Mandy McCullough 2013

CLASSROOM MANAGEMENT PLAN

Intended Grade: 5 Subjects: Science and Social Studies

Pre-Class Classroom Management Checklist

ORGANIZING THE CLASSROOM ! ! ! ! ! ! ! ! ! ! ! Bulletin boards Walls Ceilings Floor space Student desks Small-group area Computer workstations Teachers desk and equipment Bookcases Other storage Centers ! ! ! ! ! ! ! ! ! ! ! Plants Textbooks Student work Frequently used classroom materials Teachers supplies Student belongings Seasonal/infrequently used items Traffic areas free of congestion All students easily seen Procedures Posters on walls Weather station

ORGANIZATION OF STUDENTS ! Obtain class list ! Prepare name plates for desk, including their number alphabetically in class list ! Begin to learn student names (esp. with pictures if available) ORGANIZATION OF PROCEDURES ! Memorize all intended procedures, including: ! Teachers desk and storage areas ! Student desks and storage areas ! Storage for common materials ! Drinking fountains, sink, pencil sharpener ! Restrooms ! Centers or equipment areas ! Computer stations ! Whiteboard / Smartboard ! Attention-Getter ! Classroom helpers ! Interruptions or delays ! Library, resource room, school office ! Cafeteria ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Participation Talking amongst students Obtaining help When individual work has been completed Beginning of the school day Leaving the room Returning to the room Ending the day Getting the class ready Student movements Expected behavior in group work Distributing materials Playground Fire and disaster drills Taking attendance Late policy 1 ! Find out if any students have extra needs, what they are, and if modifications to the classroom or plans are necessary

Mandy McCullough 2013 ORGANIZATION OF RULES ! Learn school-wide rules ! Talk to other Grade 5 teachers about classroom rules ! Develop own rules for classroom (to add on to student rules if they are missing key elements) EXTRAS ! Write letter to parents outlining who I am, my contact information, and the rules/consequences of the classroom ! Gather all necessary materials for first day including PPT, Interest Inventories, worksheets

Relationship and Community Building Plan

BUILDING RELATIONSHIPS WITH STUDENTS On the first day, I want to make sure the students get to know a bit about me so they can see me as more than just a teacher I am a human being. This will hopefully allow them to connect with me a little more, and respect when I have both a fun side and an authoritative side. The first step on the first day will be to greet them at the door with a smile on my face, welcoming them to their new classroom. Hopefully I will have had a chance to study some pictures of their faces and greet at least a few by name. Students will get to know me via the PowerPoint made for the first day. Included are slides with information about me as well as some pictures of my family and me. After I show them the slides about me, they will have a chance to ask a limited amount of appropriate questions about me. I want the students to be able to come to me with any problems they have, whether it to be school related or not. I want them to feel safe in my classroom, with me and with the other students. To ensure this, I must always be fair and consistent with the way I act and react. I want to make sure I praise more than I correct, and make sure that each student receives some form of positive feedback. I will use as many preventative strategies in classroom management to prevent getting into frustrating situations, which have the potential to make me lose my cool. I must remember, even in trying situations, to maintain composure for the sake of the students and my own dignity. I want to be as involved with the students as I can be, including getting to know them via interest inventories, journal responses, one-on-one conversations, etc. I want to be the teacher who goes to see the students who have a choir concert, a play, or a basketball game. This also involves getting to know the students cultural heritage. If a student is from another country or region, I want to embrace this as much as possible, and have them share their unique experiences with myself and their classmates. More culturallyunique aspects can be introduced to course material as well, perhaps by studying a book from their country. Since Grade 5 curriculum focuses on Canadian Geography, one could also contrast a students home country to different aspects of Canada. A difficult component of building relationships with students is that although I like to have fun and get to know all of the students as well I (appropriately) can, it is vital to remember that I am a teacher, not a friend. This will mean, for example, that I cannot let misbehaviors slide just because I know the student well enough to know they do not normally act like this. I must maintain a strict but fair persona, especially at the beginning of the school year. Once the students are more aware of my commitment to following rules and procedures, it may be more acceptable to loosen up, but still remain a teacher in their eyes.

