Classroom Management and Communication Plan Management Style and Philosophical Beliefs In the book, Classroom Management that

Works: Research-Based Strategies for Every Teacher Marzano states that effective teaching and learning cannot take place in a poorly managed classroom (Marzano, 2009, p. 1). Marzano also discusses that the teacher is the single most important factor in student achievement, and the teacher being a controllable force (Marzano, 2009). I believe the two most important pieces to a well-managed classroom revolved around student engagement and teacher-student relationships. Maintaining student engagement involves using a wide range of instructional strategies and knowing when and how to use them. In a systematic study done by James Kounin, he discusses the importance of variety and challenge in the seatwork assigned to students. He also discussed the importance of having smoothness and momentum during lesson (Marzano, 2009). It is extremely important to keep students actively mentally engaged as a part of classroom management and planning a lesson is crucial in having a plan to accomplish this. The second important piece to classroom management is student-teacher relationships. I believe rules without relationship can equal rebellion. Without knowing my students and their needs, it is difficult to function in the other two dimensions that Kounin discusses as important in effective classroom management. He discusses the importance of letting students know what behavior is expected of them at any given point and time. I believe the teacher giving rules to students is most effective when the teacher has relationship with the student and the student knows the teacher cares about them. Kounin mentions the 4th component is withitness.

Withitness is the ability to recognize disruptive behavior or the potential for disruptive behavior and dealing with it (Marzano, 2009). Having a relationship with students, knowing the characteristics of their age, culture, and environment are keys to having withitness. When assessing my own classroom management style, I have a more authoritative style. Rules and expectations will be set for the classroom, but the students will know why those rules and expectations are in place. Although there will be rules, expectations and boundaries, I plan to foster independence in my students. I believe there needs to be a final decision made by the teacher, but want to foster open communication and relationship with my students within the boundaries set for the classroom. I want my students to feel safe physically, emotionally, and socially. I hope to convey to students that the rules, expectations, and boundaries exist for their protection and their benefit of learning in the best environment possible.

Developing Student-Teacher Relationships I have a plan to develop a relationship with my students in the beginning of the school year, but relationship building is also an ongoing process. Reviewing all documents that give information on students academic needs will be important. I plan to give a student interest survey in the beginning of the year. I believe a survey that focuses on the student is meaningful to them and yet will give the teacher good insight about who they are and their needs. I believe class/team building activities can give a teacher great insight to student needs. I want my students feel they are learning in a safe environment, therefore I feel it is important for them to know their classmates. Watching how students interact with one another and build relationships may give insight how to build student-teacher relationships.

Student Interest Survey for Mrs. Creightons class!

1) Three words that describe me are ____. 2) Things I like to do when I am not at school are ____. 3) The subject I do best at in school is ____. 4) I would like to learn more about ____. 5) Someday, I would like to ____. 6) Learning is fun when ____. 7) If I could do anything I wanted at school, it would be ____. 8) I like to get praise for ____. 9) At school, when I had done something well, I like to be acknowledged by ____. 10) I wonder a lot about ____. 11) I like people who ____. 12) Sometimes, I worry about ____. 13) I learn best when ____. 14) One thing that really bothers me is ____. 15) Something that really challenges me is ____. 16) One thing I know about myself is ____.

Team Building Activities for Mrs. Creightons class Fact or Fiction In circle, first student offers two facts and one piece of fiction about themselves. Others raise hand or are called on to identify which were facts, and which were fiction. The correct guesser goes next. Play is completed when all students have gone. Silent Line Students are given a criteria, and must silently put themselves in a line as quickly as possible, to meet a goal, compete against other classes, or receive some reward (free reading time, no homework, etc.) The criteria can simple (birthdays), or slightly more complicated (alphabetical order of college or career ambition). Inside-Outside Circle Students form a circle within a circle with (ideally) equal number of students in both circles. Inside circle members pair with outside circle members. Activity leader (usually teacher, but can be a student) presents a topic, prompt, or question. Partners share for 10 seconds (or less), leader asks inside circle to move clockwise a certain number of spaces to collaborate with new partners directly across from them. This is usually content focuses, and helps spur quick discussion on content related topics, or even current events. ABCs of me Students will construct details from the letters of their name and share with partners, small groups or whole class. For example: Ben B=basketball player, E=energetic, N=never been out of Iowa. Got Your Number Ahead of time prepare instructions on a slip of paper and place them in a box. For example: Find out the middle name of number 4, exchange shoe sizes with number 2, find out if 5 has any pets. Each student will have a number visible making it easy for others to see who they need to go to. Allow students to discover 5 to 6 facts about their classmates.

