Edu/320 Personal Classroom Management Philosophy
Fourth Grade Classroom Management Plan
Kim Galaviz
EDU/320
April 17, 2011
Stacey Concepcion
Personal Classroom Management Philosophy Defining classroom management goes beyond the behaviors students’ exhibit and the consequences that follow. • I believe using opportunities that incorporate “real world” learning experiences where consequences are equal to those in the real world • Students must realize that they can change their situation • Providing students with opportunities and situations in which they are required to make choices teaches and fosters self-discipline as well as meeting the need for power. • I believe students need an environment that involves self-discipline, self-respect, and compassion as well
as a feeling of belonging and acceptance within their peer group. • a classroom is a community and every student is an equal member • my responsibility to model for my students the way to behave in an appropriate manner, and demonstrate how making personal choices in our behavior can benefit or limit our situation. • creating a learning environment that all students feel safe emotionally and physically before entering a new school year • establishing logical classroom rules and expectations, • engaging student-centered lesson plans • careful location of furniture, • organization of classroom supplies • Developing routines
Rules for Student Behavior ▪ Raise your hand and wait to be called on before talking or giving an answer. ▪ Keep your hands, feet, and objects to yourself. ▪ Follow directions the first time. ▪ Stay on task. ▪ Come to class prepared. Incentives/Reinforcements ▪ Verbal praise ▪ A weekly note sent home to inform the student’s parent or guardian of their positive behavior. ▪ Visual aids and monthly contests. ▪ Fun Friday. Negative Consequences
Minor
▪ Give a non-verbal cue. ▪ Move closer to the student. ▪ Redirect by asking a question using the student’s name to bring their attention back to the discussion. ▪ Remind the student of the rule they are breaking. ▪ Tell the student in a non-threatening tone to stop the behavior. ▪ Move the student to another seat in the classroom.
Moderate
▪ Speak to the student privately after class. ▪ Assign lunch detention. ▪ Make a phone call home informing the student’s parents or guardian of their behavior. ▪ Create a behavior contract for the student.
Serious
▪ Remove the student from the classroom. ▪ Make a phone call home informing the student’s parents or guardian of their behavior and request a conference.
Kim Galaviz
EDU/320
April 17, 2011
Stacey Concepcion
Personal Classroom Management Philosophy Defining classroom management goes beyond the behaviors students’ exhibit and the consequences that follow. • I believe using opportunities that incorporate “real world” learning experiences where consequences are equal to those in the real world • Students must realize that they can change their situation • Providing students with opportunities and situations in which they are required to make choices teaches and fosters self-discipline as well as meeting the need for power. • I believe students need an environment that involves self-discipline, self-respect, and compassion as well
as a feeling of belonging and acceptance within their peer group. • a classroom is a community and every student is an equal member • my responsibility to model for my students the way to behave in an appropriate manner, and demonstrate how making personal choices in our behavior can benefit or limit our situation. • creating a learning environment that all students feel safe emotionally and physically before entering a new school year • establishing logical classroom rules and expectations, • engaging student-centered lesson plans • careful location of furniture, • organization of classroom supplies • Developing routines
Rules for Student Behavior ▪ Raise your hand and wait to be called on before talking or giving an answer. ▪ Keep your hands, feet, and objects to yourself. ▪ Follow directions the first time. ▪ Stay on task. ▪ Come to class prepared. Incentives/Reinforcements ▪ Verbal praise ▪ A weekly note sent home to inform the student’s parent or guardian of their positive behavior. ▪ Visual aids and monthly contests. ▪ Fun Friday. Negative Consequences
Minor
▪ Give a non-verbal cue. ▪ Move closer to the student. ▪ Redirect by asking a question using the student’s name to bring their attention back to the discussion. ▪ Remind the student of the rule they are breaking. ▪ Tell the student in a non-threatening tone to stop the behavior. ▪ Move the student to another seat in the classroom.
Moderate
▪ Speak to the student privately after class. ▪ Assign lunch detention. ▪ Make a phone call home informing the student’s parents or guardian of their behavior. ▪ Create a behavior contract for the student.
Serious
▪ Remove the student from the classroom. ▪ Make a phone call home informing the student’s parents or guardian of their behavior and request a conference.