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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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Resources

Andrius,J.(2011).Teachermatters.Retrievedfromhttp://www.teachermatters.com/

Gartrell,D.(2005).ThePowerofguidance:teachingsocial‐emotionalskillsinearlychildhood

classrooms.Canada:DelmarLearning‐ThomsonLearningInc..