RUNNING HEAD: Classroom Management Plan 1

Classroom Management Plan

Part 1: My Philosophy of Classroom Management

(a)

When taking into consideration the vast amount of information about classroom

management I was briefly overwhelmed on how to start this assignment. However, regardless of

what I read I am constantly drawn back to Maslow and Piaget. The steps and levels that they

complied, for me, allow for the teacher to be the best by giving each student the opportunity to

be an individual. It also gives the teacher a way to handle different situations, such as how the

teaching lessons are being taken in by the students (depending on where they are within Piaget's

Stages of Cognitive Development) and different behaviors (depending on Maslow's Hierarchy of

Need's).

Piaget's Stages inspire me because it makes me want to keep pushing myself to be a

better and better teacher. I am going to look for ways to create disequilibrium for my students in

the safety of the classroom. I am looking forward to seeing them progress and work through that

in order to create new knowledge that they will have forever along with crucial life skills of

finding the knowledge that they needed and putting it to use in their personal life. I think that

having guest speakers (even in primary grades) is a beautiful gift to give to your students. What

one person says could motivate a student far beyond anything you could have guessed or hoped

(but without that opportunity it would not have happened). I agree that having students model

after someone is a good way to construct learning all the way around in a classroom – I want to

provide that as much as possible and to the full extent that I can.
Classroom Management Plan 3

Having Maslow's Hierarchy of Needs is such a great tool and resource for a teacher

because you can use it to literally see what your student's need. Being the teacher, you are in the

position to fulfill those needs. Mind you, I am aware that there will be some needs I am unable

to meet, but that does not dampen my spirit – it calls me to create a classroom where my students

will be able to thrive and equip themselves with what they need to become successful learners

and grow up in Maslow's Hierarchy of Needs.

In line with my philosophy I want to state that I want that to encourage intrinsic

motivation for my student's learning and search for knowledge. I want my students to have a

shine in their eyes when they learn something new and want to obtain that even without being

pushed and pulled by exterior factors. I want to protect their intrinsic motivation. I believe that

Howard Gardner's Multiple Intelligences Theory is very important to keep in mind when

considering each student. Along with using different learning styles and learning tactics to aid in

creating my lessons, Gardener's Eight Intelligences sheds a lot of light on the fact that there is

not only one way in which a student can be smart.

(b)

Discipline and management to me hold a huge part of my ideal classroom vision. A

teacher must be able to manage the students and in doing so must discipline misbehavior when

needed. Having ways to discipline my students – appropriately, will ensure that I am be able to

manage my classroom in any situation. One part in our textbook stuck out at me, it is in regard

to the techniques for dealing with behavior problems. The book provides "Influence

Techniques" and this is said before listing them, "The value of these techniques is that they

appeal to self-control and imply trust and confidence on the part of the teacher. However, they

may become ineffective if they are used too often, and that is shy we describe so many different
Classroom Management Plan 4

techniques. The larger your repertoire is, the less frequently you will have to repeat your various

gambit and ploys" (McCown and Snowman, 2015, p. 435). I agree whole-heartily with that and

will be applying that belief to my own teaching practices.

While, I am not able to read minds, I would wager it is safe to say that people prefer

positive interactions versus negative ones. Why would that be different for children? Children

are in my classroom to learn and in doing so will make mistakes and do wrong things. As an

authoritative teacher, I will be able to stay in control of the situation and use it as a learning

opportunity and a chance to have positive lasting affects for the whole class. Positive

reinforcement will always be my goal. In hopes that it prevents infractions that will warrant a

disciplinary action. I agree with consequences and love that the children will be able to learn

cause and effect through such interactions. Kounin's techniques for classroom management are

an excellent guideline and will help keep my goals obtainable.

Kounin's Techniques (McCown and Snowman ,2015, p. 425 - 426).

1. Show your students that you are "with it."

2. Learn to cope with overlapping situations.

3. Strive to maintain smoothness and momentum in class activities.

4. Try to keep the whole class involved, even when you are de3aling with individual

students.

