Classroom Management Main Page - EDEL 414 - EDSE 415

Steven Futterman

Classroom Management Plan

A. Theoretical Introduction

Philosophy of Classroom Management

I believe a classroom should be a collaborative environment. With investment coming from the teacher and the students, management has a much better chance for “success.” I believe students (all human beings) to be curious creatures who will learn because they want to, if information is disseminated in a way that is engaging, truthful and worthwhile. If an environment is created with thought, depth and diversity in mind, classroom management is residual. I do not believe in forcing; if a method is failing, it is incumbent upon the teacher to find the flaws. Is it in the curriculum? Is it in your response to discipline problems? Is it in your style of teaching? Is it in your relationship with your students? Is your class too structured? Is it structured enough?

There are both long-term and short-term tactics that are needed for this style of management to flourish. Rules and guidelines need to be created for long-term success. These must be created with the student in mind, and as often as possible, by the students. They must be consistent and logical; if a student cannot easily articulate why they “must” do what they do in the classroom, the rule requires revision. Rules must acknowledge the individual and the situation. While certain behaviors result in certain consequences, there are (at times) students and situations which require special consideration. The design of rules must attempt to accommodate everyone, yet recognize the potential necessity of amendments and alterations.

Short term tactics involve changing the dynamic of the classroom if you find the bulk of the group to be distracted or disengaged. Lesson plans should focus primarily on the ultimate goal, rather than the specifics. If problems occur with individual students, they should be addressed immediately or as soon as possible. It is important to keep the class flowing, but not at the expense of a student’s ego. It is important to address the problem, not the student as the cause of the problem. If rules and guidelines are well constructed, the reparation of misbehavior should occur, on most occasions, swiftly and with little discussion.

A classroom is a place where safety is the key. With a focus on relationships, open communication, and trust, students and teachers can work together to create this environment. I believe that students should think of the classroom as “theirs,” and think of the teacher as one who is there to help them create it. If a person owns something, they are much more likely to appreciate and respect it.

Assumptions about the Nature of Young People and Learning

-I believe that all students have interests in all aspects of education if the approach is individual in its intricacies.

-I believe that young people will learn when they are moved to...it requires energy, enthusiasm and creativity on the part of educators.

-Young people have priorities that lie outside of education, and when you allow these aspects to play a role in your classroom design and curricular approach, involvement will increase exponentially.

-Young people are capable. They can handle what is put in front of them if educators present ideas in a way that makes success possible.

-Students want to feel part of a classroom, as much as they want to be a part of their family and their group of friends. If they see themselves as an important element, they will be intrinsically motivated to participate.

Theorists that clarify my Perspective

Thomas Gordon’s idea of self-reliance lies at the core of my classroom management plan. I believe that students have to recognize their role in the classroom, and more importantly, buy into it in order for management to succeed. It is also important to recognize that my perceptions are just that...mine. The focus should be on the students and what I can do to help them WANT to contribute, participate and succeed. What I do, day to day, situation to situation is material, but what they do is of primary concern. Also, Gordon’s idea of modifying the environment to make it comfortable for them—with certain expectations (which are agreed upon) is a phenomenal concept.

Kounin’s belief that lesson planning and organization are essential for effective classroom management coincides with my own beliefs. When I know what I want to do and consider potential pitfalls ahead of time—success is almost always achieved on a given day. Withitness, momentum and challenge arousal are all great concepts that I already incorporate into my teaching style. Knowing what’s going on in all parts of the classroom is also important. As much as I believe in a student-centered classroom, I also believe that teachers need to be proactive in their teaching style. I agree with Kounin that desist strategies are less important than instructional strategies.

Linda Albert’s focus on cooperative discipline also clarifies my perspective on classroom management. For me it is important to know what is going on in all parts of the classroom, as Kounin suggests, but incorporating Albert’s suggestions concerning the involvement of teachers, students and parents allows for even greater insight. It is important to develop relationship with my students and their parents which help me to know, to some extent, what is happening outside of the classroom as well. I also run my classroom democratically, hoping to create and foster what Albert calls the three C’s: capable, connected and contributing. Like Kounin, and me, she is also less concerned with methods for dealing with problems, focusing instead on ways of preventing them.

