Kevin Zdenek Classroom Management Plan (2013)

8/12/2019 Kevin Zdenek Classroom Management Plan (2013)

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Classroom

MaNagemeNt

PlaN

For 3rd Grade

by Kevin Zdenek

CurreNt as OF:

11- 19- 2013


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Preface: Pedagogy 1

Part I: Classroom Organization

Classroom Design 2

Physical Space 3 Includes: Desk Arrangements, Student Supplies, Rug Area,

Reading Center, Teacher Area, Computer Bay, Storage Areas

Practices Morning Routine 4 Line Basics 4 Transition Time 5 Classroom Jobs 5 Record Keeping 6 Handling New Students 7

Displaying Student Work 7

Part II: Disciplinary Policies Rules 8 Behavior Management Chart 9 Cheating 9 Bullying 9 Student Disrespect 10 Playground Conlicts 10 Tardiness 10 Lack o Motivation 10

Part III: Classroom Routines & Procedures Expectation o respect 11 Classroom Helpers 11

Bathroom Pass 12 Group Work and Discussion 12 Constructive Critisim 12 Drinking Fountain 12 Internet Misuse 12 Field Trips 13 Homework 13 Freetime 13 Handing In/Passing Back Papers 13

Part IV: Differentiation 14

Part V: Parent Communication 15

Part VI: Professional Ethics 15

References 16

TABLE OF CONTENTS


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PREFACE:

Pedagogy

There was a basic philosophy which inormed my thinking

and desicion making during the creation o this classroommanagement plan.

Students need to feel safe. That has to be my number

one priority as a teacher. Physically they need to feel

safe from harm. They also need to feel safe and com-

fortable in their classroom environment. The classroomneeds to be a welcoming place where they feel safe to

share their ideas, reach beyond what they know, and

understand that failure is part of learning not reflective

of ones character.

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Physical Space

3rd Grade Classroom Design:

1. Student Supplies

Paper, Pencils, Pencil Sharpner,

Lunch tickets, manipulatives, etc

2. Stool or Teacher when

explicitly teaching students

gathered in the rug area.

3. White Board

4. Pull-down overhead

5A. ELMO Display system

5B. Projector mounted on ceiling

6. Teacher work surace

7. Teacher bookshel

8. Teacher Desk with computer,

phone, supplies, etc.

9. Kidney shaped desk or

small group/teacher instruction

10. Waste and Recycling

11. Computer Workstations

12. Student Desk Area -

expandable to 14 work suraces

13. Bulletin Board

14. Work surace with

cabinets beneath.

15. Sink

16. Wastebasket

17. Storage Cabinets

18. Bookshels or Reading Center

19. Bookshels and reading log storage

20. Comortable chairs or reading

21. Windows

2

RUG AREA

DOOR

READINGCENTER

17. ACTIVITY/WORK TABLE

1.

2.

4.

5B.

5A. 6. 7.

8.

9. 10.

11.

12.

13.

14.

15.

17. 17. 17.16.

18.

19. 19.

19.

20.

21.

21.

3.

TEACHERSWORK AREA

STUDENT

DESKS

COMPUTER

BAY


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My goal with my classroom layout was to give my students a chance to move about. I wish

to create an environment that promotes a mixture o collaboration and sel-sufficiency.The structure o my class would involve asking the students to gather at assigned spots onthe rugin ront o the white board/overhead projector during the 15-20 minutes o directinstruction during a lesson. Then students would then take their notes and books back totheir desks or work areas to continue the lesson in a small group or individualized context.

The kidney-shaped deskwould be available or guided readings, individualized directinstruction and conerencing. The computer bay would be or extension learning or earnedrewards during ree time. The reading centerwould be a comortable environment wherestudents can relax, enjoy their reading assignments and take part in a ruitul discussionabout the texts.

Students will have the ability to ind the space they are most comortable and work themost efficiently in. Not every student is capable o ocusing at a desk. They may choose thereading center chairs, rug or loor pillows. They may need to use the activity table, or simply

ind a spot on the loor. The structure o the classroom would allow me to separate studentswho were not ocusing on their work or causing disruptions as well as moving about theroom reely to check on progress and offer help.

Thedesk arrangements can be two groups o 6 desks, one group o 4 desks, and 4additional desks could replace the activity/work table i necessary. The inormation on the

walls will be careully organized with a mixture o inormational and inspirational postersalong with student work displayed.

