I am a firm believer that the first few weeks of school should focus on establishing, practicing, and consistently enforcing classroom routines and procedures. While I understand that this will take a considerable amount of time, I also know that the outcome--a learning environment characterized by efficient transitions, few interruptions, and empowered students--is well worth the effort. I believe it is essential for the students to develop responsibilities for their actions. I have many strategies that I use in my classroom management style such as positive reinforcement, consistency, routines, open communication, consequences, and a differentiated curriculum. I will have on display in the classroom our weekly agenda so that it is visible for the children to see allowing for smooth transitions during the day. I like the idea of having classroom jobs so children have a since of responsibility and community. I also like parents to know that we are on the same team and I want what is best for each individual student and together we will make decisions that best fit their student.
Responding to Students Behavior - I believe students should be involved with creating rewards for positive behavior and we will create classroom goals. I really want to encourage positive behavior with positive reinforcement. One way I might encourage this with my students is by using fuzzy "pom-poms" which would be called "positive points." I might start the year with larger "pom-poms" and switch to smaller ones as the year goes on. When a child is caught being on task or following directions, the class receives a compliment, has a positive report from a sub or a specials' teacher, a child reaches a goal, or when the class as a whole is working diligently, positive points may be added to the class jar. The class works together to fill the jar, which in the event that it is full, they may vote on how they celebrate. I think it is important for the children to work together and strive towards a safe and caring work environment. Some examples for the rewards for filling the jar could include lunch in the classroom, an extra recess, popsicles, pajama day, homework pass or a note sent home, etc.
I also like rewarding individual achievements this could include phone calls home, special privileges, extra computer time, a special seat or a special note home.
Classroom instruction needs to actively involve students in the learning process and it needs to be responsive to students' needs to allow few opportunities for off task behavior. By capturing and maintaining students' attention through engaging and relevant lessons, I will effectively prevent a majority of classroom disruptions from occurring. In the event of inappropriate behavior I like to use a behavior chart. On the behavior chart, all the student's numbers are listed. I choose to use numbers for privacy when we have visitors into the classroom. The students each have a green, yellow or red card. The students all start on a green card. If a student misbehaves once, they will get a warning and their card is flipped to yellow. If the I have to talk to the student again, they will have to flip their card to a red. Once a student gets a red, the teacher calls or writes the parents to explain the student’s behavior. If the student continues to be disruptive, they are sent to the fill out an action plan. This has worked for me in the past, but different administrators have different feelings on how they would like this to be managed in the classroom. That is why I have different strategies and don't focus on just one and I have made changes if something just doesn't seem to be working.
When the above plans do not work and a student demonstrates a need for additional support in the classroom, my responsibility is to recognize and address their need(s) to the best of my ability. To begin, I will collaborate with parents and/or colleagues to discuss the situation, identify potential causes, and generate possible solutions. If a student continues to demonstrate a need for support after initial accommodations or modifications have been made, I will reach out to school personnel, such as the school counselor, psychologist, and/or principal, for assistance with designing a structured, individualized support plan to ensure the student receives the help he/she needs.
Responding to Students Behavior - I believe students should be involved with creating rewards for positive behavior and we will create classroom goals. I really want to encourage positive behavior with positive reinforcement. One way I might encourage this with my students is by using fuzzy "pom-poms" which would be called "positive points." I might start the year with larger "pom-poms" and switch to smaller ones as the year goes on. When a child is caught being on task or following directions, the class receives a compliment, has a positive report from a sub or a specials' teacher, a child reaches a goal, or when the class as a whole is working diligently, positive points may be added to the class jar. The class works together to fill the jar, which in the event that it is full, they may vote on how they celebrate. I think it is important for the children to work together and strive towards a safe and caring work environment. Some examples for the rewards for filling the jar could include lunch in the classroom, an extra recess, popsicles, pajama day, homework pass or a note sent home, etc.
I also like rewarding individual achievements this could include phone calls home, special privileges, extra computer time, a special seat or a special note home.
