Ms. Duncan's Classroom Management Plan

❥ What my Classroom Community Stands for: 1. Open communication: I am a firm believer that verbally communicating one’s feelings or situation to another person is essential to solving any issue. This is built on the basis of trust between two individuals, and I want my students to know that I genuinely care about what it going on in their lives and want to work together to address it 2. Critical thinking: My classroom will be a place in&nbsp;which students are presented to both sides of every&nbsp;story and are encouraged to form&nbsp;their own opinions. Assignments will be designed to encourage&nbsp;higher order thinking that include aspects of evaluation and&nbsp;creation. (Bloom)

3. Respect:&nbsp; Both the students and the teacher must respect each other as humans in order to work together towards the goal of education. Members of a classroom community must respect each other’s voices, opinions, and values.

❥Including Students with Diverse Needs&nbsp;(academic, social/emotional &amp; behavior): Individual Behavior Change Plans (IBP) Whether it is through literally writing out how to address the needs of the child or verbally checking in with him or her, it is necessary to be aware of the individual needs of a student with special needs. This promotes genuine understanding between both parties and will aid in education as a whole. Mindfulness Based Practice:&nbsp; I want to incorporate elements of mindfulness into my teaching, especially surrounding activities know to induce anxiety and stress such as speeches or tests. This could take the form of short meditations and pauses to focus on our breathing. (Spence) Project Choice: &nbsp;I also want to give options to my students to collaborate with them in keeping their anxiety levels low.&nbsp;If a student is especially anxious about a class presentation, maybe they could opt to present just to me instead. If a student is anxious about taking a test, I could design a project or paper that they could complete instead. This will also help to gifted students who may feel that the course is too slow for them because they are not limited by an assignment, and they can choose to expend more effort.

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In this section... ❥ Establishing Guidelines for Student Behavior ❥ Communication with parents ❥ Strategies for the Prevention of Management Problems ❥ When Classroom Management problems do arise:

❥ Beliefs about Students: I believe that all students have the potential to learn, but because of outside situations in their lives, some kids have more difficulties progressing in the education system. It is my job as a teacher to acknowledge what may be impeding a child’s academic development to aid him or her in reaching educational goals.

❥ Who I am as a teacher:&nbsp; I see myself as a facilitator of higher order thinking. Pulling from the constructivist approach to teaching, I see myself as a “guide on the side” who provides my students with the information and tools they need to become innovators. I believe that students have valuable knowledge already in their minds before entering the classroom, and I want to draw on this to make content relevant and engaging. I do not want to teach my students to regurgitate information, I want to draw on their background knowledge and opinions to encourage critical thinking.

Bloom, B. (1956). Taxonomy of Educational Objectives. New York:&nbsp;David McKay Co Inc. Gay, G. (2013) Teaching To and Through Cultural Diversity,&nbsp;Curriculum Inquiry, 43:1, 48-70, Hetherington, R. (2018) Ten Commandments of Management. Presentation to ED 427 November 26, 2018. University of&nbsp;Portland. Jones, V. F., &amp; Jones, L. S. (2016). Comprehensive classroom&nbsp;management: Creating communities of support and solving&nbsp;problems. Pearson Education. Spence, B., McDermott, M. (2017). Mindful implementation:&nbsp;maximizing impacts while honoring workload. Canadian&nbsp;Journal for Teacher Research.&nbsp;

❥ Communication with parents: I believe that parents can be valuable allies for teachers in the education of students. To establish a positive relationship with parents, I want to make sure my first interaction with each parent is a positive experience. This might take the form of sharing a student’s success by calling a parent to share a specific positive thing about their student.&nbsp; In addition, I want to send bi weekly newsletters via email (or a paper copy if the Internet is not accessible to a family). This will keep parents updated with what is going on in our class, and they be more engaged with their student’s education.

❥ Strategies for the Prevention of Management Problems: 2 seconds, 2 minutes, 2 hours:&nbsp; If you take the time to establish an authentic relationship with your students, they will respect you more and will be less likely to act our. Plan Ahead: If you are prepared, class will run more smoothly and there will be less transition time that might allow for behavioral issues to occur. Strategic Seating Charts:&nbsp;Knowing your students also means knowing who they would work well with. Planning a seating chart can prevent conflicts that may disrupt class.

In this section... ❥ Classroom layout rationale ❥ Ideal classroom layout diagram

Because I want my class to be oriented around critical thinking and the sharing of opinions, I would prefer my desks to be in a U shape to facilitate open dialogue and a less teacher-centric focus.

❥ Establishing Guidelines for Student Behavior: Step 1: Introduce myself and let my students know a bit more about me Step 2: Have the students complete a “getting to know you” form: Step 3: Divide students into groups to brainstorm expectations Step 4: Compile students’ and your own expectations into a “Classroom Constitution” to be hung in the room Step 5: Review the “getting to know you” forms and adjust personal expectations.

❥Working with students of different racial, ethnic, and socioeconomic backgrounds: Culturally Responsive Teaching:&nbsp; Although many inequalities stem due to differences in identity, it is neither possible nor beneficial to completely negate the role of race, class, culture, and gender in schooling. Because a student’s background affects the way that he or she perceives information, it is important that the teacher acknowledges and learns about the context of each individual student’s upbringing and background. This strategy is known as culturally responsive teaching. (Geneva Gay) &nbsp;Curriculum Strategies: I want my classroom to be reflective of the people in it. It means, literally, that I want my physical classroom to be full of maps and photos of different places around the world. I also want to explore areas of history that are relevant to my students’ background. The typical curriculum of a history classroom is largely concentrated on European and Western perspectives. I want to include sources and studies from the cultures that my students come from so that they can feel more connected to the material.

In this section... ❥ Beliefs about students ❥ Who I am as a teacher ❥ What my classroom community stands for

In this section... ❥ Working with students of different racial, ethnic, and social class backgrounds ❥ Including Students with Diverse Needs (academic, social/emotional &amp; behavior)

❥ When Classroom Management problems do arise: Ask why: I believe that students are highly influenced by events that occur in their lives. When a student acts out, it is vitally important to ask why they are doing this in order to better understand their logic.&nbsp; Why did this student shout out in class? Are they maybe&nbsp; frustrated or seeking attention? One-on-One Conversations: Because I believe that open communication is essential between students and teachers, it is necessary to actually approach the student away from the eyes of the peers and communicate why their behavior was harmful using “I language.” “I felt like you did not respect what I was saying when you&nbsp; shouted out during class.” Focus on problem solving rather than punishment: I will take my emotions out of the equation when I address management issues to fairly look at the situation. How I address a student’s behavior should also be constructive and relevant to their growth. For example, if a student yelled out during class, punishing them by making them clean the classroom does not aim at the root of the issue. (Jones &amp; Jones)

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