Classroom Management

1. Classroom Management John Phillips CEP 883 July 21, 2006 I used the baton background to represent team work and the passing on of knowledge from one to another.I used the baton background to represent team work and the passing on of knowledge from one to another.

2. Vision To create a learning environment that enables all students to learn. �When you know where you are headed, you can guide students toward their own success (Sprick et al., 1998, p.7)In order for me to create a learning environment that enables my students to learn I need to make sure I have a plan. This power point presentation outlines my plan for classroom management.�When you know where you are headed, you can guide students toward their own success (Sprick et al., 1998, p.7)In order for me to create a learning environment that enables my students to learn I need to make sure I have a plan. This power point presentation outlines my plan for classroom management.

3. Long Range Goals Students will be active in their learning Students will take responsibility for their actions Students will practice making correct choices Students will treat one another with respect Students will expect to be successful �Without a destination in mind, you may arrive at a place you don�t want to be. (Sprick et al., 1998, p.9). I have combined my long term goals and my guidelines for success. They incorporate elements of best practices like authentic learning with the three core psychological needs of students.�Without a destination in mind, you may arrive at a place you don�t want to be. (Sprick et al., 1998, p.9). I have combined my long term goals and my guidelines for success. They incorporate elements of best practices like authentic learning with the three core psychological needs of students.

4. Academic Objectives Students will . . . explore the various themes in Social Studies including geography, economics, political science, and citizenship. demonstrate an understanding of the key concepts of each theme and their connections. synthesize current events with their historical causes. According to Harry Wong (1991), objectives serve two purposes. One they allow me to establish the direction in which students should progress. It also allows me the opportunity to assess the students performance. Objectives also clearly define the purpose behind a lesson for students. According to Harry Wong (1991), objectives serve two purposes. One they allow me to establish the direction in which students should progress. It also allows me the opportunity to assess the students performance. Objectives also clearly define the purpose behind a lesson for students.

5. Creating Relationships Teacher � Student Peer Relationships Parent communication

6. Teacher - Students Social Studies and Me Project Joining in school and community events Joining in on games Asking questions � talking to students I use the �Social Studies and Me� activity to get to know my students and introduce myself. I model the assignment by presenting quite a bit of personal information about myself. I always participate in student/faculty activities. I live in the district in which I teach. I am always at various community events meeting students and parents. We play chess in my class, especially during homeroom. My students can always count on me to participate when we challenge another class to a game of kickball. I use the �Social Studies and Me� activity to get to know my students and introduce myself. I model the assignment by presenting quite a bit of personal information about myself. I always participate in student/faculty activities. I live in the district in which I teach. I am always at various community events meeting students and parents. We play chess in my class, especially during homeroom. My students can always count on me to participate when we challenge another class to a game of kickball.

7. Peer Relationships Social Studies and Me Project Base Groups � used to create support for students Cooperative Learning Opportunities Refer to the Previous page about the Social Studies and me activity. This year I hope to use base groups. Jones and Jones (2004) define base groups as groups of four students that meet to support one another through out a term or year. It is not a cooperative learning group like that described below. It is dedicated to making a connection between students so they need not feel alone at school. Students were placed in groups to work on their contracts. They needed each other to complete their work. They were encouraged to talk to one another. This was for them and me. Turner and Meyer (1995) believe social relationships with peers take on new importance with middle school students. Students need the warm blanket of someone next to them going through the same experience to feel secure. I was exhilarating to watching students go off into the corner to read to one another without prompting. It was incredible when they begged to acrt out scenes from a dramatic piece of writing .Refer to the Previous page about the Social Studies and me activity. This year I hope to use base groups. Jones and Jones (2004) define base groups as groups of four students that meet to support one another through out a term or year. It is not a cooperative learning group like that described below. It is dedicated to making a connection between students so they need not feel alone at school. Students were placed in groups to work on their contracts. They needed each other to complete their work. They were encouraged to talk to one another. This was for them and me. Turner and Meyer (1995) believe social relationships with peers take on new importance with middle school students. Students need the warm blanket of someone next to them going through the same experience to feel secure. I was exhilarating to watching students go off into the corner to read to one another without prompting. It was incredible when they begged to acrt out scenes from a dramatic piece of writing .