5. Introduce variety and be enthusiastic.

6. Be aware of the ripple effect.

(c)

Overall, through developing my classroom management plan I enable my student's needs

to be meet in a positive, encouraging, and safe environment. They will be able to focus on being

successful learners because as a teacher I will be able to allow for growth based on individual's

needs along with using their strengths and weaknesses. Taking on an authoritative role will

allow students to be confident in my abilities and show that I am able to help with anything they

need, while also leaving room for the students to take an active role in their education and

learning experiences.

Part 2: My Classroom Management Plan

(a)

The grade of students in my classroom is the second grade (age 7). I will have my

classroom set up with group seating that will be varied throughout the school year. In having

group seating a more organized school day is possible. It will be easier for dismissing students

or for directing the obtaining of materials. I will have my desk in the back of the room as I plan

on being and involved and active teacher. This will also allow me to see all my students front

the desk while maintaining a sense of the student's independence. The students will know that

while I am not physically present next to them I am still able to witness their actions (in hopes of

promoting good choices even while "on their own"). I think that if I am at my desk and they

conduct themselves well I would be able to use that as a means of providing positive feedback –

in turn encouraging them to make good choices even when out of the classroom.
Classroom Management Plan 6

(b)

Classroom Rules and Expectations

1. Be Respectful

-Be kind to others.

2. Raise your hand for questions

-Ask a question if you have one.

3. Remain quiet while someone is talking.

-Follow directions.

4. Stay on task.

-Be aware of your time management.

5. Be proud of your work.

-Always do your best.

(c)

For everyday to be efficient and productive there must be procedures and routines that the

students are expected to do and able to do on their own. In the beginning of the year those will

be practiced so the students are comfortable with engaging in them. It is important for the

students to use their abilities and to further their abilities. I will allow them more and more

responsibilities as the year goes on, and as with the first procedures and routines each new one

added will then be practiced and gone over. The students will turn in their homework. There

will be two homework boxes (one on each side of the room). That will limit problems students
Classroom Management Plan 7

might have if they were all going for the same place at once. Every day there will be a schedule

displayed on one of the white boards. It will contain what will be done in each subject that day.

The next procedure will be having them work on the morning activity (a quick review of the

previous day's work). As they work on that I will go over the posted schedule.

As previously stated students will be encouraged to be responsible and one way to

promote that is to assign jobs to them. Each job will be given to a different student every week.

I believe that classroom jobs also allow students the chance to be respectful. They see their peers

performing something that they want to do as well and have a sense of respect for them.

Something that I had not given much thought to before beginning this assignment is that

there has to be a procedure in place for when a student needs to use the bathroom. As a general

routine, I will have them all use the bathroom after lunch/recess. As far as when class is in

session I have decided that having a designated sign to indicate the student needs to use the

restroom will be easiest and allow for the least possible interruption from the lesson. So, for

example, a student will hold up a fist to show me they need to use the restroom, I will them make

eye contact with them and nod. That will show them that they can get the restroom pass (which

will have a spot in the class) and go. Using that procedure will mean that I will not even have to

stop the lesson or call on the student or provide the pass personally – which means that learning

continues and the students are able to be responsible in yet another way.

(d)

This has been a hard area for me to gather what I consider to be a proper starting point for

my procedure as far as corrections and consequences are concerned. It is difficult to tailor

general techniques for behavior that is going to be out of the norm for the student and their
Classroom Management Plan 8

behavior. As I have mentioned throughout this assignment I do want to follow the more positive

approach to my disciplining and administering of the corrections and consequences while still

making enough of a point that the undesired behavior does not become a reoccurring

development.

I am going to use a system where I provide constituent positive feedback. That will act

as a preventative measure against misbehaving. Along with interactive lessons in which the

students can be engaged and interested – also acting as a preventive measure. However, lets face

it…we all have bad days. I know that my students will as well. When that does occur, I will use

pre-discussed (and posted) steps of consequences.

The first step will be a verbal warning. This will be directed at the student and will

address the specific behavior that is causing the issue. The second step will then be a written

report of the problematic behavior. With the written report, the student will be required to bring

it back the following day with the student’s parent/guardian’s signature. Third, and lastly, I will

call home to discuss the student’s behavior and actions that led to the phone call.

Reference

Snowman, J., & McCown, R. R. (2015). Psychology applied to teaching. Belmont, CA:

Wadsworth.
Classroom Management Plan 9