Classroom Management Main Page - EDEL 414 - EDSE 415

Classroom Management Plan

Romana Barajas

For many people, "discipline" is considered synonymous with physical punishment. For others, it is seen as something that must be done to make children behave "properly". Even the dictionary's definition seems to support this image: "1. Training of the mental, moral, and physical powers by instruction, control, and exercise. 2. Subjection to rule and authority. 3. Punishment or disciplinary action for the sake of training." Although this sounds like some kind of military training, there are many forms of discipline which do not necessarily involve some kind of abuse. Many methods exist of refraining a child from acting in a negative manner that do not undermine their self-esteem and allow them to use the lessons learned in the future. They will also begin to understand the idea of positive criticism and be able to accept it to use to their advancement, now and in the future.

Although there are many ways of managing this topic, we can all agree that discipline is a very necessary part of a child's life; as well as that of an adult. It is very crucial in maintaining order and stability, especially, in our social world of today. It is especially important in the classroom because of the number of people that must coexist under the same roof for six or more hours a day. But instead of viewing classroom discipline in a pessimistic light, I like to perceive more as a method of practice or a way of "living" because it is this discipline that will make who we are as adults. Will we be organized, easy to work with or be able to work together as a team? This should sound familiar because these are the qualities looked for by employers. Teaching and maintaining discipline with respect and understanding, is a way of helping students to "learn" how to behave, so they can then take "voluntary" control of their own actions. By doing it with dignity, it will demonstrates to the child how one must also treat others. It is especially important because it is these lessons that they will in turn pass on to their own children. Because of this, a teacher should be a model of the behavior they expect and not "do as I say and not as I do".

Many educators from other countries do not believe in building the self-esteem or its involvement in education. In fact, the United States is one of the few countries that does, and encourages it in their teachers. I also believe it to be very important and the lack of it can undermine the potential that a child can achieve. This is especially true for abused or neglected children and those with disabilities. It is very important for this group of kids, because they are vulnerable to disappointments if they feel they are failures and have nothing to offer. I feel very adamant about this topic because I have a child with ADHD or Attention Deficient and Hyperactivity Disorder. I have personally seen the enormous harm that can be done to a child that is constantly reprimanded for all the negative things they do and never for anything else. After a while, they start thinking they cannot do anything right and eventually stop trying. This is one of the gravest errors a teacher can commit and I have made an oath not to do the same. I have seen the consequences in my own child and do not want to be the cause of it to another. My son was able to overcome this tribulation because my husband and I gave him encouragement at home and found the good things he could do, but some kids are not that lucky. It is these children that will later drop out of school, or worse, become acquainted with drugs and the law. That is why I decided to enter the field of education, to give kids a chance to feel good about themselves and help them succeed. I know they will only be with me a year, but I hope that it will be enough to insert in a small seed of confidence that will grow with them in future years.

The theorist John Locke believed that children were not good or bad. He said that they were born with a "tabula rosa" or a clean slate, and it was up to the parents to fill it in. I believe this to be particularly true when it comes to cultural and social expectations or behaviors. We are not born with them. Children have no idea how to behave or how to exercise self-control. If this were so, this would be an ideal place; a paradise for parents, teachers, as well as for other adults; a perfect utopia. That is something that is learned. We must also remember that children are different from each other. They all come in different assortments of shapes and sizes, with different temperaments, personalities, diverse backgrounds, cultural differences and parents with differing points of view. All these factors add up to shape the child. However, one of the most crucial components are the adults who are involved in their lives. They are the primary models for these children on how to behave, as well as for many other things. Unfortunately, not all parents or other adults realize this important fact, and for a few others, they just do not care. Because of these difference, children come into the classroom with an assortment of views on what is appropriate and what is not, and some, simply do not know. This is where discipline and a structured environment become important. It allows us to show them what is expected and how to achieve it without feelings of inadequacies.

This might sound a lot like another theory called behaviorism by B. F. Skinner. Many teachers today see this philosophy in negative light. They see it as a form of manipulation and control in which children are influenced into behaving with the use of rewards and punishment. But whom are we kidding! Everything in our life is based on some kind reward or punishment. You do a good job for your employer and you expect to receive a raise, a bonus, or even a promotion. Would you consider this manipulation or see it as something you deserve? All human beings have a need to know they are appreciated. It is in our nature. So why do many see it as wrong when it comes to disciplining children? Although I believe in rewards, I do think they should not be always based on materialism and should be attainable by all, especially by those children who have never received rewards or praise. Punishment should basically be seen as consequences for certain actions because that is exactly what it is. Everything in nature is based on the idea that all actions are followed by consequences, whether good or bad. It is this idea that should be taught, and not just the consequences for bad choices, like misbehaving.

Fredric Jones has the right idea with his version of "rewards". He refers to them as "incentives" instead, because they are not based on objects or prizes achieve by a few elite. Instead, they are realistic goals that can and should be achieved by the whole group. It should be a moment shared by all when all members have "crossed the finish line". While this is harder to implement, it is the best thing to do because you include everyone. Some students have never been given this opportunity before. They only hear what they do wrong and never receive any kind of recognition or praise. It is for these students that it is important to make this kind of "reward" a group event or goal. It also teaches students to work together towards a common goal.

