Abstract
I recall as a child, playing school with my siblings. I was the oldest among the four of us, so it was naturally that I was the teacher. They were the perfect pupils, diligently completing their work, and somehow this engaged activity was enjoyed by everyone. The dream of having a well-maintained classroom full of students with positive attitudes and a desire to learn does not end though with the action of us growing up. We still desire for our classrooms to run smoothly and teach students everything we possibly can, while happily returning home every day. The reality of course, is that we have to work towards this dream constantly in developing our own personal classroom management plan.
Presentation
It is essential for teachers to provide a warm and caring environment for their students. There are just some things in life that you cannot fake, and loving other people is definitely one of them. Teachers should have a passion for others as well as for teaching. This is what molds a successful teacher as well as ensures that students have a trusting individual to look up to as role-model. Students are more likely to listen and follow a teacher that is genuine and treats them with respect. I live by the motto of treating others the way I want to be treated. The Golden Rule truly works wonders, and provides very clear direction on how to treat others. A teacher should also always be professional and adhere to the rules of conduct the school requests, as well as to provide a positive example to the students.
Classroom Conditions
I believe an essential method of engaging students is the classroom environment. Within four walls, students and teachers will spend the majority of their day. It should be a welcoming environment that can engage students throughout the school year, as well provide a safe surrounding for anyone within the room. This might mean changes within the classroom layout, changes in books and other resources for students to try something new, a class pet, or anything that will provide some change for students and provide excitement.
A classroom should be rich in pictures and print, showcasing age appropriate material. Posters are great references within a classroom since they can display a variety of information from pictures of animals, the solar system, to specific class rules. These can also be changed out easily, providing new sights for the students. A classroom layout should be designed to engage students through teacher directed learning, as well as for collaborative studies and center rotations. The classroom layout should also be designed so that students have little room to run or a path that would allow chasing.
It is important to provide a classroom where there is a great passion for learning. I believe in this instance, a teacher’s passion is contagious. Students generally form attitudes and opinions based on those around them. Since a teacher is someone they spend a great deal of time with, teachers should be positive role-models. Ideally my classroom will be a fun environment full of hands-on opportunities where students can explore, safely of course. I want my students to have enjoyable experiences with their learning and be excited to return to school every day.
Behavioral Goals
When it comes to goals within the classroom, I believe there should be several that are non-negotiable and will help shape a desired unified classroom. These goals are simple, yet often take a great deal of self-discipline from students to ensure that they continue to be met.
‘¢ Come into class with a positive attitude.
‘¢ Keep hands and all parts of your body to yourself.
‘¢ Raise your hand when you need something.
‘¢ Use your listening ears in class.
‘¢ Treat everyone the way you would like to be treated.
I believe these goals should be evident in any classroom, enabling unity between students and their peers, as well as between students and the teacher. While students should be part of the development of classroom rules and policies, I believe these serve as a foundation and provide students with a clear standards of expectations at all times, which is why I consider them to be non-negotiables.
Students
It is an educator’s responsibility to assist their students to reaching these behavior goals and to continue to maintain a positive learning environment. Within the book, Building Classroom Discipline, by C.M. Charles, he shares a variety of classroom management strategies by professionals in the teaching industry or psychology industry that help provide resources to teachers across the nation. Several of the individuals mentioned within the book that I have found great insight include Harry and Rosemary Wong, as well as Spencer Kagan, Patricia Kyle, and Sally Scott, who have labeled their discipline strategy as Same-Side or Win-Win Discipline. The hypothesis of win-win discipline is labeled as “quality classroom discipline, where students manage themselves responsibly, is best achieved when teacher and students work together cooperatively from the same side to find a common ground in dealing with behavior problems that occur in the classroom.” (Charles, P. 151).
I believe for students to have guidance to conduct themselves properly within a class, they need to have clear set of structured goals. I outlined my specific goals above, and I believe it is important to ensure that students also have a say in any additional goals that can be added. I believe by including them in the process of goal development, they will appreciate that they have a say, and will be more accountable to these goals. This inclusion also supports a unified classroom environment, where students can appreciate their surroundings and maintain positive behavior choices.
Through the examples provided by the Wong’s, I have a great understanding to define specific rules, boundaries and expectations of behavior from the very first day of school. There is no room for error here. If students see that we are not firm on our behavior policies, they will attempt to test us and try to seek out where we can be flexible.
We can help students conduct themselves properly by indicating exactly what is expected with very clear guidelines for behavior. When directions are given, we can ensure students know if they are on the right track with their actions by giving them verbal praise, or by reminding them of the rules. In Lee Canter’s model of classroom management, he clearly defines verbal interference as taking place within twenty seconds after directions are given, again after another twenty seconds, and if a third time is needed a reprimand should follow along with a consequence.
Most students seek out to please their teachers and will generally change their behavior if they are not following through with what has been requested of them. Students generally do not enjoy being reprimanded and especially do not enjoy the consequences that generally follow a reprimand. Consequences can be a warning, with the second occurrence taking away a privilege, such as treasure box or sticker. The third occurrence would be a note home or a student would need to complete a think sheet. The think sheet is completed by the student, clearly indicating what the incorrect behavior was, what consequence should follow and what actions will be taken by the student in the future, hopefully ensuring that the behavior will not be repeated.
Intervention
Providing consistent discipline within a classroom environment is extremely important for an educator. This is why it is essential to make attempts to stop negative behaviors quickly and with directness. When misbehaviors are dealt with consistently and appropriately, students should have an understanding that their consequences will remain the same. Generally, students will stop their negative behaviors. Teachers can also start to identify if there might be any other issues to address with students and behavior, perhaps regarding to sensory disorders, hyperactivity disorders, or if a student has additional special needs. Teachers can more quickly identify they provide students with the same exact rules and see continued misbehaviors or more serious misbehaviors amongst their students.
Intervention should take place after multiple observations are taken, with written documentation. Observations documented will assist a teacher in providing more information in regards to a student’s behaviors to address appropriately. A school specialist might be considered, as well as appropriate parent-teacher conferences. A plan of action can follow once the appropriate individuals are informed and the needs of the student can be met.
Explanation to Students
Explanation of the classroom rules should come on the very first day of school, as well as the teacher implementing them. Students need to have a basic understanding of what the classroom rules are the very first time they walk into the class. These can be explained orally, they can also be posted within the classroom. As part of the discussion, a teacher might role-play examples, read a book, or even show a video of an example of positive and negative classroom behaviors to ensure students understand what is expected of them. A teacher can also ensure their students understand the classroom rules and policies by offering positive remarks when they see students following the directions or classroom rules. This will focus the attention of the students on the individual(s) that is being called out and they will try to follow suit.
Conclusion
A personal classroom management plan is imperative to have walking into the classroom for the first time. This ensures that students have a standard for their behavior as well as an educator having a standard for how to deal with misbehaviors and how to identify the action or consequence that should be taken. A personal classroom management plan should be differ for every teacher, to what works for them as well as for the students within their classroom. Many educators find that their management plans have some flexibility that allows them to handle behaviors not addressed, as well as to add any improvements. A clear defined management plan will help ensure a school year can be successful with minimized misbehaviors.
References
Canter, Lee. Classroom Management for Academic Success. 2006. Bloomington, IN.
Charles, C. M. Building Classroom Discipline. 2008. Boston, MA. Pearson Education
