Running head: CLASSROOM MANAGEMENT PLAN 1

Classroom Management Plan

Ashia Bond

Regent University
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Philosophy of Classroom Management

When considering my classroom management philosophy many theorists have influenced

my classroom management point of view. One of these theorists is Dreikur. The thing I

most like about Dreikur teaching principle is his view of discipline. I believe that there

should be discipline in the classroom, discipline in this way is best described as students

that display self-control and a learning environment that meets the needs of all my

students, and a class climate that is both comfortable and productive. One of the things

that I agree with Dreikur about is that to have a discipline classroom, the teacher and

students must work together to establish rules and regular classroom functionalities so

that both students and teacher can feel a since of belonging and community. I think that

proper classroom discipline will help avoid negative behavior in the classroom. Students

will not have to seek attention if there are receiving positive attention regularly in the

classroom which should be established in a classroom that functions by following a

democratic classroom model. I do not believe that a democratic classroom means the

teacher relinquish all control to students; rather, they work together to establish

classroom normalities that work best for both students and the teacher. I do not believe

that students need to be controlled but rather they can learn self-control if the behavior is

model for them. I like to describe my teaching style and classroom management style as

an organized mess. It is a free classroom where students have the freedom to speak what

is on their mind, but in a respectful way. It is a fun, but controlled learning environment

that accept and appreciates each student’s abilities and contributions. For me to create

this ideal learning environment in my classroom my students have to feel like that are

valued and that they are truly about of loving learning environment. I think the best way
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to establish this is by employing Dreikur’s philosophy about the democratic classroom. I

also believe that I must establish relationships with all my students so that they feel that

freedom they are afforded in our class. Also, I must create a mindset that does not think

of the classroom as “my class”, but “our class”. I think one of the most effective tools in

establishing a learning culture in the classroom is also reassuring my students that they

can do anything they put their minds to do. I was a teacher that not only told me that I can

do it, but actually made me believe that I could do it that help create a desire to learn and

be active in the learning process. I think this is key in establishing this in my classroom.

Another theorist that supports my classroom management philosophy is Jacob Kounin.

Kounin speaks of withitness. This is the controlled part of my philosophy; although my

classroom will be a fun place, I will have to be aware of what is going on at all times.

This is how I will establish control in my classroom that is not overbearing and

overwhelming for my students, but will allow them to express themselves in a way that is

satisfying to them but also respectful to others. Kounin also addresses the fun aspect of

learning my mentioning that it must be momentous, and smooth. I believe that if my

lessons have these qualities it will keep my students engaged, alert, and active in the

learning process which is altogether fun, when do correctly. Jones’ Say, See, Do teaching

instructional method will also keep my student actively alert and involved in the lesson.

Management of Transition

Below are at list of actives that will help me transition my class in a smooth non-

disruptive manner. A small description on how I will implement each strategy follows the

strategy.
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1. Classroom Saying: Transitional method get the attention of the student by having

them respond to a classroom cue. An example of this is saying, “Class, class,

class.” and the students’ response with “Yes, yes, yes.” This will get the attention

of the students and also allow the teacher to know that she has the attention of her

students when they respond. To affectively use this strategy the teacher and

student must work together to come up with a classroom cue and response at the

beginning of the year, and practice this. Student must also understand that this

mean that they are going to transition. The teacher will teach the students her

expectation when using this method. After the teacher have giving the class the

verbal cue, she will give then instructions on what to do next.

2. Door Bell: This transitional method requires a door bell. The noise of the doorbell

come from a plug-in device; the door bell will sound when the teacher presses the

doorbell button which is a handheld device. At the beginning of the year the

teacher must train the students on what the noise means and how to react to this

sound. An example of this is lining up. Instead of teachers interrupting students,

she could train them to know that when they hear that sound, quickly come to a

stopping point, and quickly get in line the way that she has demonstrated in the

beginning of the year.

3. The Count Down: This transitional strategy is often use in the classroom. It

consists of the teacher giving a direct instruction for all student to follow,

counting down, usually from 10, and the students following the instruction in that

time frame. The concept should be taught at the beginning of the school year,

however, unlike the doorbell transition, this is not attached to any specific
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activity. I would most likely use this as a closure transition; when time for a given

activity has expired and I want my students to begin something else. I would

announce to the class what I want them to do, an also mention that we are going

to use the countdown method, and students will reset the learning environment,

rather it is putting away material or getting new material out.