Furthermore, I agree with him on the importance in the physical layout of the classroom and how a teacher carries him or herself. If one moves around the room, it leaves very little room for kids to misbehave. It also allows the teacher to get an idea if all the students are on track while giving the children the sense that the teacher cares enough to look at what they are doing and help them when needed. For some children, a simple touch on the shoulder is a reminder to get back on task with out mentioning it to the whole class where it can become a degrading experience. It also allows more time for teaching and a better way of correcting behavior without disrupting the whole class. A teacher's appearance is as important. You can instill in children the idea that you are competent and in charge. It also shows that you care and can be trusted. Eye contact is very important to this whole process because it conveys a personal connection. This is crucial to gaining your student's respect and loyalty.

Jacob Kounin is another theorist with good ideas. I particularly like his outlook that educators should be aware of their students and surroundings at all times. Even though it seems unattainable, a teacher should be aware of what is going on at all times and have the ability to attend to two or more issues at the same time. This may sound impossible, but talk to any parent and they will tell you that that is part of their "job" description. They have to be aware of what is happening at all times in order to keep their child safe, especially when more siblings involved. By doing so, we will be able bring accountability to the proper students and actions and be able to attend to more serious matters when needed. Sometimes, students are blamed for things they do not do, especially if they are those children than seemed to always be involved in inappropriate behavior. It is the teacher's responsibility to reprimand the appropriate party in order to keep fairness and order.

Kounin continues by talking about keeping the momentum in the classroom flowing in order to keep the students alert and involved at all times. This is also a great challenge for any teacher. I think it is attainable if we attend to teaching a subject by focusing on two different learning modalities. For example, if we are teaching about evaporation, condensation and precipitation during science, we can have a hands on project for the visual learners. You can get a cup or glass of hot water and place a plastic bag over it. As steam rises, you can see drops of water forming on the top of the bag. As the drops of water become bigger and heavier, they will begin to drop just as rain does. This can also be enforced to those students who learn through movement during P. E. You can have the kids imagine they are a small, light cloud floating in the sky. Then, as water starts to evaporate, they are becoming bigger and heavier until they burst, and out comes the rain. You have ensured yourself that everyone understands this topic and kept the students attention. This takes more time but I think it is worth it. This is also important to demonstrate the fact that there are different ways of learning and will help the child better understand which one is theirs.

I also think that it is important to let students themselves demonstrate how they came up with an answer. It is good for those kids who did not understand it the way you explained it to them. This is very important, especially in math. My mother was educated in another country. They were shown how to do equations a little differently than we do here. She showed me her way and in some instances found them easier and very useful. In fact, one teacher was very intrigued when I showed her and asked me to demonstrate it to the class. I was in third grade. Other students also found it helpful, while others chose to do it the way the teacher had explained it. It did not matter what way you decided to do it because in the end we all came out with the same answers. What was important is that we had a choice to find ways that worked for us.

I sometimes become frustrated when I am trying to explain math homework to my third grader. She shuts herself out and tells me I am not right because "that is not the way the teacher did it". Sometimes teachers forget the power they have over children. It is up to us to encourage students to find other ways. If one of their classmates has a different way, they should be allowed to share it with the rest of the class. I really think that is why other countries have the lead over the United States on math and science. Many school districts try to find just the right way to teach and then expects all teachers to teach in that particular way instead of giving freedom to the teacher to do it differently. This is seen in such past programs as "Whole Language", "Phonics", and now the "Open Court" program. Why can't they just let the teacher chose how they will teach? They just might get good results and better test scores.

As educators, we also must show our students that there are certain ways one should behave. Not because it makes life easier for us, but because it will make life easier for them. They should begin to understand what is expected of them by society and their peers. One would like to believe that this country offers us the opportunity to be what we want to be, but that is not true. As long as we conform to the rules and regulations set up by our culture, we will be fine. Those who go against the law or society's unspoken rules are alienation and not accepted. Unfortunately, that is reality and one the children should learn young, and not just because society deems it so, but because it also makes us better human beings. I am talking about basic moral judgments and developing responsible behavior. Treating people as one would like to be treated should be the golden rule. This is what discipline is really about.

Furthermore, I feel that children must have a stable and structured environment in order to prosper. By structured, I mean that kids know what to expect, at any given time. Structure can be initiated in the form of daily routines, personal space, and the knowledge of consequences. Children feel safe and secure when they know what is going to happen next. Rules and procedures are also very necessary in the classroom. There should be a few general rules that should be known and understood by all in the class. I also think that consequences are as important as the rules and should be known as well. These should be consistently followed so that children understand that it does not matter who you are. If you do a certain action, a consequence will follow. These factors help children grow academically as well, because kids learn to respect themselves as well as others.

I am a firm believer that all children have the potential to learn and should be given the opportunity to do so. We have to remember the all children are different and learn at different speeds. Others, because of certain impediments have a harder time doing so. What is important for an educator is to focus on the progress of each individual child. Educators today are pressured by our educational system to show their ability to teach through their students standardize test scores. This sometimes becomes the sole focus of a teacher and they forget to see the growth of the individual child. On the other hand, if we focus our effort in making sure that each student is progressing, we insure his or her academic growth. They may still fall short of the district's expectations, but we are certain that they are learning. That is the real goal.