Establishing Classroom Rule and Procedures With my classroom management style being more along the line of authoritative, I would create a set of classroom rules and procedures for the classroom before students arrive. I would spend time explaining why have chosen these rules and expectations. I hope to model asking questions for students, so will use this question strategy when explaining the why for classroom rules and expectations. For examples, I may ask the students Why do you think it is important to arrive on time to class, ready in your seat?, or Why do you think I give you late work passes?. This not only allows them to think about the why of the rules and expectations, but will allow them to get to know me as a teacher. Policies: I believe there will be three words we discuss as a part of our policies in our classroom: RESPECT, PREPARED, and PUNCTUAL. When discussing the area of respect, we will talk about respecting oneself and respecting one another. In the area of respecting oneself, we will discuss academics and social relationships. Our class will be a room that feels safe for all to learn and be challenged. We will discuss punctuality and the importance that plays in the attitude of respect for oneself and the class. Along with punctuality, we will discuss being prepared. This also connects with respecting oneself and the class. I believe great ways to explain what these expectations mean is to provide role plays for students.

Mrs. Creightons CLASSROOM EXPECTATIONS

RESPECT
Yourself and one another. Be honest.

PREPARED
Comes to class with appropriate materials and assignments, ready to learn.

PUNCTUAL
Comes to class on time in seat ready to learn. Assignments turned in on time.

Role plays for Class Expectations

RESPECT Role play Negative Examples o o o o o o Yell across the classroom to ask the teacher a question Make fun of the new shirt your classmate is wearing Roll your eyes when someone gives a wrong answer to a question Leave your school supplies in different parts of the classroom Interrupting a student while they are talking during a group discussion Looking on another students paper during a test (academic honesty)

Role-Play Positive Examples: o Answering a question in the classroom using a level 2 voice (voice levels will be explained) o Giving and receiving a compliment from a classmate. o Someone gives a wrong answer in class and you encourage them to try again o Your neighbor drops their materials walking into class and you help pick them up o Putting books and supplies away when you are finished using them. PREPARED Role-play Negative and Positive Examples: o A group working together on an assignment and one person in the group is not prepared. o A student constantly asking their neighbor for paper or pencil PUNCTUAL Role-play Negative and Positive Examples: o Student running in late to class o A student receives work back graded from teacher. Student would have received a 95% on the work, but has 10 points off due to being late work.

Daily classroom routine: I will have a routine in the classroom. I believe routine provides a sense of security for students. Students will know what to expect and have the ability to practice independence and self-starting skills. For example, I would plan for students to arrive in the classroom, with the learning objective the day posted for students to see. Along with the objective, they will have an activity to self-start. This activity will introduce the day/lesson. Students will be allowed to have water bottles in the classroom, but would like to keep food and other drinks out of the classroom. Obviously, having permission for water bottles in the classroom may prevent trips to the water fountain, but may increase trips to the bathroom. I will allow trips to the bathroom, but will need to make decisions on those situations student by student. If I have a relationship with my students, which I have noted as one of the most important keys to classroom management, then I hope to discern each students requests as appropriate or inappropriate.

Classroom Layout I plan to have my classroom layout with desks in groups of four. I will use student records and keep track of student learning to determine arrangement of these groups. These groups may change during the year depending on tracking student learning or different unit lessons that take place. Desks will be arranged in these groups of four randomly, not facing a certain direction. I would hope to have white boards and projector board options on two opposite sides of room. I would plan to work on both sides of the room, thus never defining a front and back of the room. My desk would be in the corner diagonal from the corner of the door. By my desk would be some desks for students to work independently if needed. Also by my desk will be trays for students to turn in assignments, late work, or retrieve work they may have missed when absent. Areas by my desk may also be used for students with learning disabilities or behavior disorders, when these students may need more individual attention. Also students with any physical disability will be able to move freely around the room. Grouping the desks will also allow me to group ELL students with other students that would be appropriate for maximizing their learning. The class will have book shelves with books available for class lessons or free reading time in the comfy area set up for reward in the classroom. The class arrangement will provide a safe, organized environment that will allow for my philosophy of active mental engagement and building relationships to take place. It will be another piece to the puzzle of managing the classroom and the key will be the organization and routine they students learn to maximize their learning experience.