Students will be able to ind classroom rules and daily schedules posted above the studentsupply cabinets, table as well as above the teacher work area. On the wall above thesink and counter would be maps o the world, inspirational posters, and a timeline, whichstudents can mark events and books discussed in class to give them a greater perspective otheir place in history.

The teacher would have a prominent yet unobtrusive work area, which affords them a levelo privacy rom the groups o students working when phone calls need to be made or student

conerences need to be held.

Setting up clear expectations will be important in a classroom design such as this. Studentswill need to be taught how they are expected to act in small groups, and where the suppliesare or their needs. It is important to teach children not only their subjects o study, but howto be responsible and autonomous learners. A classroom designed such as this allows orthat growth as students and as individuals.


Physical Space

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Practices

Morning routineThe morning routine is posted each day when the students arrive. Studentswill know to go directly to their seat and begin working on their Bell Ringer.That may be a question or problem on the board, or there may be a worksheet/review on their desk. Students will continue to work up to the beginning o

class. Beore going to their seat however, they will indicate whether they arehaving hot or cold lunch by placing a close pin next to their name. This alsoallows me to a quick inspection who is present today without taking time awayrom instruction to take attendance.

Line Basics

Students will be released rom their group pods to line up beore leaving theclassroom. Pods, which are patient and quiet will be called irst to get in line.I the entire classroom is demonstrating they are ready the I will pick randomcriteria, such as those who are wearing red can line up or people whosename begins with R can line up.

I the entire class is talking in line, and not demonstratingdesired behavior I can play a quick game o Simon Says.

This reocuses their attention onto me, stops conversationsand gives the students a chance to demonstrate successulbehavior without having to threaten discipline.

While in the hall students will walk orderly and quietlydirectly to the intended destination. Line leaders will bein charge o leading the group to their destination. I willwalk at different rates and speeds so that some days I maybe towards the ront, others I may be in the middle or even

at the end so that students never get comortable knowingwhere and when they can talk out or not walk orderly andquietly.

We will talk as a class about why its important to berespectul in the hallways. We will discuss why its importantwe do not disturb other students learning as we passtheir classrooms. And how important it is to set a good

example or the younger grades. We will even discuss timemanagement, and how wasting time when getting ready toleave the classroom, affects how much extra time they willhave at the end o the day or choice activities.Source: Rona McMurphy, 4th grade Shuler Elementary, Waukee Iowa

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Transition TimeThe same types o conversations had or Line Basics will be held in regards totransition time between subjects within the classroom.

Also, since students will have an agenda posted on the board each day, and will

be given a warning signal as transition time approaches, I expect students toeventually handle transitions on their own.

Classroom JobsStudents will be assigned jobs based on both interestand rotation.

Line-Leader:will rotate each day between the students.A student who shows nice disciplined line basics may bechosen to be the line-leader the ollowing day.

Door-holder: A student placed in charge o holding thedoor open or students as the class walks to specials,lunch or recess. Each student will have a turn at this job.

Librarian:will be in charge o keeping the reading areaneat and orderly. Pillows and chairs will be straightened

and books will be reorganized on the shelves. This jobwill rotate daily.

I do not intend on trying to maintain a role or eachstudent in the class every day. However, students may lobby or the creationo new classroom roles based on interest or need. Jobs such as I.T. Specialist

to be in charge o the computer area, Ecologist, which would be in charge orecycling paper. Archivist which could be in charge o returning student workrom off the walls.

By having students create their own role within the classroom it promotes mygoal or students to take ownership o their own learning and exploration.


Practices

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Record KeepingThere will be three aspects o record keeping in my classroom. Theirst will be the day-to-day assignments, which will be turned in atthe assigned spot in the classroom. I papers are collected theywill either be passed to the side o the room or be collected by a

student, i a student volunteers or the job. The important point isthat as the teacher I will not have my back to the students or havean impacted view o them collecting the papers.

The second aspect o record keeping will be my own personalobservation o student engagement, behavior or attentiveness.These observations will be collected and recorded under eachstudents online ile.

The third component o record keeping will be rom the studentthemselves. I plan on setting up some simple Google Formswhich the students can access either through the classroomcomputers or anywhere via the internet. These orms will besurveys which allows a student to rate their own perormance onan assignment, or unit. The reason behindthese personal assessments, which willaccount or a portion o their overall grade in

the class, is because two o the goals I haveor students is that they be relective thinkersand be able to advocate or their own learning.The resulting grade on a paper or test doesnot always account or the effort put into anassignment. Some students can get goodmarks without trying hard, and others struggleand struggle and never get higher than a B.

