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Classroom Management Plan


Gemmie Kwok



Theoretical Introduction

* Philosophy of classroom management:

When I think of classroom management I often picture a classroom in which students learning is being carried out with minimum interruption. Teacher is there as a facilitator of the learning process through authentic learning activities which allow students to share and exchange information through respective and cooperative manner. A description of a good classroom management for some teachers or administrators or even parents may be focused or aimed at the physical order of how the classrooms should look like in terms of students sitting at their seats or teacher pointing at a student to answer her question one by one. I depict the picture quite opposite. I expect to see students moving around interacting with each other in group discussion or at different Learning Centers or eager to raise their hands to answer the teacher’s questions. I believe the heart of good classroom management is to provide Learning-Focused Environment for the students and the understanding on the students’ part that they are in school for the purpose of learning.


* Assumptions the nature of young people and learning:

Every human wants to satisfy his basic needs, which are power, love/sense of belonging, competence, freedom, and fun. This is especially true for young people. We all want to be in control of ourselves and our environment. I believe young people act out or misbehave because they are frustrated from not being able to feel they are in control. They are even more frustrated, if they feel that someone is controlling them. I do not believe in controlling people. People who are under control feel they have no freedom and feel resentful towards their controller. They will do tasks they are told to do passively or choose not to do it at all. Or they will do the tasks because they are fear of the negative consequences that will follow. I always focus on controlling or for a better word directing the behavior. When a child misbehaves, it should be stated and focused on his behavior, not the child. So the child will know that you always care for him, but do not care for his bad or misjudged behavior. By explaining to the child, “It is your behavior that upset me, not you!” will make him understand and want to correct his behavior. Young people are curious creatures who always seek to learn more about the world. They also want to feel good about themselves and have a sense of belonging or know that someone care about them.  


 * A discussion of theorists that clarify my perspective:

I believe in Rogers’s Unconditional Positive Regard Theory, which stated that everyone is worthy and acceptable regardless of their behavior. Behavior is the avenue people use to react how they feel about other people, things and their environment. People also act out when their basic needs are not met. I also found myself agreeing with Glasser’s Choice Theory which explained that our behavior at any given time is our best choice to satisfy one or more of our basic needs. By focusing on meeting those basic needs of these young people such as giving them a sense of power by giving them choices, responsibility and right to discuss about classroom rules, encouraging them on a job well attempted, recognizing their unique quality and talent, and helping them achieve the goal they have set for themselves will make them feel the sense of ownership and belonging and also help them build self esteem. Glasser elaborated on External Control Psychology in his Choice Theory that people, situations and things outside of us cause our behavior. External Control Psychology is destructive to relationship. When people use External Control Psychology, they have difficulty finding responsible ways to satisfy their basic needs. Students who have high self esteem posses internal locus of control. They also feel good about themselves and demonstrate positive behavior in everything they do. They know that they are in control and responsible of their own behavior.



* Expectations of students

I will set clear and high expectations for my students. I will let them know early that they will be judged on their accountability, behavior and the choice they make. These expectations are not only within my classroom, it will follow them everywhere they go and in everything they do. Then I will let them in on the process of establishing the classroom rules. I will get participation from the class to come up with the rule the majority of my students with the direction of keeping to five or six rules. I will tell them that most of the students who do not follow rules usually because they forgot the rules. Therefore the rules should be short and easy to remember, maybe accompanied by some examples. Accountability means they need to be responsible, for example: students are responsible to complete their homework and turn it in on time. Behavior means students are expected to behave according to rules they each agreed upon. Their behavior also needs to be acceptable to their peers and the teacher. Choice means students are here to learn how to make good choices. Teacher is not their boss. Teacher is here to help them make good choices.


* Expectations of classroom climate:

My expectations of classroom climate are classroom should be safe so students feel free to learn, there should be a sense of equality which means all students will have input in their learning. My students will actively participating in their learning.  They will know that it is our classroom not the teacher’s classroom. Teacher is here to help directing and facilitate their learning not to be their boss and control them. My goal in teaching is to make sure my students think about what and why they learn what they learn. My students will be able to recall their learning process, relate and apply to the real world. If teachers merely transfer knowledge to students by lecturing and giving them worksheets to practice and assessing them through multiple choices, true & false questions or fill in the blanks, students will soon forget and unable to recall most of what they learned regardless of how high they score in the tests. Success will also be celebrated to promote students sense of pride in their work by displays of job well done throughout the classroom.