B. Expectations/Policies/Rules/Boundaries

Expectations of Students

First off, students must do the best they can. I recognize the academic slant this statement takes, but I apply it to classroom behavior as well. My expectations are variable. I have students with a gregarious nature, students who are exceedingly introverted, students who are battling hormones, students who are dealing with issues at home, and all of these students must be acknowledged for what they are truly capable of doing. As far as expectations are concerned I take a quasi-libertarian approach: as long as you don’t infringe on the person and property of another, I am reasonably permissive. I expect respect from my students and I expect them to respect each other. I expect students to avoid disrupting the flow of the class.

Expectations of classroom climate

I like to think of myself as having major control of what my classes “look” like, but the climate is partially dependent on the class. My 8^th graders are very different from my 6^th graders, my boys are different from my girls (at my school, we separate math students by gender), my math classes are different from my English classes. Different types of lessons prompt, and even promote, a different climate. As long as certain prerequisites are happening, I am okay with any “climate” that may occur. First off, there has to be respect. Second, the objective of the lesson has to be met. If I plan a directed lesson, but an active discussion ensues...no problem, presuming the discussion is worthwhile. I don’t like students to feel MY timeline. Of course, I have guidelines for when I want things to be accomplished, but I am pretty good about remembering what is most important, and the climate of my classroom reflects that flexibility.

If you were to ask teachers who have observed me in the classroom, they would probably describe the climate as high-energy and focused. They might describe me as being comfortable with periodic behavior problems that are fairly quickly taken care of. I like a climate that looks educational and enthusiastic, and I recognize that such a combination can lead to periodic disruptions. Considering the benefits, having to pull back the reigns on certain kids, every now and then, is an acceptable derivative.

Rules and Policies

Rules in my class are often developed along the way, with quite a bit of input from students. I often have trouble creating rules that don’t seem meant to be broken, considering the way my classroom functions in general. I try to create and foster a considerate environment and most rules seem logical, even for middle school kids. I definitely have specific rules about the heading on their homework, where and when they need to turn it in, how they need to show their work; I also have a specific point system for pretty much everything. Most of the aforementioned relates to my math classes, in English it’s different. I give clear directions, but rarely assign work that doesn’t allow for variable styles of learning. I tend to be more concerned with ideas than I am with a particular style of execution. That’s a good metaphor for how I run my class in general. I know what is not okay when I see it, and my students know immediately if something they are doing, or one of their classmates is doing, is not okay...I am not difficult to read.

What rules are given on day one? Bring your materials to class, get your books covered, raise your hand, NEVER yell out answers that other students are still trying to work out (my biggest pet peeve, totally shuts down the thinking for those students who need more time), go to the bathroom when you need to (don’t abuse it), sit wherever you want (if I discover a reason that you can’t decide where to sit on your own, I’ll move you), prepare for class before class (I understand that emergencies occur), don’t eat unless you have stuff for everyone, if you want to criticize someone else’s idea, do it constructively, NEVER destroy school property (another big one).

Are my expectations more student-centered or teacher-centered?

My expectations vary. To some extent, I am teacher-centered, but generally with good reasons that relate back to the students. For instance, I want homework to be structured in a very specific way. The reason has to do with the fact that growing up, I hated nothing more than having to wait for a teacher to return homework, or a paper or a test...when they(you/one) wait too long, students may have trouble recalling what they did in the first place. So, the required structure helps me to get things back in a timely manner. Most of my expectations can be explained to students easily, and in the end, I think they agree with their utility. I would never expect something from a student or students that they couldn’t make heads or tails out of. So, student-centered would be my response to this question.

C. Instruction and Assessments Strategies that promote your management goals.

What I do instructionally to meet student’s academic needs?

I constantly attempt to vary my curriculum. Students learning styles are variable, and I believe it is critical to understand what each student needs. I might use a directed lesson, a group activity, individual work, or a combination of all or some of them. I also vary the types of activities. Sometimes I might focus on a very specific style of writing, on other days I try to come up with creative ways to present curriculum and subsequently allow for creative responses—whether they are verbal, written or artistic. I always try to keep a high energy level which, I feel, prompts a higher level of interest. Concerning assessment, I try to be very specific when grading. I always go beyond telling students what they are doing wrong, to telling them what might work better. In addition, I try to focus on the process as much as the outcome. This combination considers the individual, in that different students work differently, even when the outcomes are similar. I try to recognize the strategies each student uses to derive an exceptional outcome; this knowledge is helpful when struggles occur.

What I do instructionally to prevent students need to act out?

Clear collaborative rules, from day one, let students know what the expectations are and why. From there, students avoid feeling surprised or angered by a negative reaction to certain behaviors. If a student (or the class) is unclear about why, I am always open to discussion. I am big on one on one discussion. I may “stop” obtrusive or disruptive behavior in class, but later I take time to speak to students alone to make sure my reasons are clear and they understand the “whys.”

