EDUC 5903 Classroom Management

Classroom Management Plan

By: Laura Sponagle

Introduction

Every teacher uses unique strategies and techniques to manage their

classroom. Throughout this semester, we have read some of the research on

the best practices for classroom management. By learning about positive

spaces and how to create them, attachment theory, teacher-student

relationships and self-regulation, I have developed my own personal plan

that will reflect how I intend to implement these practices. The following plan

is divided into 8 categories which I believe are critical to effectively manage

a classroom as a secondary teacher.

Positive Space

A key component of learning is the environment that you are in.

Students learn better in a positive space, so it is the teachers goal to create

one. A student should always feel welcome in the classroom, and feel

comfortable expressing opinions and participating in class. Right from the

first day of school, I plan to have a discussion with my students about how

we can all make this a positive space. Supportive language is a very big part

of this, and focusing on a students strengths is very important. My door will

always be open and as Alderman & Green (2011) suggest, I will do my best

to create a balance between coercive and manipulative powers. The authors

describe manipulation as the teacher having control of a situation, but

described as teachers compelling or confronting students to make changes.

Both of these techniques, when combined, along with a teacher being

perceived as likeable and an expert, leads to a positive, well controlled

classroom.

Safe Learning Environment

Everyone should feel safe and accepted in the school and in the

classroom. No matter what race, sexual orientation, socio-economic status,

gender or abilities of a student may be a part or perceived part of, they

should feel safe and welcomed into the classroom. One key way to do this is

through open discussion about these hard topics as well as strict policies

about bullying. By being a positive role model, students will be encouraged

to care for each other. Empathy should be taught to students alongside

content matter, by showing them how to care for each other and breaking

down social boundaries through example and appropriate corrective

discipline.

The Role of the Teacher

I believe the role of the teacher is to facilitate student learning. The

teacher should not be the focus of the classroom, but guide students to

understanding by providing the right questions, tools or materials for their

learning. This shift from a teacher centred classroom to one centred around

the students reflects the kinds of 21st century learning that we are training

our students to be contributors to.

communicating student outcomes and directions will help manage the

classes behavior. The teacher must find the balance of challenging everyone,

so that success is still within reach, but is not easily attained. Attentional

silence as well as proximity are great strategies to be used for small scale

behaviour changes when pro-active approaches are not enough.

Fostering Student Autonomy and Involvement

At the middle and secondary levels, students value their autonomy. It

is very important not to take this away from them as they need a sense of

independence. An easy way to do this is to give students choice in their

work. Yes, students are required to learn certain material, but if they have a

choice in how they learn or are evaluated, they will be more motivated. Also

when dealing with behaviour management issues, it is useful for the teacher

to not be authoritarian, constantly giving orders as this can cause the

students to feel as though their need for independence is not being met, and

some students will push back.

Students should always feel as though they are contributing and

involved in the classroom. An example of this is when classroom rules are

created. The students must be a part of the creation of the rules in order for

them to feel as though their opinions matter. It will be much easier for a

teacher to get students to comply to the rules if it was the students

themselves who decided upon them.

The Physical Classroom

considering behaviour in the classroom. In my classroom, students will be

seated in small groups to promote collaboration. Although this can

sometimes be a distraction for students, if the seating plan is carefully

thought out, the students will be able to work together in teams. It is

important to ask yourself, can all of the students hear and see in the current

arrangement? Are there any distractions in the room to keep students away

from? A carefully thought out plan of the physical space is a pro-active

approach to behaviour management.

Motivation and Success

It is important for every student to have both intrinsic and external

motivators. The intrinsic motivators may be the hardest to create for

students; how to you foster a sense of wanting to learn? External motivators,

such as reward systems in the classroom, or friendly competition can be a

more direct way to encourage motivation. To intrinsically motivate, a teacher

can do something as simple as compliment a student on good behaviour or

work. Building a relationship through empathy, appreciation of both positive

and seemingly negative student qualities and the use of humour or likeability

are also great motivators. However, I believe the most important motivator is

success. It must be possible for students to be successful in the classroom

regularly. A student who feels as though they never get things right, or like

they will never be able to get it right, will never feel motivated to continue

their work. Success is the key to motivation.

An inclusive classroom is one where all students needs are addressed

and accommodated to support equal rights as students. One can contribute

to an inclusive environment by valuing diversity, making everyone feel like

they belong and having contributions from everyone. Inclusion must be

collaborative; no one can create it alone. There are many types of supports

that could benefit one particular student the most, but they could also be

good the whole class. Some examples of differentiated practices are: the use

of manipulatives, visual aids, extended time on tests, handouts of notes,

group work, frequent activity breaks, point form notes and the use of

mnemonic devices as memory prompts. Although it is easy to see how all

students could benefit from these types of practices, some students might

require them in order to learn.

I believe that together, we all learn better. Every member of the

classroom can be a contributor to our learning and understanding of

material. In my classroom, we will welcome not only every types of person,

but every type of learning as well. There are as many ways to teach as there

are to learn, so a teacher should use a varied set of techniques to convey

concepts.

Behaviour Expectations

My number one expectation for students is that they show respect. I

believe that if you show respect, no other rule is needed. Respect must be

shown to the teacher, other students and the physical classroom. A student
who is respectful will not interrupt or speak out of turn, will not bully, will

work well with others and will follow instructions.

If there is any student who is showing behaviours that are not

respectful, there is a cause for this. It is very important to think of what a

student is feeling for them to express themselves this way. When managing

the behaviours, it is good practice to approach the situation from a helping

standpoint. How can you help the student achieve desired behaviour

outcomes? Is one of their needs not being met? How can the lesson plan be

adjusted to set the students up for success?

Conclusions

As an educator, we have a responsibility towards our students to give

them a safe, positive, inclusive space to learn, to foster their independence,

to both engage and motivate students and to help them succeed. A teacher

will take on many roles to accomplish all of these tasks, and it is no small

challenge. These factors are the basis of my plan to help students learn and

grow alongside me as a teacher.

References:

Alderman, G. L., & Green, S. K. (n.d.). Social Powers and Effective Classroom

Management: Enhancing Teacher-Student Relationships. Intervention in

School and Clinic, 47(1), 39- 44. doi:10.1177/1053451211406543