Monitoring the Classroom and Responding to Student Misbehavior I desire for my classroom to have a balance between positive consequences for appropriate behavior and negative consequences for inappropriate behavior. Since my classroom will be organized with tables and cooperative learning will take place, I plan to have each table chart points for the day. It will be as simple as a notecard the students create where they record points they receive as a group for positive behavior. The student will earn rewards, such as comfy area time, extra late homework pass. Students will be able to individually earn these rewards for appropriate behavior that I acknowledge. Appropriate behavior will line up with the classroom expectations of RESPECT, PREPARED, and PUNCTUAL and be rewarded. There are ways to deal with class as a whole when it may seem many are off task. I plan to stand in middle of room and wait silently, since I do not plan to have a front or back of room in classroom layout, and raise my hand. If that seems ineffective, I may turn the lights out to gain student attention. These will be two things I will have discussed with students, so that, they know my purpose. Below is a hierarchy of responses to student behavior that I plan to use in the classroom. It may need to be adjusted depending on school policies or expectations, etc.

Hierarchy of responses to student behavior First occurrence of disruptive (speaking out of turn, getting up out of seat, anything disrupting learning): 1. Ignore It could be that the student just needs clarification on an instruction, is borrowing a pencil, or sharpening one. There is no need to make a big deal out of something innocent. 2. Use proximity if appropriate Moving around the room, standing next to the student/s that are distracting may work in diffusing it. Even a tap on the desk may work. 3. Give the eye Making eye contact with the student to let them know they need to stop the disruption. This look needs to be one of disapproval. 4. Call the students name If the previous methods do not work, it may be necessary to say the students name to gather their attention. At this time, it may be appropriate to inform the student to stop the specific disruption that is taking place. Second stage (when previous methods of intervention do not work): 1. Request to speak with student outside classroom/after class/after school Explain the behavior that was inappropriate and unacceptable. This is their warning Third stage (behavior continues): 1. Reseat the student (this may occur in stage one if appropriate) This may happen, especially if the problem is being caused by another student. The relocation will probably be closer to my desk. 2. Contact parent/guardian At this point, I believe parent/guardian should be contacted to let them know student has been moved in the classroom due to inappropriate behavior. It will be important to document what has taken place previously, and inform the parent/guardian. If disruption persists: 1. Remove from classroom There may be another place for the student to go where he/she can work independently without disrupting class. 2. Contact administration Hopefully this is the last option, but if disruptive behavior persists, administration should be notified and provide with documentation of previous attempts to distinguish behavior.

Parents as Partners I believe in having great relationships with students, and part of that relationship involves their parents. I plan to find many ways to interact with parents. I hope to find a way to obtain email addresses as soon as possible to send an introductory letter. If I am not able to obtain email addresses before the start of school, I plan to have students take introductory letter with request for email to their home. If these methods are unsuccessful, I will call the parent to obtain the best method of communication. I want to have an open line of communication with parents. Although email may be best for most, I will need to determine best method of communication for those who do not use email. Being a parent myself, I appreciate quick responses from teachers. I do not expect an immediate response, but hope not wait days before a question is answered. As a teacher I hope to respond in a similar way. I recognize there are parents who are extremely involved in their childs education and some involved very little. I believe maintaining communication in both instances are imperative. For the parent overly concerned, I believe it is important to attempt to give assurance and understanding, so that they can rest in knowing their child is being cared for and learning. For the parent who is not involved, it is important to make attempts to educate them on how to help their child and motivate them to partner in their childs education. Creating lines of communication may diminish possible intimidation parents may feel in this partnership. Along with an introductory letter, I plan to keep parents notified with a weekly newsletter. I have seen this done as a team at the middle school letter. It is a general letter notifying parents of what students are doing in each subject area and what events assignments are due. I plan to have my email and a notice for parents to contact me with any questions or

concerns. For parent/teacher conferences, I would try to have this as a private conversation with parents in my classroom. For parents who do not attend, I would find any alternative possible to make that contact. Again, my goal will be to have open lines of communication.