Aubriaunna Bodricks Classroom Management Plan

UNDERSTANDING MYSELF AS IT RELATES TO CLASSROOM MANAGEMENT From a philosophical point of view, I consider myself a pragmatist when it comes to my personal beliefs of education. I believe that in order to produce the best students possible, teachers must take into consideration the fact that education is not all about the individual at the front of the room and the content that is to be taught, but rather about the many individuals that fill the seats of the room the students and their many unique interests. I believe that in the classroom, teachers should act as facilitators of learning; individuals who guide students along the way while making learning easier and enjoyable. They should plan lessons that place the student at the center of the learning process because learning should be child-centered. Authentic hands-on experiences and opportunities for collaboration should be a driving force in day-to-day instruction. Moreover, I believe that students should always feel as if they are a part of the lessons that take place, thus it is vital that all lessons are creative and that they cater to the particular interests of students. As a young and energetic educator, I consider myself to be a get up out of your seat, move around and mingle with your fellow peers type of person and I love to see it when students play an active role in their education, rather than passive. I love for lessons to be interactive. I love for students to work cooperatively in groups. I love inquiry-based activities that call for students to produce finished products can be displayed throughout the classroom and even school. I love it when students are given opportunities to make decisions about instruction and the lessons in which they will be involved. In terms of classroom management, I believe that I am more prone to using medium teacher control approaches to manage my classroom because they are approaches that support the beliefs of the pragmatist view. According to Burden (2010), medium control teachers accept the student-centered psychology that is reflected in the low control philosophy, but they recognize that learning takes place in a group context. As an educator who believes in studentcentered learning, I understand that it is important to take students thoughts, feelings, ideas, and preferences into consideration, but I also understand the importance of meeting the academic needs of the entire class as a whole. Additionally, medium control approaches fit my teaching style more because of the degree of interactivity and collaboration that takes place. Out of all of the models of discipline that employ medium control, the model I am especially fond of is Jane Nelson, Lynn Lott, and Stephen Glenns model of positive discipline. This particular model stands out to me because of its promotion of kindness, respect, firmness, and encouragement.

The emphasis of kindness and firmness being used simultaneously is great because when I begin teaching, I never want to be viewed as the mean teacher. In order to display my dominance, I want to be as firm as possible; but at the same time, I want my students to know I care. Emphasis on mutual respect is critical to me. As a child, I was always taught to treat others the way it is you would like to be treated, no matter what their age may be. Of course respect for your elders is supposed to come natural, but teachers too have to be able to show their students respect in return despite their age difference. Mutual respect is so important in the classroom because it is what makes a learning environment effective. If a student sees that their teacher does not respect them, they in turn may begin to lose respect for their teacher. This can produce significant behavioral issues that can eventually become long-term. Encouraging students in as many ways as possible is always worthwhile because encouragement can go a very long way. A kind word to a child or a small push forward can make a world of a difference in an individuals life. BUILDING COMMUNITY IN THE CLASSROOM Building community is important to me because I believe that all children learn best when they feel as if they are a part of a whole, yet accepted as a unique individual belonging to that whole. As stated by Ellen Booth Church (2003), the classroom is the community gathering place and thus it is the place where all children can feel secure, nurtured and supported by the environment, each other, and YOU. Church (2003) goes on to say that by demonstrating your loving acceptance of all children's backgrounds, experiences, and viewpoints, you create an environment that says, "All are welcome here." At the same time you are modeling just how you want children to be with one another. In Ms. Bodricks room, I want all my students to feel as if they are welcome regardless of the many differences they may bring to the table. Additionally, I want my students to feel so comfortable and secure in the learning environment that they are able to consider it a home away from home. When the year comes to an end, I want my students to leave me with a special set of skills that will stay with them for the rest of their life. To build community in my classroom, I have decided to create a class mascot and motto especially for my students, schedule class meetings sporadically, let my students practice agency through the creation of classroom rules and consequences at the beginning of the year, and arrange student desks in either a large semi-circle or clustered pods. I have also decided to let students play a part in the decorum of the classroom (letting them chose the layout of a particular