I also try to create full lesson plans with the ultimate educational goal stated clearly. Depending on the structure of the class, I adjust my expectations accordingly. If students are sent off to work in pairs or groups I anticipate certain types of behaviors. If I am teaching a directed lesson, my expectations are clear—participation (which is variable, depending on the student) from all and respect.

How does my assessment promote the goals of my management?

I am a “tough” and observant teacher. My students know what they need to do in order to succeed, and they know that I know. My kids know that they have to be on the right page, so to speak. With an assessment that combines product and process, I usually manage to deter students from complacency. As far as assessing my goals for them—behavior, academic, respect—they know that I am fair. I want to hear their take on situations. The following example relates to my goal of collaboration. My kids feel that bringing their text books to class every day is a hassle, and totally unnecessary; the work we do in class relates to the book, but doesn’t require it. I heard their arguments and agreed to give it a shot—it’s working out just fine without them.

How do I allow for variable styles, cultures and circumstances in meeting the diverse needs of my students?

First off, I make it a priority to know my students well and to understand “who needs what” the best I can. Once I have that understanding, I make concessions or additions every day. Francesca does NOT like to speak in front of the class—but I know she’s on top of what’s going on, so that’s fine. Jake struggles endlessly to master mathematical concepts, so I have, on occasion, altered his homework assignments—gearing him more toward basic understanding rather than forcing more complicated applications that often prompt confusion. I let my students know that if circumstances are preventing them from completing any aspect of the curriculum to the best of their ability, they should let me know ASAP. I will work with them. I make myself available to my students outside of class. It is not always easy to discuss what you need when twenty of your peers are around. In understanding needs academically, I also factor in different backgrounds. I have close contact with most parents at my school, and I use these relationships to assess potential needs for students. My mantra is often, “fair is not that everyone gets the same thing, fair is that everyone gets what they need.”

D. Motivation

From your point of view, what motivates students?

In the short term, extrinsic motivators seem to be effective. Grades motivate. If I tell them something is being graded, student will work much more diligently. If I don’t tell them something is being graded, they ask me if it will be. I certainly try to avoid having grades be a motivating factor, but based on my observations, I can’t ignore their fixation. Students also seem to be motivated by candy, free-time, and fun time.

On the intrinsic side of the spectrum, if a student is interested in the curriculum or a particular lesson, they will be motivated to learn about it. Also, if one has the ability to display a personal talent, they will generally work harder.

In the long-term, students are motivated more intrinsically. They look at the big picture, in term of their interests and abilities. Students learn because they enjoy it and they want to acquire knowledge. Many of my kids like to think of themselves as intellectual, many of them already are. If we read a short story by Kurt Vonnegut, Jr. the next week, kids are reading Cat’s Cradle or Slaughterhouse Five on their own. So, they do want to know things. They want to have intelligent discussions about things. They have been answering the question, “what do you want to be when you grow up?” for a long time. They have had many internal dialogues and monologues about where they want their lives to go. They like the feeling of performing well, and often relate it to their ultimate goals.

There are extrinsic motivations in their long-term goals. I work in a private school, and my kids are extremely concerned with acceptance into a “good” high-school. The process they go through is excruciating, considering all that they are dealing with in adolescence alone. From their perspective, every grade could dramatically affect their future, so even short-assignments relate to their long term goals.

Why do/will my students do what I ask them to?

I have developed good relationships with my students. They know I am invested in them, not just as students but as people. With this in place, it is easy for me to ask a great deal from them, and they are responsive, with rare exceptions. Students will also do what I ask, because I am simply reiterating rules, boundaries, and goals that have been developed collectively; they are invested in the process. Students will also do what I ask them because they want to avoid negative consequences for not doing something. If the class is accomplishing its goals, I do not ask for more than is needed to keep the momentum going. Last, my students like to feel proud of themselves, and they like when I am proud of them. I never use my feelings as a tool, but when they have worked successfully as a group, I let them know how happy I am.

How do I plan to motivate my students?

I want my student to like learning. If I can create an environment that is about them, their interests and their needs, they will be motivated. I always make sure to explain why the learning is important. In mathematics, students may not be solving variable expressions in ten years, but the way those skills help you to think will be used for the rest of their lives. If they enjoy acting, I might explain that in order to be successful, they have to take a step by step approach: understand their character; make strong choices; learn their lines; think about their blocking. This approach can easily be related to the math problem they had no interest in, and couldn’t see the point in solving. If I remember that my students are individuals who are part of a group, and allow them to bring their talents to the table, they will be motivated.

