Classroom Management Main Page - EDEL 414 - EDSE 415

Classroom Management Plan

Erin Kernaghan

There are many educational theorists that claim to have every teacher’s answer to classroom management; Alifie Kohn in a theorist that has a unique approach to classroom management, “Student’s must be taught how to be respectful and responsible” most attractive. It seems very logical that a well-managed classroom must have an engaging curriculum, develop a caring community and provide students latitude in making choices.

I think I connected with this approach because it’s common sense that students will thrive in an environment where they can be themselves and learn constructively. I can identify most with him because ultimately I agree that reward/punishments control and manipulate the student. While the desired outcome may occur it’s not fair to the student to be coerced into producing work. In the past I never realized how much teachers use rewards and punishments (consequences) in our classrooms.

Alfie’s approach has some similarities to other theorists, but for some reason his seems more student motivating; while the most compelling part of his theory is that students can be an active part of classroom policy making, curriculum building and establishing a learning community. A collaborative learning environment seems almost foreign in a public school setting. Our curriculum is test centered not student centered, it allows little room for movement and little room for additional materials to be requested by students or presented by the teacher. Throughout a student’s public educational career I feel they are asked for very little input, I would be anxious to see how a group of students would respond if a teacher requested information regarding what books they wanted to read/study.

Public education needs to be student-driven; teachers need to help students become their own problem solvers, facilitating complex ideas for the students, not lecturing at them. Alifie has a wonderful approach to education that is exciting and interesting for teachers and students. In the future I will try to implement some of his philosophies to create a student centered learning environment.

Additionally, Jacob Kounin’s theory is very valid in that, a student is less likely to misbehave if they are engaged in the material they are learning. His ideas of with-it-ness, overlapping, smoothness and momentum are an essential part of the teacher/student environment. In a public school setting this approach could reduce problems that arise from mandated test oriented curriculum, large class size and different levels of education/abilities all in the same classroom. A well-planned lesson leaves little room for error as a result, little room for misbehavior. When students are actively engaged they do not have a reason to misbehave, if the teacher is active in the classroom this helps engage the students.

Much like Kohn, Kounin’s theory offers a logical and sound approach to teaching. However, Kounin’s theory puts more responsibility on the teacher; and in a public school setting most of the classroom responsibilities are already put on teachers by their administration. His approach is very simple; it’s not out of the ordinary. And as a new teacher I wouldn’t draw attention to myself. Whereas, some of the other approaches that require a lot of student input may stir up some conversation in the teacher’s lounge. A new teacher needs to follow the plans that are already set in play for her when she is a new recruit. Once he/she acquires tenure, the road is open to modifying curriculum and modifying new techniques in the classroom, I have found that some of the older teachers can be resentful of younger teachers and are afraid they will look bad in comparison.

Kounin suggests using firmness and clarity to alleviate the ripple effect. The effect on how she handles one discipline problem in her class could result on how other students’ behave/ misbehave. Intervention is done early on and problems do not seem to reoccur. Kounin’s methodology can be easily applied. Both Kohn and Kounin offer theories that can be applied right away in a classroom. A new teacher could probably see results immediately and they don’t require a lot of extra time or too much planning to implement.

In contrast, Marlene and Lee Canter’s approach, assertive discipline does not appeal to me as a teacher. Assertive discipline is too structured, not that structure is bad, but it has a negative connotation. In the right school setting assertive discipline may work, in my current situation I could see my student’s rebelling against it. It is important for a teacher, especially, a newer teacher to adapt a “no nonsense” method; as a teacher gets more comfortable in their teaching they can make adjustments to the classroom management style. Canter’s assertive discipline is coercive, students are rewarded often for expected behavior, and I think only exceptional behavior warrants an award. Also, I could never imagine using the broken record technique, constantly repeating myself then issuing a consequence. If guidelines are clear from the beginning, a teacher should never have to sound like a broken record! Instead of using rewards and consequences, I prefer to use rules and expectations. Even using the term consequence sounds like a teacher is expecting the student to misbehave or to not turn in assignments. I am a very optimistic person; I like to give the student the benefit of the doubt, while having a system in play that clearly outlines their duties as a student.

