This week, I thought it would be cool if I discussed how to make a classroom management plan. This is something that is very very new to me, but will be super helpful in the future. I found this article on WikiHow, about how to start a classroom management plan, and the ideas that this article has are fantastic. I could see myself utilizing every single one of those in my future classroom. Below I will list the steps for making an effective classroom management plan.
1.) Determine your philosophy: Many classroom management plans begin with the teacher's philosophy of motivation. Basically, it lays out what you believe about education and how students should learn. You can talk about the environment you want to create and how you plan to create that environment, both physically and emotionally.
2.) Start with school policies and procedures: Your school will have certain consequences and even certain rewards already in place. You can and should use this system as the basis of your own. Build off these and incorporate your own policies, procedures, and rules to create a positive classroom environment for your students.
3.) Move onto positive reinforcement: Most management plans have some type of positive reinforcement. For instance, you can have kids earn stickers or stars towards a certain reward. These types of plans help motivate students to stay on task.
4.) Understand each child's motivation: Not every child will be motivated by the same reward. If you choose to do so, you can have a system where each kid chooses her own reward.
5.) Figure out negative reinforcement: While positive reinforcement is the best way to deal with behavior in the classroom, you will also need consequences for negative actions, as well. These consequences should be progressive; that is, each one should be more severe than the last one.
6.) Decide on a consequence time frame: For instance, maybe each kid starts fresh everyday with consequences. Alternatively, you could have consequences carry for a week.
7.) Decide on rules: Rules should be simple enough for kids to understand. They should be to the point with little-to-no gray area. You should also be able to enforce them easily.
8.) Write the rules clearly for all to see: Make the basic rules. If you word them carefully, you'll be able to cover a lot of ground with just a few rules. For instance, one rule could be to "Respect the classroom, your peers, and your teacher," as that covers being nice to other children, not talking back to the teacher, and not trashing the classroom.
Link to WikiHow page (there are also ways to implement the plan on this website): http://www.wikihow.com/Make-a-Classroom-Management-Plan
Thursday, March 23, 2017
Friday, March 17, 2017
Week 6 - Classroom Management
It is extremely important to have a classroom management plan for a group of diverse learners because students want and deserve a safe and nurturing environment. To have this environment it is imperative that you have a classroom management plan. Students will only learn if they feel comfortable in the classroom and they will only feel comfortable if there are procedures and rules that diminish behavioral issues and make the class run smoothly and easily. When designing a classroom management plan, it is very important to address each and every plan individually. Your whole group prevention plan should be where you will describe how to prevent problems before they even occur. You should do this by getting to know your students and their families on a more personal level. You should also implement daily routines and procedures to make sure that the class and transitions run smoothly. It is also important to generate a list of classroom rules and design lessons that interest the students as well as challenge and engage them. The supportive plan is designed to support your students. you should, again, get to know your students. You should also implement intrinsic rewards along with extrinsic rewards as well. It is very important to support your instruction and be there to help the students when they are having trouble understanding a lesson. You should be supportive when doing this and be sure to always compliment their hard work. The corrective plan is designed to correct behaviors. You should first identify the function of behavior. There are usually two reasons that students misbehave, either they want to get something or they are trying to avoid something. It is also extremely important to follow a specific hierarchy of consequences from least intrusive to most intrusive. If the behavior is still persistent, then you must implement an individual behavior plan. For this, you must first identify the target behavior, find out the function of behavior, and think of a replacement behavior. You should then implement intervention procedures and take your data. You must then analyze your data and decide whether or not the student met the objective. This plan has the potential to change based on the individual needs of the students.
This classroom management blog, is actually a little piece of a classroom management plan. To the read the whole thing and see more ideas of different kind of plans, visit the website!
http://www.edutopia.org/groups/classroom-management/640101
This classroom management blog, is actually a little piece of a classroom management plan. To the read the whole thing and see more ideas of different kind of plans, visit the website!
http://www.edutopia.org/groups/classroom-management/640101
Saturday, March 4, 2017
Week 5 - Classroom Management
I found this wonderful PDF that is talking about 10 different classroom management techniques to use on the first day of school, and how they will help you throughout the rest of the year. This is a very detailed list, and I think that it will greatly help me to figure out classroom management in the first year of having my own classroom.
