classroom management plan grades 1-3
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KatherineBrouClassroomManagementPlan
Philosophy
Myphilosophyisagoodmixofalotofdifferentideas.Itisgreatlyinfluencedthe
DreikursModel,theSkinnerModel,theJonesModel,theGlasserModel,theGinottModeland
thebookThePowerofGuidancebyDanGartrell.Ibelievethatchildrenalwayshaveareason
forwhattheydoanditismyjobastheteachertotrytofigureoutthatreasonandact
accordingly.Ibelievethat“misbehavior”isactuallyoftenmistakenbehavior.TheDreikurs
modeliscloselyrelatedtomyviewofmistakenbehavior.AccordingtoDreikurs,therearefour
instigatorsofmis/mistakenbehavior:seekingattention,gainingpower,takingrevenge,and
displayinginadequacy(Andrius2011).Eachofthesehasthesamegoal,toelicitaresponsefrom
theteacherorothers.Usingtheideasofthismodelweknowifateachertakesthetimeto
understandwherethechildiscomingfromandwhyhe/sheisactingacertainway,thenthis
mistakenbehaviorcanbeaddressedappropriatelyforlong‐terminsteadofstoppedjustforthe
shortterm.
TheGinottModelfocusesonteacher’sprovidinganenvironmentconducivetolearning
andwhenmistakenbehavioroccurs,tolookatthechild’sfeelingsandsocial/emotional
development(Andrius2011).Thistomemeanstohavealovingunderstandingatmospherein
theclassroomandtonotfocusonthechild’scharacterbutinsteadonhis/herfeelingsatthe
timeinordertounderstandwherehe/sheiscomingfrom.Ginottwasadamantaboutteachers
modelingthecorrectbehaviorintheclassroomsoastopromoteacceptance(Andrius2011).
Guidancetechniqueshelpteachchildrenproblem‐solvingskillsthatwilldevelop“the
social‐emotionalskills[they]needtofunctionashealthyandproductiveadults…[and]thelife
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skillstheyneedascitizensofdemocracy:respectingothersandone’sself,workingtogetherin
groups,solvingproblemsusingwords,expressingstrongemotionsinacceptableways,and
makingdecisionsethicallyandintelligently”(Gartrell,2005,pp.19‐21).Theseguidance
techniqueswillgivethechildthepoweroflearningself‐control.Thisisverymuchrelatedtothe
Fred‐JonesModel.Thismodelisallabouthelpingstudentslearnself‐controlandusingbody
cues,incentives,andindividualassistanceasdisciplinetechniques(Andrius2011).Iliketheidea
ofallowingthechildrentolearntheirownself‐controlbecausethisisaskilltheywillneed
throughouttheirlife.IthinkIalreadyusebodycuesandfacesalottoconveymyapprovalor
disapprovalintheclassroom.IdidnotliketheJones’ideaofindividualhelpbecause,although
heistryingtomaketimemoreefficient,heisnotallowingtimeforthechildtoprocess
somethinginhis/herownway.Tellingthechildwhathe/sheshouldbedoinginsteadofasking
therightquestionstohelphim/herfigureitoutisnotsomethingIbelievein.LastlytheFred
Jonesmodelincludedtalkofincentives,whichiscloselyrelatedtotheSkinnermodelor
behaviormodificationtheorywhichinvolvesrewards,punishments,andrestrictions.Ibelieve
thatthesethingsworktomodifybehaviortoacertainextent,buttheyarejustdealingwiththe
behaviorinsteadofunderstandingandtryingtochangeit.Ibelievethatthereisatimeand
placeforthismodelonanindividualbasis,however,asaclassroompolicyitisnogood.
TheGlasserModelhelpstoshowwhatIbelievewillhelpmeetasmanyofthechildren’s
needsaspossiblesoastopreventthemistakenbehavioraltogether.TheGlasserModelalso
reaffirmsmybeliefthatifthechildrenareinterestedandengagedinwhattheyarelearning
andseeingintheclassroom,thenmistakenbehaviorwillbeminimalandonlyforthefour
instigatorsmentionedbeforeintheDreikursModel.Glasseralsofocusesonself‐control
believingthat“students[can]makeappropriatebehavioralchoicesthatleadultimatelyto
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personalsuccess”(Andrius2011).Ibelieveinusingguidancetechniques,suchasclassroom
meetingsmentionedintheGlasserModel,asopposedtopurelydisciplinetechniquesto
addressallmistakenbehavior.Usingguidanceasopposedtodisciplinewillhelpprevent
mistakenbehaviorthroughteacherunderstanding,insteadofaddressingitafterthefact.
OverallIbelievethatitismyjobfirstoffistoprovidealoving,understandingand
acceptingenvironmentthatkeepschildrenengaged,interestedandthatisconduciveto
learning.Thiswillpreventasmanymistakenbehaviorsduetoboredomandlackofinterestas
possible.Ialsobelievethatbeingclear,assertive,anddirectaboutmyexpectationswithmy
bodylanguage/cuesandwordswillpreventunnecessarymistakenbehaviordueto
misunderstandingsorconfusion.Ialsobelievethatwhenmistakenbehaviorsoccur,itismy
dutytofirsttrytounderstandthebehaviorandthefeelingsorneedsbehindthisbehaviorin
ordertoaddressitappropriately.Whenaddressedappropriatelywithguidanceonself‐control,
mistakenbehaviorscannotonlybeunderstood,butprevented.
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Policies
1. Ifachildactsoutinclassinordertogetattentionmyclassroompolicywillbetoexplain
tothechildtheexpectationsandfindawaytoprovidehim/herwiththenecessary
attentioninanappropriateway.
