Classroom Management And Discipline Plan

Classroom Etiquette . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Disciplining children is important to create a safe and fun learning environment. Discipline requires knowledge, skill, sensitivity, and self-confidence; like any art, it is something that one will acquire through training and experience; it becomes easier with practice. Many people confuse discipline with classroom management; discipline is one dimension of classroom management and classroom management is a general term. Discipline can also have a positive influence on both the individual and classroom environment. Utilizing disciplinary actions can be an opportunity to reflect and learn about consequences, instill collective values, and encourage behavior that is acceptable for the classroom. Recognition of the diversity of values within communities can increase understanding and tolerance of different disciplinary techniques. Promoting positive correction of questionable behavior within the classroom dynamic, as opposed to out-of-class punishments like detention, suspension, or expulsion, can encourage learning and discourage future miss behavior. Learning to own one’s bad behavior can also contribute to positive growth in social-emotional learning. Throughout the history of education, the most common means of maintaining discipline in schools was corporal punishment. While a child was in school, a teacher was expected to act as parents with many forms of parental discipline or rewards open to them. This often meant that students were commonly chastised with the strap

The first task teachers should do when managing their classrooms is to start the year out right. Most teachers will start out with rules and procedures. Without them, classrooms have little to guide them. To make the rules easier to remember and more personable to the students, a good idea to have them help make the rules. To make the rules easy to remember, they should be few and they should be precise. Some of the rules often used are: a) be courteous to others, b) respect others property c) be on task and d) raise hands. As teachers, we should allow the students to come up with their own rules. This will help the students work together and feel they are already apart of the classroom. Teachers may also guide the students into the right rules that will benefit the class.

My philosophy of classroom management is to allow students to be responsible for their own behavior at all times. I believe allowing students to be responsible for their behavior and actions allow them to have a sense of freedom. When students have freedom, they seem to be more successful and respectful. Classroom management is more successful when the class is student-centered. Students should be included in the planning of classroom rules, room arrangement, and communication should flow smoothly between teacher and student. Although the class is student-centered the teacher should be in control of the classroom. The teacher should know what is going on at all times, plan interesting and informative lessons, and be

If a student is being a distraction to the class and cannot be redirected the first time then they will be asked to stay with me during recess to discuss their behavior and create steps they can take to better this behavior.

I will use a “1-2-3” finger rule; as students get of task and begin raising their voices, I will call out a number and lift the equivalent number of fingers based on the noise level. A three, three fingers, will indicate that the students are disruptive and mostly off-task. I will use proximity to indicate students that I am aware of the fact that they are off-task, and to get them to return to the original task. My thumb will go up as a praise to good behavior. Also, will use a hand waving signal to indicate students that they need to stop their disruptive behavior. I will avoid addressing disruptive behavior verbally to prevent singling out a student; however, if the behavior gets out of hand, a discussion about improving the behavior will follow. I will also apply the “clap once if you can hear me, clap twice if you can hear me” signal to return attention towards me, and to stop disruptive behavior.

Hallway Expectations: The class will be expected to line up quietly at the door before leaving the room and wait for directions from an

6). Educators need to have a trusting relationship between them and the students. Two rules for Kindergarten are simple ones keep your hands, feet, and objects to yourself and follow directions. The consequences for breaking these rules are (1) verbal warning, (2) remove from the group, (3) loss of privileges, and (4) note to parents. There will be a chart on the wall with five colored rectangles. The top rectangle is green with all the students clips on it, blue is verbal warning, yellow is remove from the group, orange is loss of privileges, and red is note to parents. The students will move their clips down as needed. The student’s agenda will be highlighted with the color they are on at the end of the day. Students will use the appropriate color to highlight the date. This allows the students to realize they are accountable for the color

The Classroom management presentation attached demonstrates my understanding of effective classroom organization and management and behavior management strategies. This presentation demonstrates my understanding of classroom management by stating expectations in the classroom. The presentation was created in using developmentally appropriate language. In order for students to understand emergency procedures, I included step-by-step instructions along with photographs to ensure the students understanding. Within my presentation is a discipline procedure. The discipline procedure included is Class Dojo. Class Dojo tracks student behavior throughout the day with a point system. The students earn points for excellent behavior and lose points when their behavior needs improvement. There is a reward and/or consequence for student behavior. The class, as a whole, can receive points in order for all students to receive praise throughout the day. To ensure student behavior, a report is sent to parents electronically at the end of the day. In the event of misbehavior, parents are to sign and

As a teacher, I believe one of the most critical components for facilitating student’s learning journey throughout their schooling years is to have a strong knowledge and understanding of classroom management theories and strategies. I will be describing my awareness and understanding of what my philosophy is at this current point in time. I want to recognise that an effective teacher will develop this view over time and it will be ever changing depending on the situation that arise. To be an effective teacher requires patients, a nurturing nature, understanding, consistency and also to have fun while learning. My personal classroom management philosophy involves creating a positive co-operative learning

My philosophy for teaching is that all students deserve the best possible education a teacher can provide them, and that education begins with classroom management. Classroom management is the foundation to a proper education. The way a teacher manages his or her classroom determines how the classroom will function and how much information the students are able to learn throughout the school day and school year. Students need rules to follow in order to keep the classroom running smoothly. Without rules, students will be unruly and will cause disruptions that will prohibit their fellow classmates from being able to focus and comprehend the material being taught.

My classroom management philosophy is evolved around the best way to facilitate knowledge to the students. All the students should have equal opportunity and access to learning within my classroom. I believe that students should have an element of fun and relaxation to make the students and teacher feel like a community. My teaching approach is authoritative/ democratic, using an instructional management plan, following an interactionist theory of teaching.

*Class Signal: In my future classroom, I would want to incorporate certain attention grabbers, codes, signals, and other fun and quick ways to regroup or refocus my class’s attention. If I want the class to pay attention to me about what I have to say, write, do, or show, I will say, “1, 2, 3! Eyes on me”! Once this is spoken, the class should have at least five seconds to stop whatever it is they are doing, be quiet if talking, and look at me. This is similar to a technique my dad used to do when he was working at the state prison. My dad would say “Eyeballs!” and the inmates would almost immediately have to give my dad their full attention. My dad would not be satisfied until he would see that every inmate was looking directly at him. I would, however, be a little more lenient in giving my students a handful of seconds to look at me. The idea is to redirect the students to whatever is going on in order to not miss out on any specific and important information as well as to show respect for the teacher.

Liz starts to wander and due to her wandering, she incites the rest of the class to become distracted and start to follow suit. While this behavior seems harmless compared to some other behaviors, this impedes on the class’s progress in the lesson being presented. Liz has become a stumbling block to the other students in the classroom, causing the lesson to be halted due to many students not being able to focus on the lesson.

Have you ever had to get to class on the other side of the building, but had to go to the restroom and ended up late? There are many reasons why you could be late to class.