Classroom Management Plan
I believe the secret to great classroom management lies in the relationships the teacher has with his or her students. The better the teacher knows them, and the more familiar he or she is with their backgrounds, experiences, likes and dislikes, the easier communication will be, and the more appropriate the teacher response to behavior will be. Students need structure and boundaries. They need to know that they are expected to work hard, that failure is not an option, and that the teacher always has their back. Students should expect to be pushed. They should know that their teacher believes they are capable of success, whatever that success may look like.
Teachers should be very clear as to what their expectations for behavior are. This applies to noise, language, the treatment of others and the treatment of the teacher and staff.
I appreciate the Love and Logic approach to classroom management:
•When students feel respected, appreciated and even loved by their teachers, they are far more motivated and cause far fewer problems.
•Students are far calmer and more motivated when their teachers allow them to make choices and solve their own problems within limits.
•Successful educators focus most of their energy on simple tools for preventing misbehavior or keeping it small…rather than trying to provide consequences for every problem.
When consequences are necessary, effective educators provide them with sincere empathy or compassion.
https://www.loveandlogic.com/educators/what-is-love-and-logic-for-teachers
Classroom Procedures
Intervention
In an effort to keep intervention positive, teachers need to focus on praise and problem-solving. Students who get anxious or upset at transition times, may need ample warning that an activity is about to change. They may also benefit from having visual calendars to help prepare them for whatever may come next. Activities in a kindergarten classroom require constant change and a variety of sensory approaches. Students who are sitting too long can get easily bored or frustrated which leads to disruptive behavior. I have several activities prepared to help keep the blood flowing and keep the energy level and focus where it needs to be. Another issue to be aware of is the students basic needs. If students are coming to school hungry, it may be difficult for them to focus and attend. I must make an effort to attend to as many of the student’s basic needs as possible, in order to have a successful classroom.
I believe the secret to great classroom management lies in the relationships the teacher has with his or her students. The better the teacher knows them, and the more familiar he or she is with their backgrounds, experiences, likes and dislikes, the easier communication will be, and the more appropriate the teacher response to behavior will be. Students need structure and boundaries. They need to know that they are expected to work hard, that failure is not an option, and that the teacher always has their back. Students should expect to be pushed. They should know that their teacher believes they are capable of success, whatever that success may look like.
Teachers should be very clear as to what their expectations for behavior are. This applies to noise, language, the treatment of others and the treatment of the teacher and staff.
I appreciate the Love and Logic approach to classroom management:
•When students feel respected, appreciated and even loved by their teachers, they are far more motivated and cause far fewer problems.
•Students are far calmer and more motivated when their teachers allow them to make choices and solve their own problems within limits.
•Successful educators focus most of their energy on simple tools for preventing misbehavior or keeping it small…rather than trying to provide consequences for every problem.
When consequences are necessary, effective educators provide them with sincere empathy or compassion.
https://www.loveandlogic.com/educators/what-is-love-and-logic-for-teachers
Classroom Procedures
- Attention-getting procedure: Due to the unique nature of the kindergarten classroom, and the necessity of structure, routine and consistency, my TA and I have agreed to use the same attention-getting procedures, to allow her a more seamless transition with our classes after I am gone. One of these involves the use of a whistle when the students are outside or in the gym. Students will know that this sound signifies their need to stop what they are doing and come to the teacher. Another tool is the use of a bell. When students are meant to transition from one activity to another, the teacher will ring a bell to make them stop and make contact with the teacher, who will then issue instructions. I will also use sayings such as, “Stop, look, listen”, and “1,2,3, eyes on me”.
- Question-answering procedures: Students are being trained that most of the time they are expected to raise their hand when they have a question or comment. There will also be certain times when I will be drawing student’s names from a can in order to ensure equity for the task to be completed. At other times I will call on students at random to assess for understanding, and at other times we will have “grand conversations”, in which discussion and questioning will be encouraged.
- Transition procedures – start and end of day: At the start of my class, students will be greeted at the door, and then expected to go a table to choose a book for individual or partner reading. They will be taught that they can read anywhere in the classroom, but that reading is the only activity allowed during this time. At the end of the class, students will line up to go to their mail boxes and then their coat hooks. Students will be taken to the gathering area in the main foyer to await their guardians. Before they are allowed to leave, Mrs. Reeves or I must make eye contact with the parent/guardian. The child will then be given the choice of either a high five or a hug from the teacher before being sent home. Bus students will accompany Miss Floria to the buses outside.
- Individual seat-work procedures: Students will be taught how to sit appropriately at their desks, and how to raise their hand if they require assistance.
- Safety procedures: Students are being taught where the safe areas for running are (in the gym and outside), and they will be taught when it is appropriate to run and when they must have eyes on the teacher. Students are also being taught about keeping a “bubble” space around them, so they are not touching, poking, etc. their neighbours. They are encouraged to not “pop” their bubbles at any time, unless specifically required. Students are also continually being taught about good citizenship and how to be a good friend. Part of these lessons involves the way we treat others. The Golden Rule is a good example of this. A lesson about “wrinkling other’s hearts” will be taught early in the year to encourage students to be considerate of those around them.
- Clean up procedures: We have a clean up song that will be sung while students contribute to the tidying up of the classroom or activity. Everyone will be expected to be involved.
Intervention
In an effort to keep intervention positive, teachers need to focus on praise and problem-solving. Students who get anxious or upset at transition times, may need ample warning that an activity is about to change. They may also benefit from having visual calendars to help prepare them for whatever may come next. Activities in a kindergarten classroom require constant change and a variety of sensory approaches. Students who are sitting too long can get easily bored or frustrated which leads to disruptive behavior. I have several activities prepared to help keep the blood flowing and keep the energy level and focus where it needs to be. Another issue to be aware of is the students basic needs. If students are coming to school hungry, it may be difficult for them to focus and attend. I must make an effort to attend to as many of the student’s basic needs as possible, in order to have a successful classroom.