* Rules and Policies/development of clear boundaries:

I believe in stating clear goals for my students. It should also promote team work among students. It is only fair to let them know of what are expected of them. I will also explain the consequences when I make rule in effect. This is for the purpose of fostering responsibility in my students. They will learn to take responsibility in their behavior and the choice they make, given the rules and consequences are public information to every student in the classroom. In order to have to rules set up, students will have opportunity to help with the rules through democratic process. Students have the power to suggest the rules of their classroom and teacher can help redefine them with examples or put them in language that can be easily understood. I will obtain partnership form my school administrator in the written language of the classroom rules. A final written version of the classroom rule will be send along with a letter explaining the details to each student’s parent. This is to acknowledge parents of rules and expectations of their children and requesting them for their cooperation.


* What are my expectations in term of style?

My expectation will be described as a more student-centered style. I will have my students participate in writing process of the rules. They can make their voice be heard and see if their peers feel the same way with them. Some ideas might be chosen, some might be discard, but the process of participating in establishing rules will encourage them to think and share their thought. That to me is introducing students to higher or critical thinking. I do not want them to just passively accepting the rules I hand to them.

This process also promotes students to be responsible for things they agree to do.


Instructional and Assessment Strategies that Promote my Management Goals

* What do I do instructionally to meet students’ academic needs?

In order to meet my students academic needs, I must focus on each student’s strength and learning style. I believe by focusing on these obvious factors will enable me to help each of my students succeed academically. Doctor Mel Levine describes in his book, “One Mind at a Time”, that we must understand that each child’s brain is wired differently. This is why we need to allow students to learn through the best way they know how. Some children are visual learners and some are auditory learners. Everyone knows children are not robots. Why would we teach them through the same method years after years and decades after decades? We need to teach them in the way they learn how to think and apply the process and knowledge they learned. I must keep in mind not to be drawn to students who I identify with the same learning process. It is very easy and convenient to teach the style you are comfortable with. I must realize and also aware of different learning style and strength of my students.


* What do I do instructionally to prevent students’ need to act out?

I think Strommen’s model of education, “Child Driven Learning Environment” is the best way to prevent students’ needs to act out. If students feel that they are in charge of their own learning and feel at ease and eager to participate in the learning process, they will not have any needs to act out. They will learn through the process of exploring in manipulating tasks in activities and arrive at an outcome such as in science experiment and through this process, they learn be to self direct. Child Driven Learning Environment comprised of two key concepts: 1) activity-based curriculum and 2) teacher‘s role is a facilitator. Students learn through actively participating in learning activity with their teacher acting as a facilitator to ensure the process of learning is not interrupted or being off task.


* How does my assessment promote the goals of my management?

Assessment should support and promote the goals of management. Classroom Management, Instruction and Assessment are inter-related to me. If a teacher does not have a good classroom management, she cannot begin or instruct her lesson successfully and without instruction, she will not be able to assess her students learning. My assessment will be consisted of both formal (whenever mandated by school or state) and informal assessments. I will focus on continuous informal and authentic assessment through observations of my students learning progress during their learning activities. I will have them show and explain to me the process of the activity orally and then have them reflect on what they think they learn from the activity through journal writing. They will be able to articulate their thought and offer their ideas of alternative ways to approach the same activity. Group project can be submitted either in written report or oral presentation in which each group member has a part in the presentation. My students will be assessed on their effort and progress in their learning. One on one assessment with each student will be the method I utilize to inform my student of his or her progress. I will praise my students on good job they have done and encourage them to try harder on the area they need improvement. This will be done by telling them that I know they are capable of doing better, if they focus on the task. I will also offer help after school or during lunch recess. My assessment will promote my goals of motivating students to want to do better and the knowledge of they are the ones in charge of their learning.


* How do I allow for variable styles, cultures and circumstances in meeting the diverse needs of my students?

Classroom today is more diverse than ever, especially in California. Teachers need to prepare themselves in every aspect concerning students learning and to include all students in the process. I will first assess my students to find out their needs. Variable instructions will unable me to better prepare for my cultural diverse class. I will focus on introducing my students to background knowledge they might need to acquire in order to understand the lesson being taught to the class. I will need to personalize my lesson plan to fit my students’ needs to prevent the interruption of their learning. Classroom involvement is the best vehicle to drive students learning. Students should be encouraged to share their cultures and backgrounds in the classroom. Information shared from diverse cultures open up the outside world to all students. They also learn to appreciate all cultures and coexist in harmony. I will also ask all students for their feedbacks on what they learn from their cultural diverse class. This will help me to assess and improve my instructional method and be aware of what is acceptable in different cultures. Cultural awareness is something teachers should promote continuously and not just during the major events such as Cingo de Mayo or Chinese New Year.



* From my point of view, what motivates students?  (In the short term and in the long term)

People in general are motivated by different things which depend upon their value, needs, developmental stages and ages. Majority of young students are usually motivated by extrinsic rewards because rewards are concrete to them. I think they are short term motivation. Long term motivation which will stay within students is intrinsic reward. The pure satisfaction of achieving their learning goals is enough reward for self regulated students. Long term motivation can take its time, but it is a better investment plan to introduce to our students even at the Concrete Operational Stage.


