Evaluation Of A Teacher Classroom Management Plan Evaluation

Positive reinforcement is utilized in the classroom by a teacher to strengthen a desired behavior and to increase its likelyhood to occur again. An example, would be giving out a candy bar everytime a student sits in their corresponding seat. A second example, of positive reinforcement in a classroom would be praising a student with a “good job” or “excellent” stamp after a student gets the correct answer to a problem. Positive reinforcement can not only strengthen good behavior amongst students but also cause extinction of dispruptive behaviors. Students will notice the postive behaviors reinforced by rewards while negative behaviors

The classroom management plan created in EDEL 441, details specific classroom management components that will create an organized, orderly learning environment in the classroom. While studying Fred Jones’ book, Tools for Teaching in EDFO 483, I learned how imperative it is for a teacher to have a plan for classroom management. When the classroom is organized and students know the teacher’s expectations and procedures, the teacher has more time to teach and students’ success increases because of this factor. Fred Jones repeatedly stresses the crucial point of creating a classroom climate that promotes a safe and secure environment where all students can learn. An effective teacher can create the appropriate environment by building a cohesive

The classroom management plan created in EDEL 441 contains a variety of components that are essential to managing the classroom. The classroom management plan encompasses a classroom climate statement, a plan for building a classroom community through classroom responsibilities, a classroom diagram, and a classroom arrangement statement. Additionally, the classroom management plan contains procedures for lining up and walking in a line, cafeteria procedures and expectations, and a statement of why teaching procedures is important to the management of the classroom. Furthermore, the classroom management plan provides information regarding the importance of using a variety of instructional methods, a behavior plan using positive reinforcements,

The Classroom Management Plan (CMP) reflects Quality Indicator 5 (QI 5) because it has good examples of how to motivate, engage, have positive-social interactions with, and self-motivate the students in my classroom. I will motivate the students in my classroom with extrinsic rewards that the students will have to earn. In my classroom, I will have Dojo points and a treasure box full of rewards. I will also have extra recess and GO NOODLE dance parties as entire class rewards. Theorist, Fred Jones says that extrinsic rewards for students in the classroom helps with having positive behavior and minimizing behavior problems. I will also create a learning environment that engages the students by finding out the interest of each student. I will

Creating my future classroom for first graders I chose rules that were similar to the SMART classroom management. The rules that I will put in place will target only behavior issues, separating my expectations in the classroom separately. This will allow less confusion for young students, as well as keeping it clear and simple for students to understand the rules themselves. Rules for my class room will be listen and follow carefully the instructions of the day, raise your hand before you speak or leave your seat, shows respect to others, keep hand, feet, and objects to oneself. I want to motivate students to make good choices, for each consequence students break the will have to think about their bad choice they made and how they can do things differently to improve their behavior. Behavior continue I would have to talk to student privately advising them that bad choices are being made and if they continue this route the next level would be contacting parents for bad choices made during class time. Either by sending a note for parent to sign or by phone.

Statement of Purpose: This classroom is a place where students can feel safe and comfortable with their learning abilities. Each student is expected to follow directions and be respectful to one another. This is an environment that is committed to providing students with the necessary skills to become successful in the future.

Mrs. Dorland and Mrs. Hendryx use a few different forms of reinforcement and punishment. One example is the use of Brownie Points. When the class does something extremely well as a whole, they get a brownie point added. If they reach 24 points, then their teacher will bring in brownies for the class. This vicarious reinforcement rewards the class for working together and to remind the kids for future situations. Another system they use is with magnets where every student has their own magnet on the board. There is a chart on the board that has five different categories: Outstanding, Good Choices, Thinking Time, Teacher’s Choice, Parent Contact. Every day the magnets start out at Good Choices. Throughout the day depending on how the student behaves, they could either get their magnet moved up or down. I think these are good ways of keeping the class controlled and focused. They give the kids freedom to make their own choices, and from that there are consequences, whether they be bad or good. I also like how the magnet system resets each day. A kid might just be having a bad day if they get their magnet moved down, so it is important and necessary to give second chances.

Planned reinforcement are methods that reward a student for completing class assignments and homework early or on time, or it can be a parent’s verbal praise as well as a reward for completing household duties (Wheeler, 2010). In order for reinforcement to be effective, a teacher must consider an individuals learning preferences and must individualize the reinforcement, according to the student’s need (Wheeler, 2010). The goal of reinforcement is to maintain a behavior that is either positive or negative. In most cases teachers and parents use reinforcement to promote desirable behavioral form children, which can included, stickers, candy, verbal praise, money, a smile, or food (Reinforcement, 2010). Reinforcement can also be used to teach a child school subjects or social behaviors, where learning becomes appealing to the child.

There are many solutions to the problem of classroom management, but the most effective way to increase the likelihood of positive, and desired, behavior(s) is through the use of positive reinforcement –an aspect of operant conditioning, which is currently in use today.

My observations were done at an elementary school in an urban city. During the 2015-2016 school year, the report card states that there was a total attendance of six hundred-eighty-six students. Kindergarten consisted of hundred twenty-one students. There was a hundred twenty-nine first graders this year. Second grade had an enrollment of one hundred twenty-two students. Only ninety-seven students made up the third-grade class. One hundred and six students were enrolled into fourth grade. Lastly fifth grade had one hundred-eleven students. The school consisted of many different combinations of grades. While I observed the teacher, I witnessed how she addressed the different components found in a class.

As a teacher, I implement multiple curricula including mathematics, literacy and science, incorporating the Pennsylvania Common Core State Standards into lesson planning. With lesson planning, I use a backwards design approach that combines coherent instruction with formative and summative assessments that align with the instructional outcomes. I have differentiated instruction to meet the needs of all my students in the classroom, including those of 3 ELL students. Throughout the year I have administered a successful proactive classroom management plan that demonstrated effective behavior management with 23 diverse students that has created a positive learning environment for all students. I have developed a strong relationship and communication

The type of classroom environment that a teacher creates and encourages affects a student's ability to learn and feel comfortable as a member of the class. Such an atmosphere is one in which all students feel enthusiastic, comfortable, included, valued, and respected. Implementing a few strategies can help teachers to develop a strong sense of community in their students and encourage positive interaction. For this, they need to broadly focus on two areas:

While deciding who I should interview for this paper, I thought about the teachers that I knew that would give me the most insight. Racking my brain for educators, I thought of my mother’s friend, Mrs. Duncan, who had initially tried to talk me out of going into the teaching profession. My goals of this interview are to understand the true hardships of assessments and planning, to get insight on how I should construct assessments, and receive advice on first year teaching strategies.

Chapter five is about how you launch your management plan in the classroom. There are five tasks that are designed to help you launch your management plan. Task 1 is to summarize your classroom management and discipline plan. Task 2 focuses on making final preparations for day one. Task 3 is implementing your plan on day one. Task 4 is all about implementing your plan on days two through 20, the first four weeks. Finally, Task 5 is about preparing your students for special circumstances.

As I spend more time in the classroom each week, I find myself realizing more and more about my personal feelings on classroom management. When I compare my opinions and feelings on classroom management, I see connections between my beliefs and those represented by all three of the behavioral theorists we have been studying; Lee Canter, Linda Albert, and Alfie Kohn. While each of these theorists have varying opinions on how to manage students, I feel that they all have important points that should be included in a successful classroom management plan.