use)	10.0%	Not addressed.	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language.	Submission is largely free of mechanical errors, although a few are present. A variety of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage	100%