8. Parent Communication Summer Letter � includes contact information, supply list, and expectations Edline � online grade reporting program Classroom telephones with voice mail E-mail Open House Common planning time for Team Our academic team sends out a summer packet that introduces us to our new 7th grade parents and families. This helps answer some questions and alleviate some stress. We report our grades online using Edline through out the year. We use the telephone and e-mail to promote communication. Usually, before we make contact with a parent, we meet to assess whether a student�s behavior is isolated to one class, or is this a problem across the block. We have a common planning time so we meet with parents as a team so everyone knows what was decided and what needs to be reinforced. During open house, each of the four of us takes a certain aspect of our team�s policies and procedures so we don�t waste parent�s limited time with redundant information.Our academic team sends out a summer packet that introduces us to our new 7th grade parents and families. This helps answer some questions and alleviate some stress. We report our grades online using Edline through out the year. We use the telephone and e-mail to promote communication. Usually, before we make contact with a parent, we meet to assess whether a student�s behavior is isolated to one class, or is this a problem across the block. We have a common planning time so we meet with parents as a team so everyone knows what was decided and what needs to be reinforced. During open house, each of the four of us takes a certain aspect of our team�s policies and procedures so we don�t waste parent�s limited time with redundant information.

9. Classroom Rules Be here on time � in your seat when the bell rings. Bring all materials for class everyday. Complete ALL assignments. Respect yourself and others. Jones and Jones (2004) make the point that when students help create the classroom rules the students generally are more mindful of the rules. I don�t use their technique because it is difficult for me to organize six different sets of rules for six different classes in middle school. However, I did use Jones and Jones(2004) framework for classroom rules: Health and safety, property loss and damage, legitimate educational purpose, and serious disruption of the educational process. Jones and Jones (2004) make the point that when students help create the classroom rules the students generally are more mindful of the rules. I don�t use their technique because it is difficult for me to organize six different sets of rules for six different classes in middle school. However, I did use Jones and Jones(2004) framework for classroom rules: Health and safety, property loss and damage, legitimate educational purpose, and serious disruption of the educational process.

10. Routines Start up � beginning of the day End of class Leaving the classroom Regaining the class�s attention � All call When it comes to routines, I use the three step process: explain � rehearse � reinforce. (Wong, 1991) I have three basic routines that I use. They change a little each year because the students and things with in our building change. This year I am adding an all call. My teammates used the technique quite effectively last year. When it comes to routines, I use the three step process: explain � rehearse � reinforce. (Wong, 1991) I have three basic routines that I use. They change a little each year because the students and things with in our building change. This year I am adding an all call. My teammates used the technique quite effectively last year.

11. Classroom Arrangement Open plan Flexible Tables v. desks I have a large classroom. I use tables instead of desks to promote collaborative activities. I have traded with a number of teachers to double my allotment of classroom computers. Students can sign out a computer to work on at their discretion. I have a corner set aside as a meeting place for students and me, or groups should they need a special place. Worksheets and other resources are placed in �slots� for students to retrieve as needed. The classroom design is flexible enough to allow students to do whatever they need to enable learning. I have a large classroom. I use tables instead of desks to promote collaborative activities. I have traded with a number of teachers to double my allotment of classroom computers. Students can sign out a computer to work on at their discretion. I have a corner set aside as a meeting place for students and me, or groups should they need a special place. Worksheets and other resources are placed in �slots� for students to retrieve as needed. The classroom design is flexible enough to allow students to do whatever they need to enable learning.

12. Student Focused Instruction Provide Students with choices Promotes peer relationships Promotes ownership of learning Meets individual developmental needs Improves motivation Vatterott (1995) believes middle level students need and want control over their learning. When I started the contract I gave students choices. They could choose any of the 15 assignments they wanted to complete. They could choose to extra credit in place of an assignment that had no meaning for them. Vatterott (1995) believes that �choice leads to ownership, and ownership to a sense of empowerment. What does the teacher gain? Students are more motivated. The classroom is a more exciting place�(p.29). I no longer had to pursue students to complete their work. They came to me. They wanted to know their alternatives. They wanted to know where they made errors and sought assistance to correct them. They actively search me out daily to ensure they were credited properly for their work. I marveled at the change.Vatterott (1995) believes middle level students need and want control over their learning. When I started the contract I gave students choices. They could choose any of the 15 assignments they wanted to complete. They could choose to extra credit in place of an assignment that had no meaning for them. Vatterott (1995) believes that �choice leads to ownership, and ownership to a sense of empowerment. What does the teacher gain? Students are more motivated. The classroom is a more exciting place�(p.29). I no longer had to pursue students to complete their work. They came to me. They wanted to know their alternatives. They wanted to know where they made errors and sought assistance to correct them. They actively search me out daily to ensure they were credited properly for their work. I marveled at the change.

