Teacher, Teacher
I have spent two hours writing my classroom management plan. It is a labor of love, as I know that soon I will come to regard it as my Bible when I'm in the midst of it all. I also wonder if I will truly be a good teacher. Sure, the words look fabulous on paper, and I have taken some of my advice whilst substituting and see that it can be fruitful. However, once I have my own classroom will I be able to live up to the model that I have created in my own mind after years of education? I am nervous about embarking on my own. The following is the plan that I have imposed on myself to follow...
Preparing a good classroom environment takes good planning. Every child should be taken into consideration when making the classroom a place that they can call a home away from home. The classroom should be open and easily accessible to children, making special accommodations for children with special needs. Desks should be arranged in such a manner where all children have easy access to visuals and materials (groupings where children face one another); where they can easily confer with classmates and their teacher. A large table for lessons and guided reading shall be provided. It should include room for a meeting area, where the class can commune throughout the day in large and small groups. Centers should be easily accessible, and interconnected in order to encourage integrated learning across the curriculum. I will include posters that may spark or promote the interests of the children. Art work of the children shall be displayed along with pictures from home of their families in order to promote the culture and community of the classroom. A library area filled with bean bag chairs and a lamp will be provided in a cozy corner in order for children to relax while reading. Near this area will be a "peace table" for children to work out their issues with one another.
The role that I will take as teacher will be one of mentor, facilitator and assistant in the positive growth of every child. I believe that it is my job to create a genuine sense of community by providing a democratic, organized environment that encourages positive intellectual and social growth. I will infuse developmentally appropriate practice by providing the scaffolding of learning for varying levels of learning and abilities. I believe that through the integration of curriculum, children can be exposed to many areas of instruction simultaneously. This is important as multiple standards can be reached in this way. I believe that allowing children to explore their environments through hands on experiences helps them to learn more effectively. Through this integration, the encouragement of positive critical thinking can emerge, engaging children. I will further encourage learning by providing materials that will allow them to extend upon the curriculum and individual interests. Finally as a teacher, I wish to create a caring community of learners through positive adult and peer interaction. I wish to teach positive values through respecting children, and treating them with dignity. I feel that by knowing them individually, I can create a better understanding of that child and their family, making the classroom a place that they enjoy being in.
Behavioral expectations shall be set at the beginning of the year. I have three rules that will always be implemented and posted at the front of my room:
We Keep Ourselves Safe
We Keep Our Friends Safe
We Keep Our Things Safe
I mentioned that I wish to provide a democratic society. This shall be implemented through the development of classroom rules and consequences. The children shall set up the rules of the classroom, within reason and developmental level, with me. These rules will also be given consequences for certain behaviors which will be completely understood by the children. Once these rules and procedures are established, they will be modeled and thoroughly explained by myself and the children through role playing. They will be laminated and posted at the front of the room so that the children can be reminded of them daily. I will type a copy to be sent home and every child (and parent) shall read and sign a copy to be put into their file. There will also be a "peace table" set up in the room. This table is for children to go to when they have an issue, and work through their problems. It will be age appropriate, depending upon the grade level. The children will be expected to use positive language with one another and "I" statements that talk about their feelings. This takes away "blame" and helps the children work through what might be troubling them. I will facilitate the process if necessary, but the children will be free to do this when needed. I believe that by encouraging "put ups" (saying positive things to others to make them feel good) and discouraging those that are "negative" the atmosphere in the classroom can be happier. I will provide special "awards" at the Peace Table where peers can award one another for positive actions in class and beyond. I believe that encouraging the development of responsibility and self regulation through setting limits, redirecting and acknowledging feelings through conflict resolution, assists them in being better friends and socially competent young people.
Procedures and routines will also be discussed at the beginning of the year. Children will be aware of morning routines, their role within these routines and the order of the day. I will include a daily schedule showing the time and subject on the board so that they can reference it when needed. I will have a "job" board near the door to the classroom. Every day different children will be chosen to assume a classroom responsibility by placing their names in special labeled pouches: taking lunch count/attendance to the office, taking lunch boxes to the cafeteria, assisting a classmate when they have to go to the nurse, holding the flag for the Pledge, etc. I will provide three passes for children to go to the bathroom and to get drinks. They can do this at any time within reason, and need to show me that they're going before they leave the room. Children will know routines pertaining to lunch times and specials (art, music), including behavior and routines relating to recess. I will also celebrate each child for a week throughout the year. They will become the "line leader" for the week and have special responsibilities. This list will be provided at the beginning of the year so that they can look forward to their special time.
