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PSI Classroom Management

Mary Quiring 2013

CLASSROOM
MANAGEMENT
PLAN

Mary Quiring
Spring 2014
Grade 7 Science
Willow Creek Composite School

PSI Classroom Management

Mary Quiring 2013

Classroom Management Plan


Name: Mary Quiring
High School
Teacher Associate: Kyle Gibson

School: Willow Creek Composite


University Consultant: Bob Miller

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A. CLASSROOM MANAGEMENT CHECKLIST


1. School Policies & Procedures
Computer program for
attendance, grades, IPPs,
Dismissal
Emergency Procedures
Supplies

Safety
Schedules and bell times
Student handbook
School-wide rules and
expectations

2. Classroom Organization
Desk and seating arrangement
Computers and AV equipment
Student supplies (scissors, glue,
tape, pens/pencils, paper, hole
punch, stapler)

Teaching materials (grade book)


Bulletin boards
Lab supplies
Handing/Picking up handouts
Absent work

3. Students
Class list
Student Interest survey
Find out about individual student learning needs
4. Procedures
Entering
classroom/start of
class
Taking attendance
Lates/Absents

Students who lack


materials
Distributing
handouts
Collecting and
returning work

Washroom
Drinks/Food
Dismissal
Transitions
Group work

5. Rules
Classroom Expectations
Follow-up strategies when expectations arent followed
Intervention Strategies
Record-keeping system for behaviour issues
6. Materials
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PSI Classroom Management

Mary Quiring 2013

Textbooks and resources


Unit Plans
Lesson Plans
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B. LESSON PLANS

FOR

FIRST TWO DAYS

OF

PRACTICUM

Lesson 1
Grade: 7

Topic: Intro/Classroom Management

Lesson Duration: 45 min

Date: Mar 3/14

LEARNING OBJECTIVES

Students will:
1. Develop a positive relationship with teacher
2. Describe and explain the 3 classroom rules and expectations
3. Recognize and become familiar with classroom procedures
MATERIALS AND EQUIPMENT
* Introduction Powerpoint
* VAK survey
PROCEDURE
Introduction (3 min.)
Introduce myself
Explain why I am here, what I will be doing, and what I will be teaching
Go over the agenda for the class
Body (35 min.)
1. Get to know Me (10 mins)
Play two truths and a lie with students (have them guess which two
items are true about myself and which item is the lie)
Use the PowerPoint to tell the students about myself (background,
family, interests)
Allow students to ask a few questions about myself
2. Classroom Management (10 mins)
Use the PowerPoint to go over classroom expectations, rules, and
procedures
o Follow directions the first time they are given
o Come to class on time and prepared
o Respect yourself, your classmates, and your teacher
Ask questions to ensure that all students understand what is expected of
them
Is there any confusion about the rules?
Procedures: Attention-getting, start of class, end of class, individual and
group work, if they need help, if they miss a class
Practice attention-getting procedure with them
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PSI Classroom Management

Mary Quiring 2013

Me: Grade 7s Wait Them: Stop, Face me, Quietly listen


3. VAK Survey (15 mins)
Hand out learning styles survey and ask students to complete them and
return them to me
Explain that this will help me understand how you prefer to learn and
then I will try to teach you that way
Closure (2 min.)
Thank the students for welcoming me into their classroom and tell them
that I am looking forward to getting to know them and learning together
Ask students if they have questions about anything that we have
covered

PSI Classroom Management

Mary Quiring 2013

Lesson 2
Grade/Subject: 7 Science
Unit: Structures & Forces
Emphasis: Science & Technology
Topic: Classroom Management, Intro to Topic 1: Types of Structures Lesson Duration: 90 min
Date: March 5/14

LEARNING OBJECTIVES
Students will:
1. Students will continue to build positive relationships with each other and
myself
2. Students will demonstrate understanding of classroom rules and procedures
3. Students will recognize the unit overview and assessments
ASSESSMENTS
Observations:
Key Questions:
Observe student behaviour and
What are structures? What are three
participation in class discussion
examples of structures? What does form
and individual work
follows function mean? What are our
three classroom rules?
Written/Performance Assessments:
Bingo
LEARNING RESOURCES CONSULTED
Resource #1: Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, J., et. al.
(2001). Sciencefocus 7. Toronto: McGraw-Hill Ryerson.
Resource #2: Gue, D., Makar, D., Martin, J., Martin, T., Strachan, I., Bullard, J., et. al.
(2001).
Sciencefocus 7 Teachers Resource Binder. Toronto: McGraw-Hill Ryerson.
Resource #3: Disney Educational Productions. (Producer) (1993). Bill nye the science
guy:structures [Web]. Retrieved from http://www.youtube.com/watch?v=4-SvfTcnzQQ
MATERIALS AND EQUIPMENT

Topic Outline
Bill Nye video
Bingo Game

PROCEDURE
Introduction (10
min.)
Hook/Attention Grabber: youtube clip of structures falling
Assessment of Prior Knowledge: Who can remind us of our three
classroom rules?
Expectations for Learning and Behaviour: Review classroom
expectations. I expect that students participate in class discussion and are
well behaved during individual work
Advance Organizer/Agenda: Intro, video clips, review classroom
management, unit overview, Bill Nye video
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PSI Classroom Management

Mary Quiring 2013

Body (75 min.)


