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Classroom Management

By thesacker75 Dec 08, 2011 1567 Words
Running Head: Classroom Engagement and Management Plan

Classroom Engagement and Management Plan

Vincent Bordi
Grand Canyon University: EDU 536
November 16, 2011

Abstract
This management plan discusses subjects from how teachers conduct themselves to how to implement a management program to their classroom. This comprehensive behavior management plan is beneficial in giving an educator a blue print in leading a classroom to effective learning.

Classroom Engagement and Management Plan
Providing a well-organized and safe learning environment is an important first step in effective teaching. By not only stopping classroom distractions, but also preventing them from starting a teacher can put more energy into lecturing and working with students. Once a well managed classroom is established the main focus in the classroom can turn to learning. Presented in this plan are effective techniques and backgrounds for different aspects of being an educator in the classroom. Presentation to Students While Teaching

The way a teacher presents and conducts their selves to a classroom will determine how students as well as parents view the instructor of a classroom. This can have a number of positive effects on learning and management of the classroom. The educator must not only have legal considerations in how they conduct themselves, but also a deep understanding of ethics and how to apply it. Legal considerations and ethics go hand and hand. When one is ignored the other is usually left behind. Some examples of ethical behavior are being considerate of your student’s feelings, being kind, helpful, honest and treating all students equally (Charles 2011). A teacher needs to learn to teach without using what Glasser calls, “the seven deadly habits,” these include complaining, nagging, threatening and punishing. If an educator does one of these bad habits it may jeopardize the relationship with students. By using positive psychology, an educator can make a positive approach toward student success. When it is figured out what makes the student happy this can be used as a type of intrinsic reward that can improve their view toward school and their teacher (Motivation Theories). Educators also need to be presented as a good communicator, willing to talk with students anytime during or after class. Communication is very important in how students should view their teacher. Behavioral Goals for Students

The goals of all teachers are to have a classroom of compliant students that are ready and willing to learn with little or no distraction. Educators should have nothing less than these expectations, especially for the most disruptive students. In order for students to behave in the manner that is expected there needs to be some form of motivation. Students need something to correlate to good behavior instead of just being told to do so by an authority figure. A good way to achieve this is through a chart that keeps track of all the student’s behavior. When a student behaves well they are rewarded with a sticker next to their name. This is a way for students and teachers to make behavioral goals and also view them over the coarse of the year. It is important for educators to involve students in determining all goals especially something that is so dependant on the student (Motivation Theories). When behavior is not what is expected an educator needs to sit down with the student and figure out the reason. Upon locating the source of the misbehavior a plan needs to be mapped out on how to correct the behavior. The plan must be something that the student will not only find challenging, but also fair and accomplishable. The educator should always keep track of the student’s progress and provide praise and encouragement when they are headed in the right direction. Classroom Conditions Provided by the Teacher

The classroom will be set up in a way that will impact the educator as well as the students to provide a safe environment. Clear expectations will be put forth for students to help make the classroom a community where everyone is allowed to have their own ideas. Just as is expected of the students, the educator will show mutual respect and will treat each student with dignity. Nothing that lowers a student’s moral from either the teacher or other students will be allowed and the educator will address any issue that affects their students. An educator should never try to single out a student in front of their peers or talk down to them as if they are on a lesser level. Safety will be an important part of the classroom with the educator making sure each student is free from ridicule and is accepted into a classroom where they can succeed. Student needs will always be taking into consideration in every activity (Charles). By treating ever student equally and giving them the opportunity to do the same to each other will provide a sense of community within the classroom which will give every student a chance to succeed. There needs to be a sense of belonging and freedom that students feel that makes them want to come back each day to learn. Aiding Students in Proper Behavior

A student’s behavior is not only the responsibility of student, but also that of the teacher. The teacher’s duty is to direct students to behave in a manner that aids in receiving instruction while not becoming a distraction to others. The best way of going about this is to remove uncertainty in the classroom of what is expected. In Canter’s first step of his behavioral management plan he discusses how students need thorough instructions that are precise and to the point as to not confuse the students (Canter 2006). Rather than commanding that an intricate task get accomplished, educators need to give specific commands of what is expected leading up to the task. This can include, but is not limited to telling students to do a task: without talking, straight to your desk and in an orderly fashion. When step one does not work it is imperative for the educator to further assist students by communicating which students are performing the task correctly, and at the same time praising them. Some students may not fully understand auditory instructions and need a visual example to supplement the instructions. This is a great way for educators to manage students while drawing attention away from students who may be causing a distraction. Procedure for Misbehavior

One of the most unpleasant parts of teaching is disciplining a student due to misbehavior. However, discipline if done correctly can become a learning experience that will build trust and respect between the educator and their classroom. Punishment for misbehavior needs to be quick and fair in the way that it is administered. By disciplining too conservatively students will attempt to stretch their limits, on the other hand being too strict will cause the student and teacher to disconnect (Charles). Examples of disciplinary measures will include, from non-severe to most severe: * Staying after class to discuss behavior

* Letter home to parents
* Involvement of disciplinary administrator
* Removal from class and/or suspension
Students will be warned that the consequences of their behavior are brought upon themselves from their own actions (Canter). Discipline needs to be fair and assertive. Some students may argue with the teacher about the way they are being disciplined; however this is an impossible argument for the teacher to win. Therefore the educator must be stern and stick with the decision that they made. The job of an educator is not to be a disciplinarian, but rather an enforcer of the rules to provide a safe and orderly classroom for students to learn. Behavior Curriculum

It should never be assumed that students already know what behavior is expected of them (Canter). Each class is different and if an educator seeks a certain behavior from their student it needs to be communicated in at the beginning of the year. Canter discusses how an actual curriculum based on behavior can be beneficial to the classroom environment. This curriculum is to be implemented at the beginning of the year before instruction is given as to not disrupt class when content lecturing commences. By incorporating a behavioral curriculum at the beginning of the year students will know what is expected from the teacher, and save disruptions during the course of the year from an inexperienced classroom. Students will engage in activities that will teach them how to behave when performing different tasks. During this time the educator will use their special commands in which the students will properly respond. These commands can be used for a specific student action from where to sit to bringing their undivided attention to the teacher. By running through these students will be able to respond properly when the educator uses them. Conclusion

Bringing together all of these aspects of classroom management can ensure that effective learning takes place from when students enter the classroom until they leave. It is imperative that educators utilize a management plan, like this one, to organize the way their classroom functions. Without some sort of structured classroom management curriculum, educators are going into a difficult environment with no game plan. Reference

C. M. Charles (2011). Building Classroom Discipline. Boston, MA: Pearson Education. Lee Canter (2006). Management for Academic Success. Bloomington, IN: Solution Tree Press Motivation theories. (n.d.). Retrieved from http://changingminds.org/explanations/theories/a_motivation.htm

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