Running head: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan Shuang Wu

Philosophy on Classroom Management and Discipline It is believed that a successful teacher is also an effective manager in the classroom. In my mind, a successful manger should create a class environment in which students and the teacher will support each other with their learning and teaching. So the teacher can effectively deliver the lesson while the students can successfully follow the guidance and feel free to provide and feedback which can further facilitate teachers instructions. Also, student are children or young adult, they still need a lot of guidance and modeling for their behaviors. Therefore, I would like my discipline model to be an interacting model, in which my students could develop from both internal and external forces and my students and I could formulate mutually acceptable solutions to problems (Burden 2006). I also believe clear expectation and consistent and fair consequence for the behaviors are the foundation of a successful and respectful classroom. So I want to establish the classroom rules and procedures which will be explicitly stated, explained and practiced at the beginning of the class. The Classroom Arrangement Since I am a language teacher and there should be many pair or group activities in the classroom. I will arrange the seats in a circle for teacher instruction and move the

Running head: CLASSROOM MANAGEMENT PLAN

seats into different small circles so students can all face the teacher while instruction time and move into the group work after (Burden 2006). This seat arrangement is open and increases interaction between the students and teacher. I plan to arrange my students according to their last names or some other ways which would help me to remember their names at the beginnings of the weeks but will change their seats arrangement later according to students performance or personality or behaviors after I know them more. Rules The three rules I have here are a little abstract. They are all related to their attitudes towards learning. I believe a good attitude will help my students form a better understating of many general desired and undesired behaviors. Instead of stating them as rules, I think they are more like guiding principle which they could apply to decide which behaviors they want to present in the classroom and their own learning. First, I want my students to be humble. So they would be able to value other culture and be open to learn new knowledge. At the same time, students should be respectful to all the students and teachers so the classroom culture is friendly, encouraging and supportive Second, I would like my students to cherish their school time. To many young students, they might not able to tell how time is valuable, especially the time for learning. Require them to cherish time would definitely help them stay in task more often and help them to manage their time effectively.
2

Running head: CLASSROOM MANAGEMENT PLAN

Third, I would require my students to take responsibility of their learning and life so they are proactive and be able to monitor their own learning and develop life-long learning skills which could benefit their development in long term. Because I want my classroom to be an interacting classroom, I would give my students freedom to decide two rules which they think are necessary to create an supportive and positive environment. The rules are abstract, therefore, I will explained the rules to my students at the beginning of the semester and give them different scenarios to explain the ideas and provides examples and non-examples so students are able to apply the principles to decide what behaviors are expected and what are not in my classroom. Response to Misbehavior Depends on the misbehaviors I would apply different strategies. For students who are talking with peers: At first, I will use proximity so to let students be aware of their misbehavior. It it doesnt work, I would have to change the seats of the students so they may not able to keep close with their friends. If the students keep talking, I would give the student a individual warning by asking them if there is something he/she needs to inform. At last, I would arrange a special seat for student who demonstrate the pattern of talking in class and find solution with him/her. Cell Phones: I would allow my student using cell phone in class, because they could use the cell phone for many class activities, such as making phone calls as a speaking practice and finding vocabulary from online dictionaries. However, some
3

Running head: CLASSROOM MANAGEMENT PLAN

students might use it for games or social media. If I notice a students use his cell phone for class unrelated purposes, I would get close to the students and let him/her be aware of my attention on their misbehaviors. If students keep using cell phone and they are not able to stay in task, I would confiscate the cell phone and return it back until class ends. If students are off-task, I would use proximity to reminder him/her. Sometimes, students are off-task because they are board or they are not able to follow the instructions. So if the students are not able to pay attention, I would try to give attention to him/her by asking him/her questions, engaging him/her in class activities, giving him/her an individual task, or asking a peer to help him/her. For provocation misbehavior, I think the most important thing for a teacher is keeping calm and ask students to keep calm and find opportunity to talk to him/her or call administrator for help. Procedures The first things students come to the classroom are to handing in their homework and get their class materials. After the bell, class roll is called. There is a headmaster of the classroom who is in charge of the homework collecting and roll calling (The headmaster is assigned every week). Before class starts, teacher will make announcements. During class time, students have to make request so they can go to the bathroom. During class activity time, they could move around but they could not do so during teacher instruction time. Homework is assigned at the end of class and should be also appear on homework assignment sheet which is given every week.