Learning Activity #1: Classroom Bingo (15 mins)
Have the students play classroom bingo
Explain that they must get a row or column with the answers to the
question in each box
The bingo will be about classroom management procedures, rules, and
facts about me as a teacher that we learned in the previous lesson
Learning Activity #2: Unit Overview (30 mins)
Handout Topic Outline to Students
Go through Topic Outline with students
Explain assessments in the unit-There will be 3 quizzes that will not be
marked. They will be to help you prepare for the final exam. There will
be a few projects and labs that we will do in class, and a unit test before
your break in April.
Ask students What are structures
Pre-assessment quiz
*Remember that there is a 5 minute break after 45 min
Learning Activity #3: Bill Nye Video (25 mins)
Introduce Video watching rules- must answer questions on board,
quietly listen in individual desks
Put three questions up on the board for them to keep in mind during the
video:
What are structures? What are three examples of structures? What does
the phrase Form follows function mean?
Have students get out a piece of lined paper and take notes on the video
Watch the video
Discuss the three questions as a class
Assessment: Questions after the video
Closure (5 min.)
Consolidation/Assessment of Learning: Ask: Who can tell me two things
that they learned about structures?
Feedback From Students: Did you enjoy the video?
Feedback To Students: Address the students on their behaviour and thank
them for their participation and cooperation
Transition To Next Lesson: Next lesson we will be talking more about the
types of structures different ways to describe them.

PSI Classroom Management

Mary Quiring 2013

C. CLASSROOM RULES
My approach to establishing rules will be going over them in my introduction
lesson and asking questions to make sure the students are clear of my
expectations. Reinforcing my rules will be done on an individual basis as
necessary. I will address the student who is breaking the rule and politely
remind them of our class rules. If that does not work, I will bring in
administration as necessary and contact the parents.
1. Respect yourself, your classmates, and your teacher
I think this is the number one rule in my classroom because if you are
respecting yourself and others, that means you are being polite, listening to
others, respecting the property of others, and these things minimize issues in
the classroom. I think it is important that the students know that I will
respect them and in turn, I expect the same from them. I want the classroom
to be a positive atmosphere and a safe place for students and in order for
that to happen, respect needs to be our number one focus. I will reinforce
this by ensuring that students know the rules and refer to the rules, which I
will have posted in the classroom, if I feel like students are not following
them.
2. Come to class on time and prepared
This is an important rule because it is difficult for learning to take place when
students are not coming to class on time or are not prepared. It is important
for students to take responsibility of their learning and learn that they need
to bring the necessary materials they need to be successful in the classroom.
I will keep a record of who is late or absent on a regular basis and address
this with the student and parents if necessary. I will have extra materials in
the classroom such as pens/pencils and paper for those students who
struggle with bringing their materials. I know there are a few kids in my class
that have bigger issues and bringing materials is the last thing they think
about. I dont want to make that into a big deal, which is why I will provide
extra supplies.
3. Follow directions the first time they are given
I think that it is important for students at this age to take responsibility for
their own learning ad I want to minimize how many times I have to give the
same directions. I want to maximize the amount of time that students are
given to work, which is why I would like them to follow instructions and get to
work right away. I will make sure that they know if they dont know what they
are supposed to be doing, they can ask three friends, and then me. I think
this comes down to respect and the fact that if I am asking for them to do
something, they do it because I have the authority at that time.
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PSI Classroom Management

Mary Quiring 2013

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PSI Classroom Management

Mary Quiring 2013

D. CLASSROOM PROCEDURES
I will teach my classroom procedures in the first classroom lesson during
which I talk about classroom management, rules, procedures and other
expectations. I will reinforce these in my second lesson. I will also review
procedures before a specific task. For example, if I am about to ask a series
of questions, I will review the question-answering procedure.
Attention-Getting
When students are quietly working, and I would like their attention:
1. I will ask them to put their pencils down
2. Eyes up to show me that they are listening.
When students are working collaboratively where the noise level is a bit
higher:
1. I will say Grade 7s in a loud clear voice
2. I will wait until I have their attention
I expect that when they hear my voice they will:
1. Stop what they are doing
2. Turn and face me
3. Quietly listen to what I have to say
Question-Answering
1. Raise hand to answer question
2. Wait for teacher to call on you
3. Answer so that everyone in the class can hear
4. You may only call out answers if I specifically ask for that
Start of Class
1. Come in quietly and sit at your desk
2. Get out the materials that you need
3. Read and follow instructions on the board
4. If there are no instructions, please read the textbook pages quietly until
the teacher calls for your attention, or work on other homework.
If You Need Help
1. Reread the instructions
2. Think about what is being asked
3. Ask your neighbour first
4. If you still dont understand, come and ask me quietly
If You Missed a Class
1. Get the notes from a friend
2. Check the absent folder for missed handouts or assignments
3. Talk to me about due dates or any confusion