How would I characterize my motivational style/approach?

As I have mentioned, my approach is individual. I encourage students to pursue their interests and adjust the way I teach to meet those variable interests. I try to let students do their own exploring, offering information in a clear, interesting way, and letting them come to their own conclusions. As much as I like students to discover, I am very active in the classroom. I prompt with questions, and take part in discussions in order to keep them in line with our goals. I combine energy, humor, clear explanations and dedication (to teaching and to my students) to engage my class. I want my students to meet their goals, and work to the best of their ability. I try very hard to point out what my students have done well, no matter how small. I believe that encouragement, as external as it is, results in excellence. When students feel capable, involved and appreciated, they are generally at their best. I try to motivate with these three things in mind.

E. Vision

The students arrive early, say “Hey Steve”, give me gifts from their parents to thank me for all I’ve done (gift certificates from Fred Segal, thank you very much), take out their notebooks and writing utensils, put them on their desks, and begin RAPS (Read Alone Privately Someplace). They are quiet and engaged in their reading material of choice. As I look around the room, I notice the books they have chosen. Casey is reading Poe; Virginia is reading short stories by Dorothy Parker; Carlos is reading a biography of FDR; Marlon is reading Michael Chabon, Brittani is reading poems by Rita Dove, and the rest of the class are reading their “worthwhile” selections, by choice!

After about ten minutes, I ask the totally calm class to put their books away, and return to their desks (which they have selected themselves). We begin with questions, something open-ended and interesting that relates to the day’s curriculum. As we are studying the Seventies, as part of our unit on teen culture, the questions might be something like, why was John Travolta so influential? Or, what were the most influential political decisions of the decade? Or, what do you think a typical day looked like for a kid in 1975? They would be eager to share and eager to listen to the responses of others. I would ask them to get their journals and write down a response to one of the questions. They know that they may write in their journals in whatever form they wish. I have encouraged creativity. Justin may draw a comic strip, Jackie might write a poem, Geoffrey writes a monologue. After fifteen minutes, they quietly put their journals away.

While they were writing, I have passed out a study guide for an upcoming exam. Having used a program I found on Google, the study guide is in the form of a crossword puzzle. It covers all of the major people and places we have covered over the last few weeks. The kids are in pairs or small groups, which they form without difficulty, and find a place in the room to work. They use their notes, packets and books to complete the assignment. They are excited by the form, but also by the material. Periodically asking other groups, “Hey, did you guys get 8 across?” or, “Is 14 across Shawn Cassidy?” There is a buzz in the room. The kids are excited by the learning and looking forward to the lesson of the day which focuses on the Eighties.

After twenty minutes, they finish their work, and go back to their desks. They wait patiently for me to excuse them for break. Everyone pushes in their chairs and quietly walks through the hall, so as not to disturb other classes. They go outside, where they play innocently and cooperatively for ten minutes. When I call the group inside, they quickly get a drink of water and head back into the classroom, ready to work.

I begin the lecture about the Eighties where we left off the day before, with a discussion of AIDS and its impact on the decade. The kids are sensitive during the discussion, recognizing the seriousness of the subject, often sharing insights and asking probing questions. We speak about Ronald Reagan, Act Up, the ways of contraction, the initial confusion, the effect on teens. Students are once again curious and engaged. As they take their notes, which include no doodles, they make sure to organize their thoughts well and recognize key points easily.

For the last half hour of class, we continue working on their “political activism project” which is they all know is due later that week. Students are creating a sign. Having discussed the strong political movements of young people throughout the Seventies, their culmination project for that decade involves depicting an “image” accompanied by carefully selected wording which states an opinion on a given topic (a slogan, if you will). With each image/slogan, they are writing a two-page (approximately) description of the historical event they are responding to, and explaining the image they have created, and how they have chosen to represent it. The project is extremely visual, which makes it ideal for the walls of our classroom, which are already partially covered by their interview projects, film reviews and African Art projects from earlier in the year.

While they work I wander the room, offering suggestions and encouragement, asking probing questions and making clever comments which foster even better relations...if that’s even possible. Five minutes before class is over, I ask the class to begin getting ready for dismissal. As a group, they work together to put away the colored pencils and the scissors, their notebooks and laptops. They are at their seats with smiles on their faces waiting for their dismissal. “See you later,” I say. “Bye, Steve,” they say, “see you tomorrow.”