Running head: CLASSROOM MANAGEMENT PLAN

Creating a respectful, supportive learning Environment As has been stated previously, I would my classroom to be interactive so students are able to actively engage with classroom management and provide feedback to facilitate teaching. I would have a class committee of five students so they can help with class feedback and assisting classroom management. Students may feel more freely and less intimidated to talk about their concerns with their peers than talking with their teacher so the committee of students could help as a bridge for some issues. Also, anonymous message box is set in the classroom for feedbacks and addressing concerns and questions. So student could keep their privacy and feel free to express themselves. I would also send questionnaire and evaluation forms to students and parents at the beginning of the semester, the mid-term and the end of the semester so I could better understand my students and their needs. This is also part of my diversity plan so the family or the culture of the students could be valued in my class. At last, I would also address the problems I observed and received with my students. So they are able to contribute their ideas for possible solutions. Also I would provide rationales of the solutions I have so students know what and why the decision is made.

Running head: CLASSROOM MANAGEMENT PLAN

Managing and Facilitating Instruction Depends on the time and level of the students, my class will begin with students duty report as a warm up. Students can bring anything they like about the subject and share it to the class at the beginning of the class for 5 minutes. After that, the content of the previous instruction is reviewed. A pop quiz might be given to the students as the incentive for reviewing in home and also an assessment for previous instruction. Later on, the main idea or the learning points of the class is introduced and instructed. Class activities are explained or modeled. Then, students are conducted to participate in the activities. During the class activities time, the instructor can monitor the students learning, facilitate their learning, and identify problems. The commit members or the headmasters are helpers to monitor and facilitate the in class learning. At the end of the class, the students are encouraged to summarize the learning points and identify the takeaway. Motivating Students to learn Learning is not always fun. So motivate the students to learn is crucial. Couple of things I want to help motivate them to learn are (Burden, P. R. 2000): 1. To learn how to learn. What are the strategies students can apply in learning? Identify the points which will help with their future learning. 2. Keep showing them the progress. The assessment plan, learning product should be kept to show their progress in the class.

Running head: CLASSROOM MANAGEMENT PLAN

3. Welcome their feedbacks and share your thoughts with them. Discuss with them, what they need for the class and how can I help with them constantly. Promoting Safety and Wellness First, be aware of the class dynamic is important to prevent some possible conflicts in class. If a student is experiencing some emotional instability, find ways to comfort and ease the tensions (Weinstein, 2004). (Sincere greetings, showing care, music, peer supports) Second, provide ways so students can provide feedbacks. Also try to validate the feedbacks and provide rationales for the decisions so students opinions can be expressed in constructive ways. Third, modeling the effective communication for the students so students have better way to voice themselves or get necessary attention from their peers. If disruptive and violent behaviors happen, the first thing is to keep calm. Ask students to stop the behaviors. Decide if to inform the administrator and security or not. Tell the students to calm down. Let the students stay alone for a little while and calm down. Address the problem and explain the effects of the behaviors. Ask students for solution (Consequence and remedy) (Weinstein, 2004). Interacting with Parents, Colleagues, and Others Parents, Colleagues can be the person who will support your teaching and provide many valuable inputs for your practice. Parents can provide much information about the

Running head: CLASSROOM MANAGEMENT PLAN

students so we can know the students better. And we can also collaborate with the parents to work on issues at school and home together. Colleagues can share their experience with you so you can learn more teaching ideas or management skills. Also Colleagues are good resources for the contents. You may need someone to discuss a problem in the content with the professional training or get references or explaining of knowledge outside of your area. Others, such as administrator or researchers can bring many new ideas or concepts from outside of the school so we can benefit from the new theories, findings, and policies. Parents can be invited often to the class activities. Parents-teacher conference is a valuable time when we can communicate with them and show our effort to build the relationship. Classroom website and newsletter might be another ways we can send out information to the parents. There are many ways we can build our relationship with our colleagues. Be humble, ask for suggestions and provide mutual help might be some basic ideas.

Running head: CLASSROOM MANAGEMENT PLAN

References: Burden, P. R. (2006). Models of discipline. Classroom management (3rd., pp. 15-38). Hoboken, NJ: Wiley &Sons. Burden, P. R. (1995). Classroom Management and Discipline: Methods To Facilitate Cooperation and Instruction. Longman Publishers USA, 10 Bank Street, White Plains, NY 10606-1951. Burden, P. R. (2000). Powerful classroom management strategies: Motivating students to learn. Corwin-volume discounts. Weinstein, C., Tomlinson-Clarke, S., & Curran, M. (2004).Building respectful, caring relationship. Middle and secondary classroom management, (4th ed., pp.49-99.) New York NY: McGraw Hill.