A teacher must have certain rules and expectations clearly outlined in their classroom. Academic expectations are provided to each student and parent in my class, including my

attendance policy and course outline. Each time a student misses a class, they have missed two hours of instruction; therefore unnecessary absences should be avoided. Students must be on time; tardies negatively impact citizenship and cheat students of valuable information about the day’s studies. Materials must be brought to every class meeting, a student cannot be productive in class if they do don’t have the necessary tools readily available. Mandatory supplies include:

Textbook (covered), or working literature

A reading book for Silent Sustained Reading

A three ring binder with white filler paper

Two or more blue or black ink pens & a hi-liter.

Additionally students must contribute in a positive and meaningful way to class discussions and cooperative work groups. No name-calling, put-downs, obscene language, irrelevant comments. Literature is subjective by nature, and students can expect to participate in differing interpretations of the works studied in the course. The following outline is given to each student upon entering my course, the information is also available on my personal website, www.wcdhs.net/kernghan.

Course Grading Procedure:

· All assignments have a point value. Rubrics are often used to give more precise evaluations of work.

· Grades are cumulative from the first day of the semester to the last.

· Grades are calculated using a grading program. Printouts of grades and assignments

may be requested.

· Late work will be accepted for HALF of original credit (unless the absence is excused). Projects and Essays WILL NOT BE ACCEPTED LATE

There will be papers and projects that will be due on a particular day, by a particular time. These deadlines will be strictly enforced and it is imperative that you respect these deadlines and plan accordingly. Failure to meet deadlines will result in detention(s).

· Make-up work is available at my discretion.

· Absences must be cleared before make-up assignments will be accepted.

· You are allowed as many days of class missed to complete assignments.

· Missed quizzes and tests are made up by appointment within one week of your return to class.

· In the case of a suspension from school, work and tests are made up at my discretion.

Behavior Expectations:

· Show respect for peers and adults in this class.

· Show respect for books and other learning materials and furniture in room.

· Academic honesty is required; cheating or plagiarism will not be tolerated.

With the above outline it is clear what my expectations are from the very first day of class. I can also use the above outline as a signed contract, as it is signed by parents and students, this makes follow through much easier.

In addition to expectations for students I also have expectations for parents of my students. In order for a student to be successful they need to have adequate support coming from their home environment. Parents need to act as models for their children, while showing interest in their child’s education. The information below is also sent home to the parents on the first day of class and it is available on my website mentioned above.

Here are a few suggestions for parents who wish to help their students achieve greater success in my class. It is written in as if I would be sending this document home to a parent.

It is important to know that my class issues lots of homework with high standards used for assessment. Keep in mind that if at least 30 minutes is not being spent for my class every evening before class, then the student is not taking the subject seriously. Even on nights without homework, the student is urged to redraft and review class notes or participate in extra credit assignments to make up for missed work.

1. Model interest in time management by making sure that homework assignments are recorded in the student’s planner and that homework time has been allotted each night for academic classes.

2. Model interest in the subject matter. Ask questions like “What three things did you learn in English today? Ask to read essays, notes, or other work before it is turned in.

3. Model interest in reading novels, magazines and newspapers. Share your thoughts with them, discuss current events and encourage your students to be aware of the world around them.

4. Model interest in literacy skills by encouraging your son or daughter to read aloud short passages from the required reading and then asking for a short summary in their own words.

5. Hold your student accountable for their earnings. Ask for an update on point totals and encourage regular, honest communication of the facts, even if the facts are disappointing. Hold your student accountable for their earnings. Ask for an update on point totals and encourage regular, honest communication of the facts, even if the facts are disappointing.

It is important for parents as well as students to be held responsible for the performance of the student in any academic class. Teachers, parents and students need to work as a collaborative team to ensure the success of the student. Communication is an essential part of the student success story.

To instructionally meet my students’ academic needs I do a variety of things. For example, I vary instruction to adapt to different learning styles cultures and circumstances. Fortunately, our text book published by McDougal Littell outlines different activities and assignments that account for the different needs of students. In the teacher’s addition of the text there are pages outlining everything from setting up your classroom, to addressing a less proficient reader while reading a short story. As a new teacher it is very helpful to have lesson plans outlined and designed to fit the state standards while addressing individual needs of the each student; There isn’t enough time in the day for a teacher to grade and individually customize his/her lessons.

