Hope Colton IS-6

Personal Management Plan

1. Philosophy and Rationale behind the organization and running of your classroom a. Needs My specific needs from administration, in regards to a classroom, are rather simple; I need the appropriate material so that I can instruct students (paper, pencils, texts, a computer, date projector, desks, prep time). I need to create an inclusive and safe environment for all students so that eventually we can create a classroom community at will allow students to be accepted for who they are and have no fear of judgment; this is the best environment for students to learn in. My students need to be flexible, because class like life does not always go according to plan. Fire drills, lock downs and presentations happen and disrupt class; students must be able to adapt to the changes that might have to be made to a less due to these little bumps in the road. Students need to participate in class lessons (I teach through discussions), activities and debates. To do this each student must feel like they are part of the community and will not be judged if they get something wrong, thus the environment of the class is extremely important. Finally, a safe space must be created inside the class for any student who has an issue or meltdown, so that they can calm down and have a safe spot to speak with me. b. Likes I like it when students understand and abide by the rules of my classroom: attentive listening, respect, appreciation and right to pass. (These are the TRIBES agreements.) These are four all encompassing rules that allow every student to have a safe, happy, healthy and fun environment to learn in. They also teach students life skills like cooperating with people you might not want to work with. This happens to everyone, all through life, but you cannot always run to a teacher and ask to be switched groups. When students have the right attitude and are open to learning they not only learn more but they also have more fun learning. Participating in various group activities and discussions in a safe environment allows students to gain confidence in themselves and the attributes that they bring to groups. This confidence will improve their attitude and enthusiasm for learning. It is a never-ending cycle. When parents see this kind of improvement in their children they are more likely to work with the teacher and the school to solve various problems, instead of working against the teacher.

Hope Colton IS-6 c. Dislikes I severely dislike rude, disruptive and inappropriate behavior toward anyone, be he or she student, staff, visitor or parent. This behaviour not only disrespects the victim but also disrespects the class and the aggressor. Ex: if a student is being disruptive no only are they disrespecting me by interrupting, they are disrespecting the class that is trying to learn and disrespecting themselves by taking away from their education and not being all they can be. The destruction of school property or the property of others is also disrespective because the aggressor is disrespecting the laws of society, the community of the school and themselves. I also dislike late/incomplete assignments, along with plagiarism or cheating. The three above also tie into disrespect, not only toward the teacher but also the student and any others affected by it, the class if it is cheating on a test or an author if it is plagiarism. Respect for others and not stealing are some of the building blocks on which the modern world is built. Schools are to give students the skills and knowledge to positively participate in the world. Theft and disrespect are traits that need to be changed if students are to positively participate in society. 2. Proactive/Preventative Component a. Room The students desks will be set up in pairs or groups of four, so that every student could see the blackboard and projector screen at the front of the room. Seats will be assigned if students show that they could not handle picking their own seats. The teachers desk will be along the sidewall at the back of the room. Along the front of the room will be various school supplies that students can use if they did not have their own. Between the teachers desk and the front of the room will be bookshelves full of textbooks and general interest books. At the back of the room will be a homework board, with all the homework that any students owed. Beside the homework board will be a mat and chair that students can use as a safe spot. The seating arrangement allows students to discuss lessons and help each other with seatwork. Many students work well in pairs or small groups and flourished during hands on group activities. Though if students want to work alone they may work at one of the paired desks away from the larger groups of students. This layout also allows me more room to circulate amongst the students during lessons and seatwork, and seeing as I am unable to stand still the extra room is helpful. I would change the seating arrangement to rows facing the blackboard if students could not handle it or if the majority of the students were not very social.

Hope Colton IS-6 b. Rules Rules would be read out and discussed in detail during the first day of school. As a class we would create charts of behaviors that they thought fit under each rule. The rules are: attentive listening, respect, appreciation and right to pass. After the students have had a chance to digest these rules they will be posted in detail on the wall of the class. Each student, parents and myself will sign a contract that states that we will abide by these rules. c. Routines Students will be expected to be in class, prepared, as soon as the bell rings. Students are expected to read or talk quietly until the singing of O Canada, when they will stand silently. The teacher will give a short 20-30 minute lesson and the rest of the period would be dedicated to students working independently or in small groups. This way I will have time to help the students who need extra instruction. When rotating to different classes students have to wait to be dismissed before gathering their things and leaving. When the class is traveling to a different room, students will to line up quietly at the door and wait to be led to the destination by the teacher. To go to the bathroom, the water fountain or their locker a student will raise their hand and get permission before leaving. Students are expected to not be listening to music during a lesson. Once the lesson is done students my listen to their music quietly if they are doing individual work. Texting and calling is not allowed in class at all. d. Instructional approaches Lessons will take up no more then half the period, giving students time to apply the concepts that they have learned through group or individual activities. The large amount of seatwork time will also allow me to give extra help, encouragement and assessment for learning to student while they are working. Not only will students get continuous assessment for learning by they will also have choice in the kinds of activities that they will participate in based upon their readiness and learning style. Summative evaluations will come in the form of a choice board, where all options will be evaluated based on the same criteria. Ex: students will create a life map that includes 10 events that influenced their lives to date. These can take the form of: cereal box, cd cover, board game, map (paper or CGI) or mobile. I will differentiate instruction and evaluation based on students needs. Ex: written or oral test.

Hope Colton IS-6 3. Reactive/Supportive Component a. Encouraging Students Positive Behaviour and Managing Students Negative behaviour Management Techniques To encourage students positive behavior I use verbal reinforces and encouragement. Ex: good job getting on task right away, it is great to see you in class more often, nice answer. This way the students know that they will get positive attention form the teacher for positive behaviour and that they do not need to misbehave to get attention. To manage students negative behaviour (ex: disrupting a lesson) I use a mix of verbal and non-verbal cues. First I ignore the behaviour and do not give the student the attention that they are seeking. Then I will move closer to the student and see if that cues them to behave, if not I will stop talking and give them a look. Next I will ask them a question in regards to the lesson or use them in an example, if that does not work I will ask them to stop being disruptive. The next step is moving them to a different seat, away from other students. Finally I will ask the student to wait in the hall until I finish the lesson and can have a private chat with them. b. Levels of Intervention Progressive Discipline proactive and preventative: clear expectations, procedures and routines, environment, consequences known and clear, engaging lessons. Strategies and interventions levels of intervention: non-verbal (proximity, pause, look), verbal (hints, direct questions, in their face questions/confrontation), choice and consequence (ex. Are you going to take that hat off or am I going to take it?), office. c. Solutions/Reinforces/Logical Consequences Positive encouragement will reinforce positive behaviors and progressive discipline will keep negative behaviors in check. Of course for progressive discipline to work logical consequences must be known and enforced. Ex: If students are texting in class, have been warned multiple times, and are still continuing to text then the teacher may ask them to turn their phone off or to leave it on her desk for the rest of the period. If a student disrespects another student the teacher with speak to the aggressor and the aggressor will make an apology to the victim in front of the class will speak to the student. If students get into a physical fight, make threats or are bullying they will be sent to the office.