center or wall space) so that it feels more like our classroom, as well as plan for numerous opportunities for collaborative activity and joint problem-solving. Another important aspect of building community in the classroom, and perhaps the most crucial, is getting to know students on a personal level. To get to know my students personally, during the first week of school, I will have them work on an All about Me activity. An icebreaker such as Find Someone Who is also a great idea because it gives students the opportunity to get up and move around as they and meet and learn about as many new people as possible. REACHING OUT TO THE MILIEU To attract the milieu, there are several things I have decided to do thus far. Letters home to parents at the beginning of the year, monthly class newsletters, and open-house family nights are some of the ideas in mind. At the beginning of the year, I will personalize a special letter to send home to parents and students to express my enthusiasm about the year and the things we will be doing. In this letter, I will share with students their class mascot and our class motto so that parents too are aware. Monthly newsletters will be sent home with information pertaining to content that is being covered in class, samples and/or pictures of student work, and short writeups about the four students of the week (for that month). Upcoming events and/or class activities will be shared in the newsletter, as well as other important school news that parents need to know about (e.g. picture day or PTA meeting). Open-house family nights will be scheduled for parents to come out and see, in addition to experience what students are experiencing in the classroom on a day-to-day basis. During the family night, students will be able to show their parents what it is they do in class and teach them something they may have forgot from their years in elementary school. This will give parents the opportunity to become more involved in their childs education. An even better way to involve the community is to have individuals from that community come into the school and work with the students. This can be done bets during career week, but that should not be the only time that teachers reach out to individuals that play a role in the community. Teachers can also ask local businesses if they would like to partner with school to help better educate students. CLASSROOM ARRANGEMENT Classroom arrangements are perhaps the most crucial aspect of any learning environment. They encompass teacher workspace, student workspaces, storage space, wall space, and even

special learning centers. All of these spaces make up a floor plan that must maximize the space provided and reflect a teachers personal teaching style. When I envision the perfect classroom for myself, I envision walls dressed up with vibrant colors, posters and student work, ceilings invaded by hanging mobiles, decorations and student work, coziness reflected from illuminating floor lamps that surround the room, and student desks arranged in such a way that peers are able to see one another as they face each other and collaborate. I envision a warm and inviting reading area endowed with plush furniture and bookshelves overflowing with books, a technology center equipped with some of the best computers and software available, and storage spaces that are so wonderfully organized that it is impossible to forget where something is or where something belongs. A Collaboration Station is located in the room as a place where students are able to go and work together as they play educational games and tackle group projects. Classroom bulletin boards draw attention to daily/weekly schedules/routines, procedures, expectations, and other important information that students should be aware of so that they will always be in the know. Once a class mascot and motto is chosen for the year, an apparent theme can be displayed throughout the classroom through color, dcor, bulletin boards, wall space, and furniture. Music can also add a nice personal touch to the classroom environment, as well as a personal touch to the way students perform within that environment. CLASSROOM RULES AND CONSEQUENCES Probably the most obvious aspect of effective classroom management involves the design and implementation of classroom rules and procedures (Marzano, 2003). In my classroom, there are only three rules that I wish for students to follow. Other rules will be made by students (even if they fall under the category of my three rules). Consequences for broken rules will also be established by the students. BODRICKS 3 GOLDEN RS R1- Respect Yourself R2- Respect Others (Peers, Teacher, Other Adults) R3- Respect Your Learning Environment (Classroom, Entire School) Bodricks 3 Golden Rs are three of the most common classroom rules in schools today. No matter where you are and what grade level, these three rules are almost always present. They are

three rules that sum up all rules that can be created for classroom management purposes. These are my three rules that I expect to be followed at all times. CONSEQUENCES FOR BREAKING MS. BODRICKS 3 GOLDEN RS 1st Offense- Verbal Warning 2nd Offense- Silent Lunch 3rd Offense- Phone Call to Parent/Care Center Other classroom rules will be created by the students as a way of building community in the classroom. I believe that by letting students create their own classroom rules, they become more engaged in thinking about behavioral actions which support a productive classroom environment. They take pride in their learning environment because they feel a sense of ownership. Moreover, I believe that when students are able to play a part in the creation of classroom rules, they are more likely to adhere to those rules. It teaches accountability and responsibility. During the first few days of school, classroom rules that the students feel should be implemented will be made. After a discussion on what rules are and the importance of rules, and an activity that requires students to brainstorm what a perfect classroom looks like, sounds like, and feels like, as a class, students and I will comprise a list of rules that we feel should apply to our learning community. Long lists will be condensed to about six rules. Once rules have been established, collaboratively, students will discuss and come to agreement on possible consequences for breaking the rules. Of course, I must be in agreement as well.