1. Post your name and the name and section of the class on the screen, so that when students walk in they know that they are in the right place.
2. Write “welcome” on the screen and have directions that tell students what they need to do immediately. Example: “As you enter, please tell me your name. Then pick up a syllabus, a card, and a folder from the entrance table. Fold the card so that it will stand on your desk, and write your first name on it in BIG letters. Add your last name and major in smaller print. Write your name on the tab of the folder, (last name first, then first name). Read the syllabus until class starts.” [Note: By asking students to tell you their name as they enter, you can hear how the name is pronounced, and avoid the embarrassment of pronouncing it for the first time yourself.]
3. When it’s time for class to start—start class! Late arrivals can catch up by reading the screen.
4. For classes of 25 or less, I have students do brief, 10-second introductions. I tell them there will be a verbal quiz after all the introductions and that they can win stars if they know who is who. (Have fun with this, but remember that these are adults and college is not like junior high.)
5. For larger classes, I have students introduce themselves to three or four people around them, and then we might do “stand-ups”— stand up if you are a Spanish major, stand up if you are an education major, and so on. I explain that students need to know each other for our small group work, and in case they have a question.
6. I collect the file folders and put them alphabetically by student name into a big plastic carrying case. When students need to turn in assignments, they find the box on the entrance table and they put their papers in their respective folders. When papers are graded, they can pull their graded tests or assignments from their folders. The beauty of this system is that time is never wasted by passing out papers. For small classes, I put handouts in the folders of absent students.
7. After the introductions and the explanation of the folder and box system, I turn to the “Today we will” list that I’ve written on the board, posted on a large paper flip-chart, or projected on the screen. I like to actually write this list on the board, so I can return to it even while projecting my notes. A “today we will” list outlines my plan for the day. For example, for the first day, my “today we will list” says: • See screen for instruction for card and folder. • Introductions • Turn in folders • Go over syllabus completely • Mini-lecture on ___________ • Interest inventory • Do you know what to read/do before the next class? Note: The “today we will” list lets me walk around the room, teach from the projection system, and then look at the list for what I should do next. I tend not to forget things if I have the list. As the semester progresses, the “today we will” list might contain warm-up questions that then appear as test questions. The list helps students who arrive late or leave early see what they have missed.
8. The mini-lesson/mini-lecture— whether it’s a short overview of the first reading assignment, some sample problems, or 10 interesting questions students will be able to answer at the end of the course, I strongly recommend doing some course content on the first day. For classes that last longer than 50 minutes, I include a short student activity. I also think it’s important to begin with course material on day one so that students begin to see who you are and how you teach. Since I teach courses in teacher education, I often talk about my teaching career. I include a few stories about how times have changed and about how some things in teaching never change.
9. Interest inventories are great for the first day of class. An interest inventory is just a short list of questions about students’ backgrounds and interests. It may assess their prior learning as well. In addition to name and major, students can write about a hobby, interest, or goal. Do not be too personal. You can have them answer several questions about content—maybe solve a problem, write a short paragraph or answer specific questions. Finally open-ended questions are useful: • What are your goals after graduation? • What has a teacher done in the past that helped you to learn ___________ ? • Is there anything else that you want me to know about you and your course of study? You can always add one fun question: • If your song played when you entered the room, what would that song be?
10. Every good class has an introduction, a body, and a conclusion. I usually teach the mini-lesson, and then save the last six to eight minutes of class for the interest inventory and individual questions. This way, students don’t have to wait on others to finish. I instruct students to turn in their interest inventory as they exit. As they are writing, I alphabetize their folders and put them in the box on the table. Another good closure is to ask if they know what to read/do before the next class, and if they know three people to ask about the assignment if they have a question.
https://csumb.edu/sites/default/files/images/st-block-31-1425095442795-raw-facfocusclassroommanagement.pdf
1. Post your name and the name and section of the class on the screen, so that when students walk in they know that they are in the right place.