My Classroom Vision

The bell rings at exactly eight o'clock and all my third graders are already in line to come into class. As I open the door, they all file in quietly to their seats and start getting ready for the day. One student is in charge of taking role and choosing a partner to go with them to the office. Another is collecting last night's homework, will another is writing today's date on the board. The children alternate these task weekly so that everyone gets a chance to do them. These and other chores during the day like handing out paper and equipment are listed on a poster pinned up on the wall. I ask if there were any questions on last night's homework and spend ten minutes trying to answer them. The kids must bring in their homework to get credit, but they are not graded on their accuracy. They know that what is being graded is their effort in practicing what we are learning in class and on their responsibility to hand it in.

We soon settle down to our first subject, which is history. Today, we are talking about the Aztec Indians that lived in Mexico before their colonization by Spain. This is a continuation of our study of different indigenous groups that inhabited North America. The students take turn reading the section and I enforce the lesson by explaining it and interacting with the class with questions and answers. I then tell the kids to make a circle on the carpet as I take out some pictures, artifacts, and costumes related to the Aztec Indians. One thing is to read about them, but you see things in a different light when you can actually see and feel it. They get a better understanding of that culture. The whole day we will try to focus on this subject incorporating it into the different subjects that will be taught.

While I have them sitting on the carpet, I then explain that the Aztecs believed in many different things and relied in handing out this information onto their children through stories called myths and legends. I explain the difference between the two and continue by reading them a book about such a story. It is about the two volcanoes close to Mexico City. One is still active while the other lies dormant. I show them pictures of what the volcanoes look like now and how supposedly the Aztecs saw them as related to the story. They begin to understand how myths were created to explain nature. I tell them to go back to their seats to get ready to go to recess.

After recess, the children file in and our math lesson begins. As we work of the lesson for today, I explain to them that the Aztecs were great mathematicians and astronomers. They were able to do calculations based on the position of the stars. What they are learning today has actually been around for centuries. I instruct the kids to get into groups of four to do their math. I explain the lesson on multiplication and show them a second time using manipulatives. Then each group has the chance to do the same with their manipulatives on their table. As we go over the problems, they use them at the same time so they can understand the process better. Then they are asked to complete a work sheet. It is okay to use their manipulatives or ask someone in their group to explain it to them. I want to make sure that if they still do not understand they can ask me or any their team members. This way, the children will get different views on how to solve the problems in their learning modalities. I walk around the class to make sure everyone in working and not just copying the answers from each other. Kids are free to pick the groups they work with. I can withdraw this privilege if I see to much socializing and not a lot of work being done. They understand that it is up to them to keep their group intact.

We work on math for a while and move on to science. Today's lesson is about volcanoes. We read about them and see different slides about the shapes and sizes of volcanoes. I talk about lava, volcanic bombs and rocks. In the back, I have set up a table with different volcanic rocks and explain to them what they are and how they were form. They will be on the table for the rest of they day, so when they have a chance, they can look at them. I really believe children learn best if they can relate to that lesson with something real they can see. How can one talk about the ocean for example, if a child has never seen one? Anyway, I continue on the subject and talk about the difference between active and dormant volcanoes. The four computers in the classroom have been set up to the Internet site called "Volcano World", which is an interactive lesson on volcanoes. This will also be available during the day to work with when they are finished with their work and have free time. On another table, I have set up different models of volcanoes. They consist of removable parts like a puzzle so they can be pulled apart and reassembled.

I then tell the kids it is time for Art. Today we will be doing headdresses and rattles like those used by Aztec dancers today. They have already seen pictures and an actual headdress I brought in earlier. I give them basic directions on how to do them and give them creative freedom on the rest. The children assigned will help pass out supplies and the children are allowed to work in their chosen groups. While they work, I put on music related the Aztec Indians and other indigenous groups. They work until it is time to go to lunch.

After lunch, it is time for quiet reading. This allows the kids to wind down after lunch and cool down. Around the class, I have set up different books based on Aztec myths and stories. There are enough books for everyone. For those who are interested, I am at my desk signing out books so the children can take them home to read or share them with their families.

Our last subject of the day is P. E. I show the kids a video clip of an Aztec dancers and different dances they perform. I then tell them they will be learning to do a dance called Mother Earth and show them the steps. After everyone thinks they got it, I get two volunteers to be drummers while everyone else puts on their headdresses and rattles they made earlier. We are now ready to do the dance and do wonderfully. They are all excited and talk about how they will go home and teach it to their parents.

I tell them that it is time to go home. We start putting away everything and those who are assigned will pass out the homework for tonight. The bell rings and many students stay because they want to interact with the different tables set up and the computer programs. That is okay, because I am always available after class to answer questions and allow the children to work with the tables if they did not get a chance to do so during the day. Parents are also welcomed and one or two come in to see the tables or to ask me questions about their children. Today was a very productive day!