A Classroom Management Plan for 3 Year Olds
By M. Gaye Truesdell
ECE 611: Early Childhood Curriculum and Methods
Dr. Antoinette Gravely
November 5, 2011
A description of a classroom management plan for my classroom as a preschool teacher of 3 year olds will be discussed in the paper. My philosophy or beliefs as to what a classroom should be like will be discussed along with my rationale for designing such a classroom. A classroom design description of what the classroom will look like including arrangement of furniture, use of wall space, storage of materials and control of environmental factors will be discussed and a diagram attached. Classroom expectations will be discussed along with how rules will be made and communicated to students. Selection of curriculum is an important part of a developmentally appropriate classroom and this will be covered including how lessons will be structured. Transitions will be discussed and the role of technology along with the importance of technology will be discussed. Assessment and adaptation of classroom teaching based on assessment will also be discussed along with meeting the needs of children with diverse backgrounds. Strategies and techniques used to promote self-discipline in this age child will be talked about and how parents will be involved in the classroom will also be discussed. Communication with parents, other family members, and other teachers and administration is an important factor in a successful classroom management plan and this will be discussed at length. Finally, in summary, I will discuss how my classroom management plan reflects what I have learned in this course.
Classroom Management Plan
For many years I have taught older elementary age children, from 3rd through 5th grade. My philosophy of teaching has taken many years to development. Initially I was told by others what classroom management was. At all costs it was the teacher being in control of the students. Because the children were older, an almost 'Assertive Discipline' approach was used by most of my colleagues, myself included. The student had very little say in what went on in the classroom. This never felt right to me so over time I developed a more student-involved approach to learning. I allowed my students to have a lot of say in what went on our classroom. As a result, a family or community-type classroom evolved. I found my students loved learning more and the learning process was more of collaboration. I incorporated a lot of 'fun' into learning including music and use of technology to keep my students engaged. Because I had a supportive administrator and staff this was a reality. This has not been the case in every place I have worked. In most cases, test scores drive the classroom. There was not time for 'fun' or for deviations from a very strict curriculum that promoted high test scores. This was in elementary age classrooms. The situation is quite different in an early childhood classroom, or is it? First, I believe, I do recognize the unique ways in which my children are children, not miniature adults (Kostelnik, Soderman, & Whiren, 2011). As teachers help children solve social and intellectual problems, they respond to children's creative and emotional responses to what happens in the classroom. As teachers plan and implement projects that represent multiple learning opportunities for diverse learners, they are teaching powerful lessons in what knowledge is important, what behaviors are valued, and what sorts of relationships are essential to a safe and inclusive learning community (New, 1999, p. 278). As far as my philosophy, I agree with Maria Montessori as she understood that the change needed for the evolution of humanity called for spiritual awakening, and that the origin of this change was to be with the child (Haskins, 2011). Her vision on educating children was enlightened and...
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