13. Student Motivation Provide opportunities for success Choices Ownership Volition or strength of will makes students achieve once they are given the proper environment. This strength of will according to Corno (1993) is a �variety of characteristics attributed to individuals who apply themselves diligently to almost anything they do� (p.14). Volition carries through to completion. Corno believes that once a student moves from a planning and goal setting stage to implementation, they cross a metaphorical Rubicon. This goes back to the idea of ownership. Students must still make the decision to do the work. Self efficacy helps students make decisions that help them learn. Self efficacy is the students� ability or power to make what they want to happen. Kerlin (1997) points out that self efficacy can influence students� choices about approaches to learning new or unfamiliar tasks, the intensity of effort that is applied to a task, and the degree of persistence that is directed toward a task. If a student can visual something happening, they will try to make it happen. Volition or strength of will makes students achieve once they are given the proper environment. This strength of will according to Corno (1993) is a �variety of characteristics attributed to individuals who apply themselves diligently to almost anything they do� (p.14). Volition carries through to completion. Corno believes that once a student moves from a planning and goal setting stage to implementation, they cross a metaphorical Rubicon. This goes back to the idea of ownership. Students must still make the decision to do the work. Self efficacy helps students make decisions that help them learn. Self efficacy is the students� ability or power to make what they want to happen. Kerlin (1997) points out that self efficacy can influence students� choices about approaches to learning new or unfamiliar tasks, the intensity of effort that is applied to a task, and the degree of persistence that is directed toward a task. If a student can visual something happening, they will try to make it happen.

14. Student Support Each day, the teacher will meet with each student to go over completed work, make corrections, and answer questions. Common questions will be presented to the class for discussion. Activities are self-paced allowing for flexibility. Modifications and accommodations are made for special education students and other students requiring more assistance. Daily work counts for 70% of the grade minimizing the stress on tests. Extra credit is available anytime. Collaboration is permitted, but copying is not. Grades are based on a total point system. Points missed on contracts, quizzes, or tests can be made up using extra credit. Most materials will be available on my web page for students to access from home. My commitment to student support comes form my desire to meet each student�s core psychological needs.My commitment to student support comes form my desire to meet each student�s core psychological needs.

15. Learning How to Learn Present students with opportunities to explore Allow choices Challenge students The contract gives students the freedom they need to explore and learn, but also acts as a learning guide. This technique offers many opportunities for reading and writing. When children have many opportunities to write and when reading and writing are integrated into content studies, children become better readers and writers (Dickson and DiGisi, 1998). It is important for students to have the opportunity to select and assimilate enough data to force them to challenge misconceptions and create strong, accurate conceptions (Cardellichio, 1997).The contract gives students the freedom they need to explore and learn, but also acts as a learning guide. This technique offers many opportunities for reading and writing. When children have many opportunities to write and when reading and writing are integrated into content studies, children become better readers and writers (Dickson and DiGisi, 1998). It is important for students to have the opportunity to select and assimilate enough data to force them to challenge misconceptions and create strong, accurate conceptions (Cardellichio, 1997).

16. Trust Students need to know teachers trust them to do what they are supposed to in order to grow. Trust means placing the destiny of students in their hands. This is very motivating for many students. However, much like traditional classroom settings, irresponsible and dishonest students will try to take advantage of the system (Maeroff, 2003). Trust means placing the destiny of students in their hands. This is very motivating for many students. However, much like traditional classroom settings, irresponsible and dishonest students will try to take advantage of the system (Maeroff, 2003).

17. Assessment Philosophy There are six key features of an assessment system for student-centered classrooms. These features include: assess different students differently; include student input in design and revision; Monitor progress continually in order to provide feedback on individual growth and progress; Provide appropriate opportunities for student choice of types of products for demonstrating achievement of educational standards; Promotes students reflection on their own growth as learners through opportunities of self assessment; Allow diversity of competencies to be demonstrated in a variety of ways. According to NMSA Research Summary #16 (2001), �the question is not whether to evaluate students, but how to measure the performance in ways that will enrich learning, rather than restrict it� (p.1). According to NMSA Research Summary #16 (2001), �the question is not whether to evaluate students, but how to measure the performance in ways that will enrich learning, rather than restrict it� (p.1).

