Classroom Management Plan
1.0 Philosophy of Classroom Management
Every teacher needs to create a learning environment that is safe and supportive for the students. To achieve this, it is important to have an engaging educational environment that includes all students and teachers as well. The intention of any philosophy or plan of classroom management is to help the teacher create an environment that builds the students into achieving their full potential. I believe that with the classroom management plan, we can create an educational environment that assures the students of an effective and comfortable life long learning.
There is a correlation between having an ideal learning climate and classroom management. To have a clear routine that ensures effective time management and a clear set of rules and procedures, a teacher has to have a classroom management plan. Having an effective learning climate will not only assist the teacher to take action if certain practices are ineffective but it will also offer the students an atmosphere for reaching their learning full potential.
Classroom management ensures that there is an order necessary for effective learning. I believe that when a teacher draws their philosophy of class management, we aim to address complex tasks that are context-related and group-oriented. A great functioning classroom management plan positions the teacher not only as an instruction leader but also as an authority figure. A teacher’s strategy in the students’ activity should be cost-effective and also focus on being effective. The persistent and consistent plans of the teacher thus maintain and foster effective learning.
Effective classroom management should foster the inclusion of students’ contributions to the learning activities. Students’ democracy instills a sense of responsibility to both the teachers and the students. As a teacher, I believe a student-centered approach not only builds an effective learning atmosphere but also create a teacher-student relationship. Students’ contributions also ensures that their needs and interests are noted and modeled. By being the role model, the teacher works to instilling self-control and discipline among the students. The teacher’s consistent efforts in this thus leads to the students being great decision-makers. This ultimately contributes to their motivation and eagerness in learning and achieving their set targets and the teacher’s target.
In managing a classroom, I believe that reinforcements contribute to students’ motivation. Praising a student for positive behavior and stating out loud the teacher’s expectation makes the students aware of what is required. This makes the student immediately change their behavior and focus on achieving more. On the other hand, as a teacher, I would not focus so much on the student’s misbehavior. Punishment should not always be warranted but should be used as the last resort. Classroom management is the teacher’s understanding of the nature of groups and influences that operate in them. The teacher, therefore, can perceive and diagnose the situations to improve the conditions selectively and creatively. Some students could just be acting out as a sign of seeking control. Schools should be a safe place and a haven for all students as some only find at school.
Teacher’s collaboration with each other builds on the classroom management plan. This is because there is an exchange of what works and what doesn’t work in certain conditions. Another way we benefit by collaborating is through assurance of continued consistency in the planning and delivery of lessons. Also, through the exchange of ideas and teaching resources, there is an expansion of the instructional practice base. New and better teaching methods are also achieved through the sharing of information. Teacher’s conversations result in improvement of the student learning through various teaching styles. Besides, the students tend to perform better due to the teachers’ influence that focus on their core competencies. Finally, the teacher’s collaborations foster the need to see one’s students excel more. This in return results in teacher’s accountability for the success of the students and achievement of the standards set by the school.
2.0 Classroom Arrangement
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3.0 Operating Classroom Routines and Procedures
3.1 The Beginning of a Lesson
What do you do at the beginning of a lesson?
The class attendance in every lesson is important for the teacher to know the students present. After taking the roll call, the teacher should introduce the week’s course outline which should narrate the lesson topic to be discussed (Capizzi, 2009). The lesson’s content prepared by the teacher is thus introduced to the students who in turn commit to the activities planned. The teacher could reinforce the most hardworking students by rewarding or complementing them. She should also challenge the rest of the students to emulate and compete with the leading students. The teacher should, therefore, establish a routine pattern that the students are aware of. This pattern should be followed unless exceptions like fire drills occur.
How do students collect the materials and devices they need in the classroom?
After the students get to class and settle down, either individually or in groups, the teacher instructs on how to collect the devices or instruments required. This should be in an orderly manner. For instance, if it’s a group, the group leaders should go and pick what the group needs or instructed to use during the lesson. Due to the lesson’s limited time, the students should remain in their seats and not move around unless it’s necessary or asked by the instructor.
