Classroom Management Plan:
My main approaches of my teaching classroom management philosophies lean towards essentialism and perennialism. It is my belief that no one management strategy is the best approach in managing a classroom, but a combination of implanting from a wide range of strategies is needed to get best results from my students.
1) The first method is removal of the student. If a student is being disruptive in class and I have tried multiple strategies that still seem not to be working I would implement this strategy as I don’t want to disrupt the other students from learning.
a. Example- A student refusal of listening to proper instructions multiple times throughout the class period and is belittling the teachers instructions. Instead of allowing the behavior to continue the teacher would need to assert their control and remove the situation before it continues to escalate. Then at a proper time address the situation with the student.
2) The teacher must clearly identify rules that are outlined with expectations that are outlined in the syllabus and addressed in class. The rationale behind formulating a specific set of rules is to let the students behaviors the students are expected to follow within the course and also set the tone for the upcoming year.
a. Example- The syllabus clearly states the teachers perspective on certain issues that include tardies, use of restrooms, electronics, ect that are and are not acceptable to the class policies.
3) Including students in the decision making process. If students are a part of the decision they are less likely to have management issues because they feel as they are a part of the process in making the decision which gives them a say in the matter.
a. Example- In my class I let the students decide on whether they want to start their homework or if I should start the next section if I had gotten everything accomplished for that day.
4) Another preventative approach is discipline with self control by Barbara Coloroso (1994) which is what we have all been taught since kindergarten which emphasized in being treated the way you would like to be treated. This method focuses on responsibility and compassionate students.
a. Example- This can be viewed as students are in charge of understanding and coming up with ways to stop the action from happening again.
5) Another preventative approach is inner discipline by Thomas Gordon (1989) which the teacher is trying to find common ground between themselves and the student. The teacher tries to minimize the problem before it gets worse for the student.
a. Example-The teacher tries to find a win win approach so that there are no losers. It makes the student feel more at ease.
The supportive approach of teaching is the teachers attempt to help the student by allowing the student to have choices and speaking in a manner that doesn’t put down the individual. These options are developed with the goal in mind of keeping a sense of community within your classroom.
1) The first method of a supportive approach would be discipline with dignity by Curwin and Medler (1983). This approach gives power to the students by giving them an option or a choice that allows them to grow as students take ownership and responsibility. In addition to the responsibilities of the student the environment models a positive behavior however, students that aren’t behaving properly might make the other students frustrated.
a. Example- An example of this plan in action is when a student is acting out the teacher pulls the student aside and has a private conversation with the student. The students behavior if it continues to waver from excepted then will get more severe punishments which might include sitting outside for a duration of time.
2) When addressing misbehavior the teacher needs to be gentle and fair. By addressing the matter the teacher needs to retake control of the class and not allow the misbehavior to continue. A technique a teacher can use is use kind and gentle words to show some empathy to refocus the student.
a. Example- “Is there anything that I can help you with?” or “What seems to be the problem and how can I better assist you to help you through the course?”
3) Provide a warm and caring approach that is welcoming to all students that enter the classroom. A teacher must make every student feel welcome and at ease when they enter their door by creating a warm environment.
a. Example- I am a firm believer that teachers need to teach life and a huge philosophy of mine is to create heartwarming loving individuals. One way I try to meet this goal of mine is to read “Chicken Soup for the Soul” every Friday which is a collection of short stories that are inspiring and heartwarming.
4) Another supportive approach is by Khon Reading (2001) which allows the students to be involved in forming the curriculum. The students are in control and have the ability to give their input and the teacher relinquishes his or her power and guides the material.
a. Example- The students are given a particular topic that they must cover but they get to decide in the way about learning the material. The student is actively involved in the planning and making classroom rules in which they are going to abide by.
5) Jones, Nelson and Lott (1970 & 1993) suggested that students should monitor themselves thru non-verbal clues to redirect undesired behavior to create mutual respect for all students. The students share the power with the teacher and ultimately all students are responsible for their behavior.
a. Example- Students can have a non verbal judge to redirect student unwanted behaviors.
As a beginning teacher, I feel like the corrective approach is the approach that I most often having trouble with implementing in my classroom. I need to assert my control and let the students know that I am a teacher without losing their respect otherwise I am going to have problems throughout the year. I have to be stern but fair.
1) Barbra Coloroso (1994) stated that teacher must have reasonable consequences for the actions of their students. By being reasonable the students will have more respect for the teacher because he isn’t the tyrant dictator in charge that anything says goes. However, if the teacher becomes on the level of the student and is rational through delivering consequences the students will more than likely follow instructions.
a. Example- If a student walks into class five minutes late, instead of giving the student an automatic detention but speak with the student after class why they were late and tell them that you will let it slide but next time there might be more consequences.
2) Another corrective approach by Lee and Canter (1976-1993) stresses a reward and punishment system. The system rewards or punishes the students accordingly to get the results that is desired by the teacher. Furthermore, the teacher retains power within the classroom and is the sole authoritative figure in the classroom.
a. Example- If a teacher is having a problem with a particular student the teacher may say, “I need you to stay after class” or make them write on the board, while rewarding students by allowing them to work with a partner or get a piece of candy if they answer a question.
3) Send the student outside. If the student is constantly being disruptive and the teacher cannot get through the lesson plan then the teacher should send the student outside until the student is ready to come back in. The student gets a direct message in and needs rapid adjustment.
4) Disciplinary actions which may include detention, phone call home, talk with assistant principal/principal. A corrected behavior needs to adjust the students behavior in an accordingly manner.
I believe the best system to run a successful classroom should be through a comfortable learning environment that is based off of fairness and respect. When students feel comfortable and a sense of belonging to a classroom they can focus on learning and be preoccupied with other worries. Students should be given responsibility and should take ownership in their class and make it their own otherwise they are going to lose interest and want to drop out.