I will provide for the effective utilization of time in a number of ways. I will plan the curriculum for entire weeks at a time, including developmentally appropriate activities during suitable time periods. By providing adequate time during this planning, it is easier to implement activities and "add on" if need be. When there are "specials" for the children, I will be sure to plan activities which are conducive to "time" prior and after. For example: I need to plan for adequate time regarding literacy activities as these tend to take a while. I will also select times in the day where children are more receptive to learning certain subjects. I will plan for literacy and math in the morning hours when children are fresh. I will plan for science, social studies, centers and physical activities in the afternoon when they need to liven up a bit.
Transitions will be assisted through the schedule posted at the front of the classroom. I will discuss this schedule every morning and throughout the day in case there are any changes. I will provide a timer that will be set to go off 5 minutes before the beginning of the next activity. When the bell goes off, the children know that it is time to clean up and get ready for what is to follow. Once the children are cleaned up and either sitting in their seats or in the group meeting area, I will explain what we will be doing next. For children with developmental issues relating to transitions, I will provide special accommodations such as PECS, cards and verbal reminders.
Positive discipline is one of the most important aspects of running an effective classroom. By encouraging positive behavior, rather than dwelling on negative behavior, children can see examples of effective ways to interact in the classroom. I will be:
Fair
Respectful
Understanding
Helpful and
Loving
I will expect this from my students as well, and post these next to the rules of the classroom and tape them to the "Peace Table".
In many cases simply redirecting a child or children who are having conflict can fix a behavioral issue. In fact, I've found this to be true most of the time. This is especially effective in kindergarten classrooms, but can work for older children as well. In instances like this I will also direct children to the "Peace Table" so that they can work through the issue. As a daily routine, children will be reminded of the "rules" every day, and consequences will be understood. I will have a chart of names with green, red and yellow columns. If a child receives a warning for disruptive behavior, they will move their name from green to yellow. Yellow means that they need to be cautious of their behavior for the rest of the day, but they are allowed another chance without consequence. When a child moves from yellow to red, this means that what they have done is extremely disruptive and/or harmful to a member or members of the classroom. In my experience in other classrooms, RED behavior rarely occurs, but when it does it is followed through with parental/Principal involvement. When I need to remove a child to discuss their behavior, I will quietly approach them and pull them aside to a quiet area or just outside of the room. I will first tell them, "I care about you." I will ask them how they're feeling. Then I will tell them what I observed about what went on. "I see that you're frustrated." "I see that you're angry." I will explain why what they were doing was not "following the rules" of the class. I will ask them what they could do to change the behavior and what they feel the consequences for their actions should be. They can reference the class rules for this. Of course, these rules will change slightly depending on the developmental age of the child. Certain behaviors are a consequence of development and need to be assessed at the time of the individual incident. I will also ACCENTUATE THE POSITIVE and try to ELMINATE THE NEGATIVE. As stated in the behavioral expectations section, I will be positive and praise a child when I see positive behavior and try to discourage negative responses to behavior. Children have bad days just like the rest of us, and they should be given the opportunity to turn it around. By encouraging the positive stuff, the negative seems to go away on its own.
Finding effective intervention and problem solving strategies for challenging behaviors can be arduous. However, if the child, parents and staff work together with me as the teacher in assisting the child, they can be very helpful for the child and everyone. An effective staffing with everyone involved is the most obvious way to do this in severe situations. An effective way to begin would be to confer with the child's parents regarding the behaviors. I will ask them what they have been doing at home when these behaviors arise. I will ask for their input regarding said behavior and consult with any specialists that they have been working with. I will discuss a behavior modification and support plan to assist the child. Through this plan strategies can be devised to help a child through a difficult situation. Teaching the child to self regulate and calm down before the behavior becomes an issue can be the most effective way to alleviate a challenging behavior. Children can be taught "Namaste" or "Deep Breathing":
Take a deep breath in
Touch my hand to my tummy
Count to 3 (or 5 for older children)
Push the breath all the way out
Teaching the entire class to regulate themselves when they are upset, can make the child feel that they are not singled out, and may encourage them to do this more rather than acting out. Another strategy that can help a challenging behavior is writing a book with the child about how they can help themselves in a situation, or a positive aspect of their lives (a pet, a sibling, drawing). They can illustrate or take pictures to put into the book, where it can be laminated and referenced when they need it. This makes the book personal for them, allowing them to self regulate in this manner as well. When a child exhibits the behavior, try to create a special spot where they can go to decompress. This could be the "cozy corner" in the library. A special sheet can be rigged where the child can pull it across like a curtain and have private time until they're ready to join the class. The child also must have a set of rules and consequences for specific behavior. The child needs to know them, and have them taped to his desk for referencing every day. These rules should be reminded and consequences consistently followed through. It may be helpful to have the child come up with his own set of consequences along with those set for the class as well. I would also praise a child for positive behavior when I see it, "John, I love that you're helping Ian with his project." I might give an older child a journal that they can record their thoughts in as well. I would keep a tally of good days and show them their progress so that they can see how well that they are doing. I would also consistently follow up with the parents and staff to note any setbacks or improvements.