2. Ifachildactsoutinclassinordertogetsomethingotherthanattention,Iwillremind
thechildofourclassroomrulesandtellhim/herthatIwillhelphim/hergetwhateverit
istheyneed/wantatamoreappropriatetime.
3. Ifthechildisupsetbecauseofsomethingthathappenedwithanotherchild,my
classroompolicywillbetotalktobothchildrenandhelpthemcomeupwithasolution
totheproblemtogether.
4. IfthechildisupsetbecauseofsomethingthatI(theteacher)hassaidordone,Iwilltake
thechildasideatanappropriatetimeandworkthroughtheproblemwithhim/her
rememberingtobethinkingabouthis/herfeelingsandneeds.
5. Ifthechildisbullyingothers,Iwillobserveandtalkwiththechildtodeterminewhatitis
thathe/sheitsgettingfromthebullyingandworktohelphim/herfindanotherwayto
getthat.
6. Ifachildisbeingbulliedthenmyclassroompolicywillbetoprovidethechildwiththe
resources,stability,andesteemtolearntostanduptothebully.
7. Ifachildhasalackofself‐esteemanddoesnotwanttotry,myclassroompolicywill
involvetalkingtothechildandgivinghim/hersmalltasksthathe/shecanachieveto
builduphis/herself‐esteem.
8. Ifachildisactingoutbecausehe/sheisalwaysfinishedearlyorboredwiththelesson,I
willfindsomethingmoreengagingandchallengingofthechildtodowhileatthesame
timere‐examiningmyteachingtobettersuitthedifferencesamongstudentsinmyclass.
9. Iwillpracticeguidanceasopposedtostrictlydisciplinethroughoutmyclassroomhoping
tounderstandandpreventanymistakenbehaviorsthroughhelpingchildrenlearnself
control.
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Guidelines–Classroom“Rules” Pre‐KthroughKindergarten
1. Weareallfriendswhoworktogether2. Weusewordstosolveourproblems3. Weusegentletouchesonly4. Weusewalkingfeetandtalkinquietvoiceswhileinside5. Wetaketurnsandsharewithoneanother
FirstGrade
1. Weareallfriendswhoworktogether2. Wearerespectfulofourselvesandothers3. Weareresponsibleforourownworkandbelongings4. Wecooperateandcompromisewithoneanother5. Whensomeoneistalkingwelistenwithoutinterrupting6. Weusetheclassroomandourfriendstohelpussolveproblems
SecondthroughThirdGrade
1. Weareallfriendswhoworktogether2. Wearerespectful3. Weareresponsible4. Wecooperateandcompromise5. Whensomeoneistalkingwelisten6. Wehelponeanothersolveproblems7. Wearereadytoaskquestionsandlearnnewthings8. Weareabletobeourselvesandappreciatethosearoundus.
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Activities/LessonPlans Ithinkitisimportanttonotethatwhilethesearemyclassroomguidelines,eachyearIwouldgoovertheseguidelineswiththestudentsandaskiftheyhadaproblemwithanyofthem.Wethenwouldworktogethertochangeitasnecessarythroughcompromise.
1. Weareallfriendswhoworktogether• Havetheclassworktogethertomakeabookaboutfriendship.
Allowthemtowrite,draw,color,etc…butthetopicneedstobeaboutfriendship.
2. Weusewordstosolveourproblems• Makeahumanknotandhavetheclassworktogethertoundoit.
Ifthatistooadvancedforyoungerchildren,havethemworktogethertosolvesomesortofproblem.ORPresenttheclasswithafewproblemsandhavethemtalkitouttocomeupwithasolution.
3. Weusegentletouchesonly• Havethechildrencomeupwithactoutwhythisisanimportant
rule.4. Weusewalkingfeetandtalkinquietvoiceswhileinside
• Tiptoearoundtheroomwhisperingdemonstratingwalkingfeetandquietvoices.
5. Wetaketurnsandsharewithoneanother • Playgamessuchasconnectfourthatrequiretakingturnsandtalk
aboutwhythatisanimportantrule(foryoungerchildren).ORUseafeltboardtomakeupastoryabouttakingturnsandsharing.
6. Wearerespectfulofourselvesandothers• Haveaclassdiscussionandpossiblyallowstudentstoactout
situationsinwhichthisrulewouldapply(haveseveralpre‐madesituationsinahat).
7. Weareresponsibleforourownworkandbelongings• Haveaclassdiscussionandpossiblyallowstudentstoactout
situationsinwhichthisrulewouldapply(haveseveralpre‐madesituationsinahat).
8. Wecooperateandcompromisewithoneanother• Talkaboutwhatitmeanstocooperateandcompromise.Possibly
compromiseontherulesiftheclasswantsto…
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9. Whensomeoneistalkingwelistenwithoutinterrupting• Talkaboutrespectandwhyitisnecessarytolisten.
10. Weusetheclassroomandourfriendstohelpussolveproblems• Poseafewhypothetical“problems”andhavetheclassusethe
roomandeachothertocometoasolution.11. Wearereadytoaskquestionsandlearnnewthings
• Talkabouthowweshouldrespectoneanother’squestionsandbeexcitedaboutthemsothatwecanlearnnewthingsfromthequestions.
12. Weareabletobeourselvesandappreciatethosearoundus.• Discussbeingappreciativeofthosearoundusandhowbeautiful
differencescanbe.Maybefindsomenaturaloccurringdifferencesthatturnouttobebeautiful.
***Fortheyoungergrades(PK/K),handsonactivities,pictures,androleplayarenecessarytothemunderstandingtherules.Forfirstgrade,thesameapplies,butalittlebitmoreabstractdiscussioncanbeaddedin.For2ndandthirdgrade,discussionsareallthatisnecessary,however,examplesandactivitieswillonlyhelpreinforcetheguidelines.
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