PSI Classroom Management

Mary Quiring 2013

End of Class
1. Complete your agenda if you have one
2. Pack up your materials when the teacher says to do so
3. Clean up your desk and the area around you
4. Stay in your seat until the teacher dismisses you
5. Exit quietly
Individual Seatwork and Group Work
1. Work quietly in your assigned seat unless told otherwise
2. You may listen to music when you are working individually
3. If you are working in a group, arrange the desks/chairs if needed, as
quickly and quietly as possible
4. Make sure everyone has the chance to participate
5. Return desks and chairs to proper arrangement when finished

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E. RELATIONSHIP-BUILDING PLAN
My main goal for teaching this class is to create a positive and safe
environment where students feel comfortable and learning can take place. I
want each and every student to feel welcome, and valued. It is important to
build relationships with the students, but also to build positive relationships
between the students. These students have known each other since the
beginning of the year so I will not do any get to know each other activities.
However, it is important that I get to know them, and them, me. On
orientation day I had students fill out an all about me sheet including
things I should know about them, their interests, birthdays, hobbies etc. I
have used that information to see similarities and differences between each
other.
Part of building relationships is respecting the students and gaining their
trust and respect, while maintaining authority. I really want to set this tone
from day 1 so that students see me as their teacher, but also as someone
who they can relate to. I want to establish consistency and assertiveness and
I will do this by setting clear expectations, and using a clear assertive voice. I
plan to make students feel welcome by greeting them every day by name. I
think it is really crucial to learn everyones names so that each student feels
like they belong in the classroom.

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PSI Classroom Management

Mary Quiring 2013

I am going to try to include students interests in my lessons by providing


them with real life examples that they can relate to. I have also planned to
state my interests when I tell them about myself in the introductory lesson. I
hope that each student can find something they can relate to with me. I will
try to make my lessons interactive so that students feel involved and
engaged. I will also provide differentiated instruction to meet the various
needs of all learners. I know that there are a number of students in this class
with unique behavioural and learning needs and I will do my best to
accommodate them so that they feel successful.
I also want to make sure that students know I dont expect perfection from
them, and it is okay to make mistakes because that is how we learn. The
policy at this school is that they can redo things as necessary, to best
demonstrate their knowledge and mastery of a learning objective, and I fully
support this, as it is more important that students do learn, rather than when
they learn. I will also let students know that I am there to support them 100%
and help them succeed.
I will implement collaborative and cooperative learning strategies such as
think-pair-share or jigsaw activities, and small group work, so that students
continue to have positive relationships with their peers. I think there is a lot
of value in working with others and learning how to problem-solve, as this
will be a good life skill to learn.

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F. INTERVENTION PLAN
I plan to match my response according to the level of student misbehaviour. I
will never punish the whole class for one persons misbehaviour and I will try
not to punish a student in front of other students. I will always give the
student and myself a chance to cool down and then check in with them
afterwards.
Low-Key Strategies
Types of Low-key behaviours include shouting-out in class, talking to
neighbours or distraction others, having headphones in during instruction,
not paying attention etc.
My first level of intervention will be using proximity, then eye contact to
regain the attention of the misbehaving student.
My second level of intervention will be to pause and wait for the student
to stop the behaviour
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PSI Classroom Management

Mary Quiring 2013

My third level of intervention will be to use a short verbal cue such as


calling the students name
I will remain calm and polite so that students dont feel challenged,
threatened, or embarrassed in front of the other students
I will positively reinforcing their behaviour, once they stop, by thanking
them

Higher-Level Strategies
Higher-level intervention strategies will be used when the misbehaviour is
not controlled using a low-key response or if the misbehaviour more
severe and is threatening the safety of the student, other students, or
myself.
My first response would be to provide a limited choice for the student to
change their attitude and behaviour and do what is expected of them, or
leave the class. I will reinforce the choice they made by stating what they
have chosen to do.
If that didnt work, I would informally chat with the student individually
politely and calmly to identify the problem, the reason, and find a solution
with the student
I never want to get into a power struggle or make the student feel like I
am challenging them
If the behaviour persists, I will involve the administration and contact the
parents
I will ensure that I am following school-wide policy, so that they receive
consistency and I will be backed up by the admin.
Minimize Disruptions
Students will have the opportunity to earn time on their breaks if they are
working well and behaving appropriately. However, they can also owe me
time if they are being disrespectful, or taking too long during transitions
etc.
This will be applied as a whole class, as well as for individuals to ensure
that all students are not being penalized for the actions of a few but that
each person has responsibility

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