A classroom should feel like home to the child. They should be learning how to become productive members of society through the positive interactions of their teacher and peers. I feel that allowing them to explore their environment and express themselves in positive ways they will grow to be amazing adults.
Preparing a good classroom environment takes good planning. Every child should be taken into consideration when making the classroom a place that they can call a home away from home. The classroom should be open and easily accessible to children, making special accommodations for children with special needs. Desks should be arranged in such a manner where all children have easy access to visuals and materials (groupings where children face one another); where they can easily confer with classmates and their teacher. A large table for lessons and guided reading shall be provided. It should include room for a meeting area, where the class can commune throughout the day in large and small groups. Centers should be easily accessible, and interconnected in order to encourage integrated learning across the curriculum. I will include posters that may spark or promote the interests of the children. Art work of the children shall be displayed along with pictures from home of their families in order to promote the culture and community of the classroom. A library area filled with bean bag chairs and a lamp will be provided in a cozy corner in order for children to relax while reading. Near this area will be a "peace table" for children to work out their issues with one another.
The role that I will take as teacher will be one of mentor, facilitator and assistant in the positive growth of every child. I believe that it is my job to create a genuine sense of community by providing a democratic, organized environment that encourages positive intellectual and social growth. I will infuse developmentally appropriate practice by providing the scaffolding of learning for varying levels of learning and abilities. I believe that through the integration of curriculum, children can be exposed to many areas of instruction simultaneously. This is important as multiple standards can be reached in this way. I believe that allowing children to explore their environments through hands on experiences helps them to learn more effectively. Through this integration, the encouragement of positive critical thinking can emerge, engaging children. I will further encourage learning by providing materials that will allow them to extend upon the curriculum and individual interests. Finally as a teacher, I wish to create a caring community of learners through positive adult and peer interaction. I wish to teach positive values through respecting children, and treating them with dignity. I feel that by knowing them individually, I can create a better understanding of that child and their family, making the classroom a place that they enjoy being in.
Behavioral expectations shall be set at the beginning of the year. I have three rules that will always be implemented and posted at the front of my room:
We Keep Ourselves Safe
We Keep Our Friends Safe
We Keep Our Things Safe
I mentioned that I wish to provide a democratic society. This shall be implemented through the development of classroom rules and consequences. The children shall set up the rules of the classroom, within reason and developmental level, with me. These rules will also be given consequences for certain behaviors which will be completely understood by the children. Once these rules and procedures are established, they will be modeled and thoroughly explained by myself and the children through role playing. They will be laminated and posted at the front of the room so that the children can be reminded of them daily. I will type a copy to be sent home and every child (and parent) shall read and sign a copy to be put into their file. There will also be a "peace table" set up in the room. This table is for children to go to when they have an issue, and work through their problems. It will be age appropriate, depending upon the grade level. The children will be expected to use positive language with one another and "I" statements that talk about their feelings. This takes away "blame" and helps the children work through what might be troubling them. I will facilitate the process if necessary, but the children will be free to do this when needed. I believe that by encouraging "put ups" (saying positive things to others to make them feel good) and discouraging those that are "negative" the atmosphere in the classroom can be happier. I will provide special "awards" at the Peace Table where peers can award one another for positive actions in class and beyond. I believe that encouraging the development of responsibility and self regulation through setting limits, redirecting and acknowledging feelings through conflict resolution, assists them in being better friends and socially competent young people.
Procedures and routines will also be discussed at the beginning of the year. Children will be aware of morning routines, their role within these routines and the order of the day. I will include a daily schedule showing the time and subject on the board so that they can reference it when needed. I will have a "job" board near the door to the classroom. Every day different children will be chosen to assume a classroom responsibility by placing their names in special labeled pouches: taking lunch count/attendance to the office, taking lunch boxes to the cafeteria, assisting a classmate when they have to go to the nurse, holding the flag for the Pledge, etc. I will provide three passes for children to go to the bathroom and to get drinks. They can do this at any time within reason, and need to show me that they're going before they leave the room. Children will know routines pertaining to lunch times and specials (art, music), including behavior and routines relating to recess. I will also celebrate each child for a week throughout the year. They will become the "line leader" for the week and have special responsibilities. This list will be provided at the beginning of the year so that they can look forward to their special time.
I will provide for the effective utilization of time in a number of ways. I will plan the curriculum for entire weeks at a time, including developmentally appropriate activities during suitable time periods. By providing adequate time during this planning, it is easier to implement activities and "add on" if need be. When there are "specials" for the children, I will be sure to plan activities which are conducive to "time" prior and after. For example: I need to plan for adequate time regarding literacy activities as these tend to take a while. I will also select times in the day where children are more receptive to learning certain subjects. I will plan for literacy and math in the morning hours when children are fresh. I will plan for science, social studies, centers and physical activities in the afternoon when they need to liven up a bit.