2. Write “welcome” on the screen and have directions that tell students what they need to do immediately. Example: “As you enter, please tell me your name. Then pick up a syllabus, a card, and a folder from the entrance table. Fold the card so that it will stand on your desk, and write your first name on it in BIG letters. Add your last name and major in smaller print. Write your name on the tab of the folder, (last name first, then first name). Read the syllabus until class starts.” [Note: By asking students to tell you their name as they enter, you can hear how the name is pronounced, and avoid the embarrassment of pronouncing it for the first time yourself.]
3. When it’s time for class to start—start class! Late arrivals can catch up by reading the screen.
4. For classes of 25 or less, I have students do brief, 10-second introductions. I tell them there will be a verbal quiz after all the introductions and that they can win stars if they know who is who. (Have fun with this, but remember that these are adults and college is not like junior high.)
5. For larger classes, I have students introduce themselves to three or four people around them, and then we might do “stand-ups”— stand up if you are a Spanish major, stand up if you are an education major, and so on. I explain that students need to know each other for our small group work, and in case they have a question.
6. I collect the file folders and put them alphabetically by student name into a big plastic carrying case. When students need to turn in assignments, they find the box on the entrance table and they put their papers in their respective folders. When papers are graded, they can pull their graded tests or assignments from their folders. The beauty of this system is that time is never wasted by passing out papers. For small classes, I put handouts in the folders of absent students.
7. After the introductions and the explanation of the folder and box system, I turn to the “Today we will” list that I’ve written on the board, posted on a large paper flip-chart, or projected on the screen. I like to actually write this list on the board, so I can return to it even while projecting my notes. A “today we will” list outlines my plan for the day. For example, for the first day, my “today we will list” says: • See screen for instruction for card and folder. • Introductions • Turn in folders • Go over syllabus completely • Mini-lecture on ___________ • Interest inventory • Do you know what to read/do before the next class? Note: The “today we will” list lets me walk around the room, teach from the projection system, and then look at the list for what I should do next. I tend not to forget things if I have the list. As the semester progresses, the “today we will” list might contain warm-up questions that then appear as test questions. The list helps students who arrive late or leave early see what they have missed.
8. The mini-lesson/mini-lecture— whether it’s a short overview of the first reading assignment, some sample problems, or 10 interesting questions students will be able to answer at the end of the course, I strongly recommend doing some course content on the first day. For classes that last longer than 50 minutes, I include a short student activity. I also think it’s important to begin with course material on day one so that students begin to see who you are and how you teach. Since I teach courses in teacher education, I often talk about my teaching career. I include a few stories about how times have changed and about how some things in teaching never change.
9. Interest inventories are great for the first day of class. An interest inventory is just a short list of questions about students’ backgrounds and interests. It may assess their prior learning as well. In addition to name and major, students can write about a hobby, interest, or goal. Do not be too personal. You can have them answer several questions about content—maybe solve a problem, write a short paragraph or answer specific questions. Finally open-ended questions are useful: • What are your goals after graduation? • What has a teacher done in the past that helped you to learn ___________ ? • Is there anything else that you want me to know about you and your course of study? You can always add one fun question: • If your song played when you entered the room, what would that song be?
10. Every good class has an introduction, a body, and a conclusion. I usually teach the mini-lesson, and then save the last six to eight minutes of class for the interest inventory and individual questions. This way, students don’t have to wait on others to finish. I instruct students to turn in their interest inventory as they exit. As they are writing, I alphabetize their folders and put them in the box on the table. Another good closure is to ask if they know what to read/do before the next class, and if they know three people to ask about the assignment if they have a question.
https://csumb.edu/sites/default/files/images/st-block-31-1425095442795-raw-facfocusclassroommanagement.pdf
Subscribe to:
Posts (Atom)