My Classroom Management Plan Essay

Creating a well managed classroom involves deliberate planning and thought. Like the study of science, each part of the classroom scheme builds upon others and the classroom becomes an intertwined community of interdependent parts. In science, there are underlying laws that structure all other scientific actions and reactions. Similarly, the underlying classroom philosophy provides the backbone for my classroom management plan.

Good classroom and behaviour management is essential for a lesson to run smoothly. Knowing how to anticipate and manage problems will ensure that students spend maximum time on task, and those students who are eager to learn are

My philosophy of classroom management is that the management of elementary classrooms require several things.  Among patience, determination and motivation are: flexibility, careful planning and consistency.  A well-managed classroom did not get well-managed without a teacher who planned, had a flexible vision and was determined.  Any new teacher, who is asked, will say they want a classroom with as few behavioral problems as possible as well as one that is easily manageable.  But any experienced teacher, who is asked, will tell those new teachers that classrooms do not come "well managed".  They have to be made into well-managed classrooms.  These experienced teachers would also encourage by saying

My classroom management philosophy is rooted in B.F. Skinner’s Behavior Modification theory. I believe that negative and positive reinforcements are a key aspect in classroom management. Providing reinforcement increases the probability that a desired behavior will occur, while undesired behaviors will stop because they are not being reinforced (Manning and Bucher 47). Students who are demonstrating unacceptable behaviors may even begin to change their behavior in hopes of gaining approval through reinforcement (Manning and Bucher 47). In particular, I advocate for this theory because it also serves as another way to continuously reiterate classroom expectations. Through daily dialogue in the classroom, students will be able to understand which behaviors are supported, acceptable, and encouraged and which behaviors are ignored, unacceptable, and discouraged. Continuously putting this into practice will foster a supportive classroom climate with clear expectations. Throughout my field experiences in Horry County, I have seen this strategy used with success. I believe that once I have established relationships with my students this will be the most effective course of action for modifying their misbehaviors.

One must look at classroom management as a plan for what procedures students will follow throughout the day. Teachers must understand their role in making sure students have a successful experience each day. Wong H. & Wong R., state “Effective teachers teach how to responsibly follow procedures” (2009, p. 165). To have a smooth-running classroom with minimal behaviors, students must be taught classroom procedures from the very first day. In my classroom we have procedures for many things we do each day. Some of these are arrival of children, snack time, lining up and walking down the hallway, and cleaning up centers. I have been teaching these procedures for many years with much success.

My philosophy of classroom management is to allow students to be responsible for their own behavior at all times. I believe allowing students to be responsible for their behavior and actions allow them to have a sense of freedom. When students have freedom, they seem to be more successful and respectful. Classroom management is more successful when the class is student-centered. Students should be included in the planning of classroom rules, room arrangement, and communication should flow smoothly between teacher and student. Although the class is student-centered the teacher should be in control of the classroom. The teacher should know what is going on at all times, plan interesting and informative lessons, and be

Mrs. Dorland and Mrs. Hendryx use a few different forms of reinforcement and punishment. One example is the use of Brownie Points. When the class does something extremely well as a whole, they get a brownie point added. If they reach 24 points, then their teacher will bring in brownies for the class. This vicarious reinforcement rewards the class for working together and to remind the kids for future situations. Another system they use is with magnets where every student has their own magnet on the board. There is a chart on the board that has five different categories: Outstanding, Good Choices, Thinking Time, Teacher’s Choice, Parent Contact. Every day the magnets start out at Good Choices. Throughout the day depending on how the student behaves, they could either get their magnet moved up or down. I think these are good ways of keeping the class controlled and focused. They give the kids freedom to make their own choices, and from that there are consequences, whether they be bad or good. I also like how the magnet system resets each day. A kid might just be having a bad day if they get their magnet moved down, so it is important and necessary to give second chances.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

Positive reinforcement plays a major role in the classroom management plan in my cooperating teacher’s classroom. In this fourth grade class, students are grouped in groups of four or five who work as a team to earn marbles. Each group has a marble jar on their storage shelf in their group where the teacher will add a variety of different sized marbles. Students can earn marbles for following directions, answering questions, paying attention, helping others, being a good listener, and many other positive behaviors and good choices. Different size marbles represent a different amount of tickets that students can earn to use to purchase rewards. Some rewards include a free homework pass, lunch with a friend, lunch with the teacher; sit in the rocking chair during reading time, or choosing a prize from the prize box. As I observed the class, I realized this system works really well for this group of students. The teacher would give the class directions. For example, “please get out your math journals and a pencil.” The teacher did not have to say anything about earning marbles. All she did was gather a handful of marbles, begin walking around the room looking for a group who was following direction and ready to work. Once she spotted a group doing what was asked, she placed the marbles in their jar. She followed the steps until she was out of marbles. Students were ready to work fast. The “clink”

Developing an ideal classroom that is well-managed does not require any special power. It requires a simple skill called thought and heart. One of the key components of becoming a successful and ultimately great teacher is how you manage the classroom. Sports analysts say the most intelligent quarterbacks are the best game managers. Teachers play the quarterback role and Game Day, with the offense and defense out on the field, is the classroom of students.

Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide

A classroom management plan is the key to get productive results and keep all the students involved focused and on the right track for the year. More importantly, a classroom management plan is the agenda set to determine what everyone 's responsibility is and how, when and where to do it. A teacher needs to show that she is in full control and feel confident about the content she will be teaching to keep all students engaged.

teachers; yet I feel prepared and excited to embark on this journey and test my theories in

There are many things that a teacher must think about when creating their classroom management plan. One of these things involves the legal and ethical implications as they relate to the rights and responsibilities of students, parents, and teachers. I have reviewed several articles related to this subject, and will give a brief overview of each of them as well as tell how they will make a difference in the way that I manage my own classroom. Most of the articles, that I chose, pertain to the lack of parental involvement in their children’s lives which leads to problems that teachers must deal with. These articles pertain to the social and economic situations that are causing a lot of the problems

As a future educator, it is extremely important to prepare for what is in store for each year. Every single class is different, and will bring something different to the table based on the different students in each class. It is extremely important to have a classroom management plan for a group of diverse learners for several reasons. From reading Wong’s book First Days of School, How to be an effective teacher, he states that after doing research in a study reviewing 11,000 pieces of research that spanned 50 years, three researchers determined that there are 28 factors that influence student learning, and the number one factor is classroom management. This is very clear that research backs up how important classroom management is. It is what allows teachers to be effective teachers for their students and are able to keep the students on track. Classroom management also offers organization in the classroom. It refers to all of the things a teacher does to organize students, space, time and materials so that learning can take place (Wong 1998). Without classroom management the entire class would be out of control and very little to no learning would take place.