Transitions will be assisted through the schedule posted at the front of the classroom. I will discuss this schedule every morning and throughout the day in case there are any changes. I will provide a timer that will be set to go off 5 minutes before the beginning of the next activity. When the bell goes off, the children know that it is time to clean up and get ready for what is to follow. Once the children are cleaned up and either sitting in their seats or in the group meeting area, I will explain what we will be doing next. For children with developmental issues relating to transitions, I will provide special accommodations such as PECS, cards and verbal reminders.
Positive discipline is one of the most important aspects of running an effective classroom. By encouraging positive behavior, rather than dwelling on negative behavior, children can see examples of effective ways to interact in the classroom. I will be:
Fair
Respectful
Understanding
Helpful and
Loving
I will expect this from my students as well, and post these next to the rules of the classroom and tape them to the "Peace Table".
In many cases simply redirecting a child or children who are having conflict can fix a behavioral issue. In fact, I've found this to be true most of the time. This is especially effective in kindergarten classrooms, but can work for older children as well. In instances like this I will also direct children to the "Peace Table" so that they can work through the issue. As a daily routine, children will be reminded of the "rules" every day, and consequences will be understood. I will have a chart of names with green, red and yellow columns. If a child receives a warning for disruptive behavior, they will move their name from green to yellow. Yellow means that they need to be cautious of their behavior for the rest of the day, but they are allowed another chance without consequence. When a child moves from yellow to red, this means that what they have done is extremely disruptive and/or harmful to a member or members of the classroom. In my experience in other classrooms, RED behavior rarely occurs, but when it does it is followed through with parental/Principal involvement. When I need to remove a child to discuss their behavior, I will quietly approach them and pull them aside to a quiet area or just outside of the room. I will first tell them, "I care about you." I will ask them how they're feeling. Then I will tell them what I observed about what went on. "I see that you're frustrated." "I see that you're angry." I will explain why what they were doing was not "following the rules" of the class. I will ask them what they could do to change the behavior and what they feel the consequences for their actions should be. They can reference the class rules for this. Of course, these rules will change slightly depending on the developmental age of the child. Certain behaviors are a consequence of development and need to be assessed at the time of the individual incident. I will also ACCENTUATE THE POSITIVE and try to ELMINATE THE NEGATIVE. As stated in the behavioral expectations section, I will be positive and praise a child when I see positive behavior and try to discourage negative responses to behavior. Children have bad days just like the rest of us, and they should be given the opportunity to turn it around. By encouraging the positive stuff, the negative seems to go away on its own.
Finding effective intervention and problem solving strategies for challenging behaviors can be arduous. However, if the child, parents and staff work together with me as the teacher in assisting the child, they can be very helpful for the child and everyone. An effective staffing with everyone involved is the most obvious way to do this in severe situations. An effective way to begin would be to confer with the child's parents regarding the behaviors. I will ask them what they have been doing at home when these behaviors arise. I will ask for their input regarding said behavior and consult with any specialists that they have been working with. I will discuss a behavior modification and support plan to assist the child. Through this plan strategies can be devised to help a child through a difficult situation. Teaching the child to self regulate and calm down before the behavior becomes an issue can be the most effective way to alleviate a challenging behavior. Children can be taught "Namaste" or "Deep Breathing":
Take a deep breath in
Touch my hand to my tummy
Count to 3 (or 5 for older children)
Push the breath all the way out
Teaching the entire class to regulate themselves when they are upset, can make the child feel that they are not singled out, and may encourage them to do this more rather than acting out. Another strategy that can help a challenging behavior is writing a book with the child about how they can help themselves in a situation, or a positive aspect of their lives (a pet, a sibling, drawing). They can illustrate or take pictures to put into the book, where it can be laminated and referenced when they need it. This makes the book personal for them, allowing them to self regulate in this manner as well. When a child exhibits the behavior, try to create a special spot where they can go to decompress. This could be the "cozy corner" in the library. A special sheet can be rigged where the child can pull it across like a curtain and have private time until they're ready to join the class. The child also must have a set of rules and consequences for specific behavior. The child needs to know them, and have them taped to his desk for referencing every day. These rules should be reminded and consequences consistently followed through. It may be helpful to have the child come up with his own set of consequences along with those set for the class as well. I would also praise a child for positive behavior when I see it, "John, I love that you're helping Ian with his project." I might give an older child a journal that they can record their thoughts in as well. I would keep a tally of good days and show them their progress so that they can see how well that they are doing. I would also consistently follow up with the parents and staff to note any setbacks or improvements.
A classroom should feel like home to the child. They should be learning how to become productive members of society through the positive interactions of their teacher and peers. I feel that allowing them to explore their environment and express themselves in positive ways they will grow to be amazing adults.