4. If you can Hear Mrs. Brown….: This transitional method can be used throughout

the day. It requires the students to move a specific way as the teacher gives the

motion she desires the students to do. It is a lot like Simon Says but instead of

saying Simon Says you say, “If you can hear Mrs. Brown…”, then give an action.

“If you can hear Mrs. Brown touch your head.” “ If you can hear Mrs. Brown rub

your belly.” This will continue until all students are completing the action that is

asked. This is fun for younger students; and once one student begins the motions

the other students quickly follow.

5. 1,2,3, Eyes on Me: This is also another common transitional method that gets

students attention so they teacher can give them instruction. One the teacher has

all eyes on her she knows that she can effectively give her directions and

expectations.

Classroom Rules

1. Respect yourself and respect others

2. Speak Kindly; use friendly tones and polite words

3. Raise your hand for permission to leave your seat

4. Ask three before me

5. Keep your dear teacher happy

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Behavior Expectations

My behavior expectation will depend greatly on the emotional developmental stage of my

students, this correlate greatly with Erik Ericson’s. It is of great importance that I make sure that

I am not expecting my students to behavior in a way that their developmental stage hinders them

from doing. I want to ensure that my expectations will yield positive results because working

with children at this age it is crucial that we establish a health foundation for emotional

development and not jeopardize the emotional development of our students. I expect my student

to come to class ready to learn; this looks different for everyone. So, I will have to model my

expectations. I want them to be prepared, both physical and mentally for each class. I expect my

students to stay in their seat, if at all possible, participate in lessons, respect others, and more

than anything I expect my students to enjoy their learning environment. When it comes to

staying in their seats for my younger students, I my expectation would be that they will not be

wiggling during the whole lesson, and if they cannot do that, especially after much practice and

effort. I would break the day up so the student is not being demanded to stay seated the whole

day but in small sections of the day. Concerning respect for others, I think my students should

know that they will all have an opportunity to talk and it is inappropriate to talk over others or

while others are talking, especially the teacher. I think that the best way for me to communicate

my expectations to parents will be with some type of daily behavior scale for younger students,

and weekly behavior report for older students. These reports and scales will include my

expectation and how each student met that expectation, and if they did not meet the expectation I

will explain what the student could work on to help them get a better behavior report. I also will

include Skinner’s positive reinforcement in my classroom so that my students not only know
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what they are doing wrong, but they have peer examples to follow. If students receive positive

reinforcements they are more likely to correct their own behavior.

Monitoring Students Behavior

During instruction I will monitor my students’ behavior by keeping then engage in the

learning process. Students that are actually engaged in the learning process display negative

behaviors less often than those who are not engaged. I will use the 10 to 2 instructional strategy.

This means that for every ten minutes the teacher talks the students will have 2 minutes to talk

using another instructional strategy like think-pair-share. This will keep the students engages but

also help with behavior because it is allowing the students to talk and engage others during the

learning process. It also will help them comprehend what they are learning. This strategy will not

only help me manage behavior, but it also will allow me to monitor what my students are

learning during the lesson. I believe that students who act negatively always have a reason for

doing so. It is my duty to look beyond the misconduct in my students and understand why they

are doing what they are doing. Once I understand why they are acting the way they are I can

effectively address the issue. If my student is acting out because they are hungry, what is moving

them to a lower behavior scale going to do. If I understand that that student did not have

breakfast and needs something to eat, then I can take care of the issues while also correcting their

behavior. So, for me to correct my students’ behavior I first need to know what is creating that

behavior and create a plan from there to effectively correct the behavior. In order to maximize

effective classroom management my students need to know the expectations, rehears the

expectation, and I need to be consistent. I cannot give them expectations that I am not going to

hold them to doing. It is vital to correct incorrect behavior the first time, so students will know

that I am serious in my position and know that I will hold them to their behavior. Also, teacher-
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parent communication is keep in keeping a managed class. My desire is to keep all my parents

involved with their student’s education and behavior. The support of the parents will play a key

role in effective classroom management.