What happens if you notice a misbehavior?
Teachers should always be prepared to keep order in the classroom and maintain a safe and conducive learning environment. In case there is a student’s misbehavior that can not be ignored, the teacher can use less disruptive measures. For instance, giving the student a straight and stern look while walking towards the student. Should the student continue with their misbehavior, the instructor could exercise touch interference for the student to go back to the task at hand. The teacher could also mention the misbehaving student’s name and ask him to state how his actions are relating to the rest of the class. At this time, should the student carry on with his or her misbehavior, the teacher could spell out consequences for the student’s behavior. This could be changing the student’s seating position, demanding the student to write an apology paper explaining his action or making the student take an extra class or paper if they were late. The privileges of the student could also be taken. Another step the teacher can take is talking with the school administration and the student’s parents. This could be a discussion of taking a much stern measure like suspension or expelling the student.
What to do before asking students to do any work.
The teacher should always prepare the students at the beginning of any class activity. This could be by making sure every student is armed with the required stationery, seated in the right sitting arrangement and the right group assigned. Every student should have the materials needed in the lesson. The teacher should then clearly explain the instructions of the task at hand and assign every student a role to play in the group towards completion of the objective. Members of the group should ensure every part of the activity is handled by a certain student. After assigning the roles to each member, the teacher should oversee the progress and if necessary, institute switching of the roles from time to time. When everyone is ready for the lesson activity, the teacher should signify the start by either ringing a bell, instructing the groups to start or simply setting a timer.
Student needs to use the sharpener.
Due to the lesson’s limited time, the teacher should ensure that there is a pencil sharpener in every group and a small bin in the center of their desks. This minimizes the number of times permission will be asked from the teacher to go to the bin for sharpening. If the group’s small bin is full, the group leader should carry it and empty it into the large bin at the end of the class lesson. Should everyone in the class need to sharpen, the students should ask for permission from the teacher to go sharpen several pencils. This should be done in an orderly and clean manner which also reduces the number of times a student gets up to go to the bin for sharpening..
Students need to leave their seats while working.
The teacher is the authority leader in the class and should be the one granting permission to a student to leave a seat while working. The student should ask for permission and if granted, he/she should calmly stand up and leave their seat without making any disruptive noises. In an instance where a student could leave their seat while working and without permission, the teacher should ask them back to their seat. The teacher then reminds the student of the procedure sitting rules for the student to follow.
Providing students with assistance while doing their work.
The teacher should ensure that they move around supervising the groups’ work and offering extra guidance and assistance. Should a student require specific assistance from the teacher, they should put up their hand for the teacher to come where they are. The teacher should continue motivating the students to go on by posing a challenging task or a question. He/she should also encourage the students to ask questions where they don’t fully understand. Complementing the students on progress achieved also motivates the students to continue doing their work.
Students coming to class without their books or materials.
In the instances where a student attends a class without the learning material, the teacher should ask the student to explain the exact reason why they left their reading materials behind. The teacher will, however, emphasize the importance of carrying the reading material in every class. He/she will then ask another student to share their books or an extra copy with the student. Should the student have an occurrence of forgetting their books, the teacher should contact the student’s parents and even the school administration to discuss the issue and more serious measures taken.
Students not doing their homework.
What to do after students finish their work?
How will students leave the class?
Teachers’ procedures for taking notes.
How do you form students’ groups?
How does each student in the group know his work?
How do students get help from their teacher?
Having guests in the classroom.
Making new class announcements.
4.0 Classroom rules
| Rules | Procedures |
5.0 Behavior Management Procedures
5.1 Students Talking to Each Other
5.2 Distracted or Absent-Minded Students
5.3 Overactive Students
6.0 Communicating Management Procedures with Learners from Different Cultural Backgrounds
7.0 References
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