* Why do/will my students do what I ask them to?

Students will do what I ask them to do because I establish a close relationship with my students and they know I genuinely care about them and want to see them succeed in their learning. My students know they can share worries and concerns with me because they trust me and know that I will do my best to address those worries and concerns.


* How do I plan to motivate my students?

I will use short term motivators such as food, candies and classroom materials for students to motivate my students for reward moments such as group effort such rewarding the whole class with a threat for working quietly in their seat during Daily Oral Language. I believe short term motivation should be rewarded for group effort, or else it might be viewed as a negative consequence for students who are left out. My long term motivator will be praising students in person on work well done and let know that I have been observing their work. I will also use the same method of long term motivation with students who need help by encouraging them during one on one meeting to let them know that I will be observing their progress and know that they are capable of delivering good work.


* How would I characterize my motivational style/approach?

My motivational style or approach might be characterized as motivation through the belief that all my students can succeed and rewarding effort and progress of students are small steps leading to the desired performance. I will also use rewards (according to my students’ interest) to reinforce the motivation of my students. This can be a Pizza Party for the class for job well done in raising funds for school in Jumping Rope for Your Heart, a fund raiser sponsored by America Heart Association. The money raised went into purchasing equipments for Physical Education Classes for all students in school, or rewarding one of my ESL Students a book on aviation, because he demonstrated brave effort in delivering oral report in front of the whole class after only arrived in the U.S. six months ago. The whole class joined in the celebration by applauding without my lead. I would never forget Kevin’s face that day. It reminds me why I teach! I am not the only one doing the motivation, my students often motivate me.



* A typical day in my “ideal” class.

A typical day in my “ideal” class would be students standing in line in front of the classroom waiting for the bell to ring. I walk up to meet them and open the classroom door. They wait until I told them to enter. I greet my students by names and remind them to look at my instruction on the board or to get ready for the Math Minute. They all know the structure of the class of the day. Because external interruptions such as an assembly or guest speaker or teacher might be called out of the classroom, I will always outline the plan for the day on the board for my students. This is done for the sole purpose of everyone staying on task and one schedule as mush as we can. I begin the timer for their Math Minutes are easy and short calculations/brain teaser to sharpen their minds. Then the papers are collected by the designated students. Next is Reading of assigned book for the classroom. I will have students participate in taking turn reading a paragraph to the class. I will draw their names out of a deck of names cards prepared. If we are behind schedule, I will read the rest of the planned reading to the class. Seatwork is assigned by having students answered multiple choices and short answers on the chapter they just read. DOL is next on our agenda. I will go over homework assignment form yesterday on correcting sentences. The homework assignment covers capitalization, possessive pronouns, objects punctuation and quotation marks. I notice a few students copying the answers on their incomplete homework assignments. I approach those students on by one and told them to stay in during recess. The recess bell rings, I excuse the rest of the class. I turn to the three students who remain in their seats. Again one by one I remind them of our classroom rule on coming to class ready to learn means having done your homework assignment the night before. They all stay and complete their work.


Recess is over. Students return to the classroom. I told them to take out their individual writing boards and erasable markers. I then write down a fraction problem they learn to review last week lesson on the board. Students show their works and answers on the individual board and raise the board up when they are done. Then I work with the class to arrive at the answer on the board. I scan through the room to see if everyone got it right. I give a few more problems for them to practice. Now I am ready to teach them a new lesson in variables. Worksheets are handed out so students can work within their group of four at their seats. I circulate around the class to see if everyone understand how to do the task.


After lunch recess, I cover a lesson on History. We learn about American Colonials and read a book on William Burge Household. Students work on their version of the book by making a story books depicting characters and their daily lives during the colonial time. They also write about what they think about life during that time and what kind of job they would hold id they were to live during the time. The assignment is due three weeks from today. I inform them that I will allow them to work in class three times a week. During that time they may use the computers in the classroom, if they desire. We will watch a video tape on Mars which I taped from NOVA which explain the work behind the recent trip to Mars and its objectives on collecting sample rocks and finding proof of water on Mars. Towards the end of the day, I write down homework assignments and projects with the due dates on the homework board on the side of the classroom. All students are to write the information down on their planners without me reminding them to do so. The last bell rings, I remind students to clean up their work areas before departing for the day. I say goodbye to my students and reminding them to practice caution and not to walk too close to the curbs when they walk outside.


I realize there will be good days and not so good days in my classroom in the real world. I also know to work on a good classroom management plan to establish my positive relationship with my students so I can focus on their learning. I cannot allow myself to be concern with external interruptions which I cannot control or change. My students’ success depends upon their teacher and that is ME!