Classroom instruction needs to actively involve students in the learning process and it needs to be responsive to students' needs to allow few opportunities for off task behavior. By capturing and maintaining students' attention through engaging and relevant lessons, I will effectively prevent a majority of classroom disruptions from occurring. In the event of inappropriate behavior I like to use a behavior chart. On the behavior chart, all the student's numbers are listed. I choose to use numbers for privacy when we have visitors into the classroom. The students each have a green, yellow or red card. The students all start on a green card. If a student misbehaves once, they will get a warning and their card is flipped to yellow. If the I have to talk to the student again, they will have to flip their card to a red. Once a student gets a red, the teacher calls or writes the parents to explain the student’s behavior. If the student continues to be disruptive, they are sent to the fill out an action plan. This has worked for me in the past, but different administrators have different feelings on how they would like this to be managed in the classroom. That is why I have different strategies and don't focus on just one and I have made changes if something just doesn't seem to be working.
When the above plans do not work and a student demonstrates a need for additional support in the classroom, my responsibility is to recognize and address their need(s) to the best of my ability. To begin, I will collaborate with parents and/or colleagues to discuss the situation, identify potential causes, and generate possible solutions. If a student continues to demonstrate a need for support after initial accommodations or modifications have been made, I will reach out to school personnel, such as the school counselor, psychologist, and/or principal, for assistance with designing a structured, individualized support plan to ensure the student receives the help he/she needs.
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Step 1. Building a Classroom Community
Creating a sense of community is an essential part of any classroom management plan. In order to achieve this goal, I will devote considerable time at the beginning of the year to getting-to-know-you activities, such as having students create and share "All About Me" books, using games to discover common interests within the class, and/or creating a class mascot or pledge. Throughout the year, my students will also have countless opportunities to work together in partners and small groups in order to appreciate the value of learning from--and teaching--each other.
Step 2. Establishing Routines and Procedures
I am a firm believer that the first few months of school should focus on establishing, practicing, and consistently enforcing classroom routines and procedures. While I understand that this will take a considerable amount of time, I also know that the outcome--a learning environment characterized by efficient transitions, few interruptions, and empowered students--is well worth the effort.
Step 3. Implementing Engaging Lesson Plans
Simply put, classroom instruction that actively involves students in the learning process and is responsive to students' needs allows few opportunities for off task behavior. By capturing and maintaining students' attention through engaging and relevant lessons, I will effectively prevent a majority of classroom disruptions from occurring.
When Steps 1–3 Aren't Enough
When students demonstrate a need for additional support in the classroom, my responsibility is to recognize and address their need(s) to the best of my ability. To begin, I will collaborate with parents and/or colleagues to discuss the situation, identify potential causes, and generate possible solutions. If a student continues to demonstrate a need for support after initial accommodations or modifications have been made, I will reach out to school personnel, such as the school counselor, psychologist, and/or principal, for assistance with designing a structured, individualized support plan to ensure the student receives the help he/she needs.
Creating a sense of community is an essential part of any classroom management plan. In order to achieve this goal, I will devote considerable time at the beginning of the year to getting-to-know-you activities, such as having students create and share "All About Me" books, using games to discover common interests within the class, and/or creating a class mascot or pledge. Throughout the year, my students will also have countless opportunities to work together in partners and small groups in order to appreciate the value of learning from--and teaching--each other.
Step 2. Establishing Routines and Procedures
I am a firm believer that the first few months of school should focus on establishing, practicing, and consistently enforcing classroom routines and procedures. While I understand that this will take a considerable amount of time, I also know that the outcome--a learning environment characterized by efficient transitions, few interruptions, and empowered students--is well worth the effort.
Step 3. Implementing Engaging Lesson Plans
Simply put, classroom instruction that actively involves students in the learning process and is responsive to students' needs allows few opportunities for off task behavior. By capturing and maintaining students' attention through engaging and relevant lessons, I will effectively prevent a majority of classroom disruptions from occurring.
When Steps 1–3 Aren't Enough
When students demonstrate a need for additional support in the classroom, my responsibility is to recognize and address their need(s) to the best of my ability. To begin, I will collaborate with parents and/or colleagues to discuss the situation, identify potential causes, and generate possible solutions. If a student continues to demonstrate a need for support after initial accommodations or modifications have been made, I will reach out to school personnel, such as the school counselor, psychologist, and/or principal, for assistance with designing a structured, individualized support plan to ensure the student receives the help he/she needs.