18. Assessment Practice Students will be assessed in many different ways including daily work, contracts, and projects. Grades are determined by the total number of points earned by the student during the marking period. Late work will be accepted up to one week after the original due date (EXCEPT CONTRACTS, contracts are due on the day set, NO Exceptions.) Points will be reduced from all late work. Points will be given on assignments for the following: completion, accuracy, quality (neat, organized, showing effort), task oriented (follows assignment), effort beyond the assignment. The following will be taken into consideration as well: name on paper, formatting, and timely completion. Students will work cooperatively through out the school year. Students are expected to work closely to complete their task. HOWEVER, under absolutely no circumstances will copying or plagiarism be tolerated. Students suspected of copying will be given a warning. Students found copying after being warned will not receive credit for that assignment. Please see assessment philosophy.Please see assessment philosophy.

19. Minimizing Disruptive Behavior Rules Routines/procedures Consequences/rewards Teaching and reinforcing classroom rules and procedures should eliminate many disruptions before they occur. The rules and procedures are posted in the classroom. Along with the rules and procedures, the consequences for poor behavior are posted as a reminder.Teaching and reinforcing classroom rules and procedures should eliminate many disruptions before they occur. The rules and procedures are posted in the classroom. Along with the rules and procedures, the consequences for poor behavior are posted as a reminder.

20. Responding to Problems Proximity/verbal reminder Positive Practice Isolation and parent contact Penalty Hall - detention Office referral I have developed a list of consequences based on the three component plan discussed in the CHAMPS (Sprick, 1998, p.316) book . I can use proximity, verbal reminders, positive practice, and isolation to remove any positive/satisfying aspects of demonstrating misbehavior. (p.316) While implementing these techniques, it gives me the opportunity to continually demonstrating to the student that positive behavior leads to positive results. (p.317) The plan allows me to implement corrective consequences that are appropriate to the problem behavior. (p.320)I have developed a list of consequences based on the three component plan discussed in the CHAMPS (Sprick, 1998, p.316) book . I can use proximity, verbal reminders, positive practice, and isolation to remove any positive/satisfying aspects of demonstrating misbehavior. (p.316) While implementing these techniques, it gives me the opportunity to continually demonstrating to the student that positive behavior leads to positive results. (p.317) The plan allows me to implement corrective consequences that are appropriate to the problem behavior. (p.320)

21. Sources Cardellichio, T. and Field, W. (1997). Seven strategies that encourage neural branching. Educational Leadership, 54, 33-36. Corno, L. (1993). The best laid plans: Modern conceptions of volition and educational research. Educational Researcher. 22, 14-22. Dickinson, D. and DiGisi. (1998). The many rewards of a literacy rich environment. Educational Leadership, 55, 23-26. Jones, V., and Jones, L. (2004) Comprehensive classroom management: Creating communities of support and solving problems. 7th ed. Boston, Pearson. Kerlin, B. (2001). Cognitive engagement style, self regulated learning and cooperative learning. Retrieved March 26, 2001, Web site: http:www.irn.pdx.edu/~kerlinb/myresearch/srl Maeroff, G. (2003). A classroom of one: how online learning is changing our schools and colleges. New York: Palgrave Macmillan. Martin, N. (1997). Connecting instruction and management in a student centered classroom. Middle School Journal, 29, 3-9. Robertson, T and Valentine, J. (2001). NMSA research summary #16: What are appropriate assessment practices for middle school students? Retrieved March 26, 2001, from the University of Missouri-Columbia, Middle Level Leadership Center Web site: http://www.nmsa.org/resources/ressum16.html Sprick, R., Garrison, M. and Howard, L. (1998). CHAMPS: A proactive and positive approach to classroom management. Eugene, Oregon. Pacific Northwest Publishing. Turner, J. and Meyer, D. (1995). Motivating students to learn: lessons from a fifth grade math class. Middle School Journal. 27, 18-25. Vatterott, C. (1995). Student focused interaction: Balancing limits with freedom in middle grades. Middle School Journal. 27, 28-38. Wong, H. and Wong, R. (1991). The first days of school: how to be an effective teacher. Sunnyvale, California. Harry Wong Publications.