Furthermore, some of the basic needs of students consider learning styles and how some students cannot work in a group setting, perhaps they are more of an introverted type person and groups are very tough for them; whereas an extroverted person may love a group type setting. When I do have cooperative learning groups happening, I make sure each learning style has an area they can take charge of. A sample of jobs I give a group might be: Extrovert = Giving answers aloud to the class Introvert = Keeps record of all happenings in group, logs all answers Sensate/Perceiver = Write all answers on board for the class Intuitive/Thinker = Negotiates all answers with group members to come up with one concise answer. Having different tasks for each type of student learner helps them feel like an active participant in a classroom setting, particularly if it is a large class.

To instructionally prevent a student’s need to act out it’s important to have a well-planned thought out lesson. In the four years I have been teaching, if it’s one thing I realize it’s that if students are bored, of if there isn’t enough work for them, they will resort to other things as a source of entertainment. Earlier, I reviewed Kohn & Kounin’s approach to classroom management. I believe I use a combination of each philosophy currently in my classroom.

In assessing student work I use a variety of methods, including writing portfolios, tests, final essays and the use of rubrics for individual and group projects. By giving the students a copy of the rubric it allows them to prepare adequately; and it is easier for the student if they know a head of time exactly how they are going to get graded and what criteria must be met. My ultimate goal is to get students to achieve goals they set for themselves. Every project and assignment has a benchmark of achievement, weather or not the student reaches that benchmark is up to him or her. I find that showing examples of student work helps students visualize what they have to do; it really helps them to see the final outcome of a project, especially if it’s a group project. Assessments measure individual work as well as collaborative group work; this gives every student a fair chance to be successful in my class. For example, a struggling student may have an opportunity to shine if they are in a group with high academic achievers. Group assignments are divided to address the individual learning styles of each student.

As stated earlier, certain tasks and lessons are developed to address different learning styles. However, I have found it next to impossible for every lesson to address every learning style. Ironically, working in a school that has a 105-minute block-period, gives ample time for a teacher to develop a routine that attempts to reach the needs of all students. As a result of the block period, cooperative learning and directed instruction go hand and hand, allowing for different needs of the students to be reached.

Motivation is a huge factor in teaching, if students are not intrinsically or extrinsically motivated they will not be successful. In my experience as a teacher I have found a happy medium between them. Short term, teachers may be able to extrinsically motivate students with rewards, such as a free homework pass or a pizza party; while the desired result is achieved the long-term effect is ignored. Long-term, I want my students to become better students because they enjoy learning. I questioned one of my current classes to see why it is they do their work in my class and not in other teachers’ classes. Their response was “because I care about their success in my class. I talk to them like people. I make learning fun, even the boring stuff. I tell them funny stories about my self which allows them to see I am also human.” Students need to be appreciated, if they are appreciated and respected this can help their long-term motivation.

Students have other forces like, grades, parents, and restrictions at home and at school. If they don’t achieve a certain GPA they may be asked to turn in their car keys of even to enroll in a continuing education program at a different school site. I plan to motivate my students by applying many of our daily lessons to real life. I believe if students can internalize what they are learning and feel it is applicable later in life, they may be more interested. Also, I am very down to earth and treat my students like equals, I treat them the same way I treat adults, most of my students are afraid of disappointing me personally, so they are motivated to complete assignments on time. It’s also important to recognize success stories in the classroom, praise student improvement in front of an entire class regardless of how little the improvement was. For example, yesterday I have a student who always comes in with his hood and hat on; I let him know on numerous occasions that I felt it was disrespectful to me as a teacher. Yesterday, he entered the classroom and removed his hood and hat, I thanked him, publicly, and we’ll see if the desired outcome repeats itself today.

Ultimately, students want to be successful in their studies, but first a teacher has to grab their attention and hold on to it. Not every lesson has to be a dog and pony show, but showing your human side could be advantageous.