Mandy McCullough 2013 BUILDING RELATIONSHIPS BETWEEN STUDENTS I want to ensure students feel as safe with their peers as they do with me. When they are confident around each other, they will be more willing to share their ideas in class, which positively affects their learning. I will start encouraging positive relationships between students on the first day. They will participate in many activities getting to know each other. I will ensure that they know most, if not all, of their classmates names by the end of the first day. The yarn activity will hopefully also inspire some positive connections between students, showing that one weak link can damage the collective. Through the year, the students will also be required to participate in many different learning activities involving new group members each time. Different methods will help this happen, such as a variety of seating plans, partner and group work, and using popsicle sticks/cards/stickers etc as methods of creating groups. CREATING A SAFE, POSITIVE LEARNING ENVIRONMENT Through the students building relationships with each other and with myself, they will hopefully feel more confident in the classroom being a safe place to learn and grow. However, other implementations are helpful as well, especially since some students are quiet and reserved, making it hard to get to know them on a personal basis. One method for ensuring the students are feeling more comfortable to voice their opinions is the implementation of classroom meetings as a weekly or bi-weekly event. Although this will take a lot of time, planning and coordination, it seems that this would be a very effect tool to allow students to express themselves. By switching roles and allowing new leaders, students gain more confidence in talking infront of their peers. Having an anonymous drop-box for the teacher to review of ideas to add to the meeting discussion could help the quieter students open up. I want to make sure students feel proud of the work they do in my classroom, so I will do my best to make sure I provide each student with positive feedback, especially if they are struggling. I will display student work around the classroom, and show the students that I know and care about them. I can do this in ways such as visiting their special events (if invited), praising work they have done inside and outside the classroom. I want each student to feel special, and want to highlight their strong qualities while working with them to build up their weaker aspects. I will preserve student dignity by doing my best to not call them out in class, make jokes that they may be embarrassed by, and not belittling/berating them in any way. I will use the Preventative and appropriate Reactive Management techniques I have learned in the past to make sure students will see my consequences to misbehavior as necessary, fair and appropriate. I want to participate in Parent/Teacher Interviews to the full extent. This means preparing as much as I can to show the students growth, to show that I know the student on a personal level, and hopefully convey that I truly care about each student in my class. This will be especially ideal if the student is also in the room, as I would ensure they are part of the conversation as well, and hear my positive feedback directly.

Mandy McCullough 2013

Intervention Plan
LOW KEY INTERVENTIONS: The Bumps (1-4) When situations arise that are disruptive, but have not escalated to the point of compromising safety or dignity of others, using low-key interventions would be effective. For example, minor misbehaviors like talking out of turn, making disruptive noises, or intentionally disrespecting the classroom in a minor way (ie, making a mess and not cleaning it up) could be responded to by using The Bumps. Bump 1: Low-Key Responses The first bump involves responding to slight disruptions in behavior. These include responses such as proximity, touch, using the students name, the look, ignoring, and signaling for attention. These responses are minimally disruptive, allowing the classroom atmosphere to stay positive, and are quick and quiet. Bump 2: Squaring Off This method of intervention generally has four steps. The teacher will pause, turn toward the student, give a minimal verbal request to stop, and finish with a thank you. This allows for a slightly for assertive response than the last bump, but still prevents escalation. Bumps 3 & 4: Offering Choices and Implied Choices By offering students choices of their behavior and resulting consequences, students are more likely to take responsibility of their actions. The choices must be relevant and effective. For example, if a student is consistently talking to his peers during quiet time and not following instructions, a choice between remaining in the class or doing work silently in another pre-arranged classroom can be offered. Other Low-Key Interventions I will place magnetic letters spelling the word NOISE on the whiteboard. When the volume in the classroom rises above the ideal for the current activity, I will remove one letter, beginning with the letter E. This will continue until the students are left with the word NO, which will mean the classroom must remain completely silent until otherwise indicated, having lost the privilege to talk amongst themselves. HIGHER-LEVEL INTERVENTIONS: The Bumps (5-9) When issues in the classroom have escalated beyond requiring a low-key response, it is necessary to address the situation in a more serious manner. In these situations, it is important to act quickly as sometimes safety may become an issue. Bump 5: Defusing the Power Struggle When a student begins to escalate the problems at hand, perhaps by raising their voice, refusing to listen, issuing threats, or the like, the teacher must step in and not take the bait to make the situation worse. It is essential to maintain my dignity and the students, and try to keep the situation positive. By shifting the locus of control, allowing the student to save face, and bringing closure to the interaction, the situation should be diffused in a calm manner.

Mandy McCullough 2013 Bump 6: The Informal Agreement The informal agreement allows the teacher and student to cooperate, listen to each others perspectives, and hopefully arrive at an understanding and solution. There are many important factors to this informal chat, including maintaining a positive atmosphere, clarity and direction, checking for a mutual agreement and understanding, and allowing the student to take responsibility for his actions in a dignified manner. Further Bumps and Higher-Level Interventions Although more methods of bumping are available, by this point it is essential that others have been included in such persistent problems. Higher levels of faculty should be notified early on when higher-level interventions are necessary, and if the issues reach the level of contemplating suspensions or contracts, I feel it would be wise to talk to school administration to help monitor and address the problems.
Resource Consulted: Bennett, B., & Smilanich, P. (1994). Classroom management: thinking & caring approach. Toronto, Ont: Bookation.

First and Second Day Lesson Plans

Day One: Get To Know Me, The Classroom, and Your Peers Duration: 60 min.

