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Classroom Management Plan

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About the author

 
Level
General public
Study
educational...
School/University
Wayne State...

About the document

Katherine W.
Published date
Language
documents in English
Format
Word
Type
course material
Pages
8 pages
Level
General public
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  1. Introduction
  2. How would you arrange your room for productive work?
  3. Seating chart
  4. Inside voices
  5. How would you respond to the disruptive student?
  6. Recording and reporting grades
  7. Responding to ill students
  8. Issuing failing notices
  9. How is homework assigned?
  10. How would you handle parental conferences?
  11. Conclusion

In my classroom I expect to be an effective teacher. For this to occur I need to have effective classroom management. I will create an environment that feels safe for the students so that they can focus on learning. For me, classroom management does not go hand in hand with discipline. This is the view supported by Harry Wong as well. He is a very sought after speaker who is excellent at classroom management. I've learned a lot from listening to his speeches and feel that his practices are some of the best I've ever heard of. So as I designed my classroom management plan I knew in my mind already how I had envisioned my class being managed. It seemed that a lot of what I thought would be great to do, would indeed work since Wong had addressed some of these issues in his presentation. Some of his ideas sound like no-brainers, but you'd be surprised as you looked into classrooms in a school to see how many classes were not being managed effectively. But this will not be the case in my classroom.

[...] I only would issue passes if they needed to go to the office or another classroom for me. Or they could have a pass to go to the office if they are feeling ill. Students do not need to be in hallways as this disrupts their own class (since they have to ask to leave, etc), other classrooms (since they are in the hallways and students and teachers may see them through their door) and most importantly it takes away from that child's learning time. [...]


[...] For the timeouts I will place the child away from others such as in corner, at my desk or in a chair in an area where the others are not playing or learning. After the timeout I will discuss the behavior with the student to see if they can tell my why they received the timeout. If the behavior continues they will be excluded from the activity completely. The next three actions will take place if the student continues to misbehave. [...]


[...] If I were designing classroom rules for an older group of students I would use the first day to plan with the students on what the five rules should be. Lucas also suggests that when possible, students should help in the process of selecting the class rules. Students will be more likely to feel held accountable and feel important when they can help make the class rules. As a teacher I of course will make sure the rules are within reason and still contribute to having effective classroom management. [...]

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