Objectives: Students will: 1. Get to know their new Grade 5 teacher. 2. Identify some main concepts that will be addressed in Social Studies and Science this year. 3. Become familiar with the physical setting of the classroom. 4. Get to know their new classmates on a more personal level. Materials: o o o o o o o Slides 1-8 in PowerPoint (Have Slide #2 open) Nameplates already on desks Spare pencils and erasers Social Studies and Science textbooks Classmate Bingo sheets Ball of yarn Interest Inventory

Introduction: (5 min) 1. Greet class as they enter, direct their attention to the open slide on the SmartBoard. 2. When the bell goes, formally welcome the class as a whole, introduce myself and the grade. 3. Thank those who followed directions on the board and explain that a similar procedure will happen every morning. 4. Tell students that they can put away any materials they have, and that I will let them know when they will need to take anything out. 5. Slide 3: Go through agenda for the day with the students.

Mandy McCullough 2013 Body: 1. About Me (10 min) o Go through PPT Slide #4, highlighting different information about myself. o Explain to them that I would like them to get to know me as a person, just like I want to get to know what makes them unique. o PPT Slide #5: share photos of me, my family, places Ive traveled to. o Ask if they have any appropriate questions about me that they would like to know. 2. Course Content (5 min) o PPT Slide #6: Basic overview of what well be learning in Grade 5 Social Studies and Science. o [Remember to show enthusiasm about all aspects] o Show the students the two textbooks by holding them infront of the class highlight the front cover, discuss a few chapter highlights and potential for fun projects. 3. Classroom Tour (5 min) o Get the students out of their desks and show important areas of the classroom. o Ensure all students are giving full attention. o After the tour, ask students such questions as Where can I find the pencil sharpener? Where do I go if I lose a pencil, or need to borrow a textbook? 4. Get to Know Your Peers (35 min) a) Classmate Bingo (10 min) o Explain the rules: I will pass out the Bingo Sheets. You must find one person in the class that fits each category and write their name (correct spelling!) in that box. For example, if Jimmy has a sister, you would write J-i-m-m-y in this box. Do not reuse names, or use your own name. When you filled up the sheet, yell BINGO! o Pass out the sheets and begin. o Monitor the class for shy students who may be hesitating, bring them into the mix. o Once 1-3 students have blacked out their Bingo sheets, have students return the sheets to their desk and sit in a circle. b) Roll Call (10 min) o Students will learn each others names first by going through the class and saying their names aloud, then saying everyones together in order two to three times. o See if any students can go through every name without help. c) Yarn Activity (7 min) o Take one end of the yarn, and instruct to keep a tight hold of their piece of yarn when it gets thrown to them. o Student A calls Student Bs name, either gives them a compliment or tells the class something they learned about B, then tosses the yarn to them. Student B catches, thanks, and does the same to Student C. o Once all students have a piece of the yarn, show how sturdy the web of yarn is. Explain how each person plays an important part in keeping this classroom a tight community. o Have a few students drop their section of yarn. Explain what happens when one or a few people decide to not be a part of the class. This Is what happens when we dont support each other. 6

Mandy McCullough 2013 Closure: (1-3 min) 1. Thank students for their hard work and participation; tell them I am excited for the next class we have together. 2. Explain that during the next class we will work together at building our community by making rules and practicing procedures. Day Two: Rules and Procedures Duration: 60 min.

Objectives: Students will: 1. Brainstorm and develop rules for the classroom. 2. Create posters displaying different aspects of the rules they create. 3. Rehearse daily classroom procedures. Materials: o Procedure Posters o First Day PowerPoint o Poster board o Markers, pencil crayons o Blank paper for rough drafts o Exemplars of posters displaying rules Introduction: (5 min) 1. Have students practice going through each name again. 2. Go through the rest of the agenda: talking about rules and creating our own, making posters that display our rules, practicing procedures Body: 1. Classroom Rules (25 min) o Ask students to brainstorm what rules are important to have in a classroom (1 min) o Students discuss in pairs which rules they feel are important and why o Class discussion of what is important, write all ideas on the board, underline if ideas are repeated o Group main ideas together under broader topics (respect each other share etc.), making 4-6 main points o Discuss consequences of not following rules, make sure consequences are valid, fair, and acceptable to everyone o Groups of 3-4 students make posters of assigned broader topic (Respect), including words that follow under the category * Provide poster paper, markers 2. Procedures (20 min) o PPT 10: Go through and practice Beginning of Day Procedure. Show where the poster is in the classroom as a reminder

Mandy McCullough 2013 o PPT 11: Explain and practice Look Sharp attention grabber. Show the poster in the classroom. Have two or three students be the ones to call look sharp, explain how it feels when some students don't follow instructions o PPT 12: Line up procedure. Explain and practice (throw in a Look Sharp!) o PPT 13: Questions in class: explain and practice o PPT 14: End of the day procedure explain, practice, show the poster o PPT 15: Lockdown/Fire Drill Procedures o Ask students if they have any questions about any of the procedures. Explain why procedures are important to know and follow (smooth transitions, more time for school work and fun activities, safety). Closure: (3 min) o Thank students for participating with practicing such important procedures o If theres time remaining, show them the Go Bananas! song and dance o Tell students their Rules posters will be hanging around the room