This personal relection and advocating or the effort and work putinto a project will not only help a student become more aware o

their own learning process, but will help me as a teacher in termso differentiation. I will be able to get a clearer, documented senseo which students I should continue to push, and which studentsmay need some additional scaffolding moving orward.


Practices

Source: 80 interesting ways to use Google Forms in a classroom.http://www.teachthought.com/technology/80-interesting-ways-to-use-google-orms-in-the-classroom/

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Handling New StudentsWhen new students arrive in the classroom they will be given their ownstudent basket. Each student has a basket o their own, and the new studentwill eventually put their basket alongside the rest on the shelves. However,when they arrive their basket will be illed with a welcome kit. The kit will

include a welcome letter, and any and all inormation sheets such as policiesand procedures. But it will also have a positive, un welcoming items.

The new student will also be assigned a classroom buddy who will be incharge o showing the new student around and answering any questions.The two will be allowed special privileges when class time permits as thenew student adjusts.

Displaying Student WorkStudent work will be displayed on a regular androtating basis around the classroom with themost recent work

Effort and progress is what will be highlighted.

Recent assignments will be placed on a bulletinboard or on a clothesline. Students may alsorequest their work not be included.

Two additional components will be includedinto highlighting and displaying student work:

1. Certain pieces o example work will remainon the walls throughout the semester. I will not

choose these pieces. A student can advocateor their work to be permanently displayed based on effort and merit.This promotes my classroom goal o sel-advocacy. Or someone in the classmay nominate a students work. This promotes the classroom cooperation,

respect and community building goal.

2. The class will discuss, the rehearse ways to talk about their work toother students, teachers or administrators in the building. We call these

elevator speechesas i a person only had 30 seconds on an elevator toquickly and succinctly get their point across to another person beore thedoors opened. This promotes the goal I have or my students to be effectivecommunicators. Also, it shows other students how to value hard work.


Practices

Google Images

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Keeping the classroom orderly

Each student will be responsible or the area around theirdesk, and any trash or supplies they have lef out. Parto being a respectul student is respecting our sharedenvironment. So even i the trash is not in a studentsspeciic area, i there is something which needs cleaned andits something they can do, then a student should take it

upon themselves to handle it.

Students will have a clear concept o the behavior expected rom them each day.

Students will generate classroom rules on the irst day o school. The entire class willbrainstorm a list, which I will write on the board. Every suggestion will be honored.Once students eel as though they have an exhausted list I will work with them to ocusthe rules into 3 or 4 broad statements, which I will guide them towards. For example,

many o their suggestions may all under the concept o respect which is a goal I wish

to promote in the classroom. By having the students generate examples o rules thatrelect respect it allows the class to talk about and deine what that term means andwhat it looks like in the classroom.

Once the class rules are all agreed upon, we will make a banner/poster or the classroomwith the rules clearly visible. Also, a letter and a social contract will be sent home orthe students parents to see. The letter will be returned and signed by both the parent

and the student.

School-wide and/or district wide policies will also be provided or parents, and the

protocol or acknowledging these policies set by the school district will also be ollowed.

By having the students generate the list it allows them to take ownership over theirrole in the classroom and o learning. When inractions occur, I will be able to point tothe rules and remind the student that you were the ones who decided what behavior isacceptable in our classroom.

More speciic classroom policies and guidelines will be solely determined by me, andcan be ound below.


Practices

Part II: Disciplinary Policies

Rules

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Behavior Management ChartEach student will their own close pin painted yellowwith their name written on it. To begin the day eachstudents pin will be at Ready to Learn. I will remindthe students that each day is a new opportunity to start

resh. Everyone has a chance to succeed.

As the behavior o the day warrants the student will beallowed to move their clip up when displaying excellentbehaviors or they will be orced to move their clip downi they are having trouble controlling their actions.

Students will always be given a warning beore they areasked to move their clip. Students will always have a

chance to move their clip back up to ready to learnwhen their behavior improves.

Source: Internet Reerence: http://msnoblesclass.webs.com/aqs.htm

CheatingIs never allowed in my classroom. I a student is suspected o cheating I will have a

private conversation with them initially. I there is evidence the student will be orced toredo the assignment or reduced points, they will move their close pin off o ready tolearn, and a conversation will be had with their parent(s).

BullyingBullying will not be tolerated in or outside the classroom. My top concern is that mystudents eel they are in a sae environment. No learning will be able to take place i astudent doesnt eel sae.

Discussions about what is considered bullying will be had with the students early in the

year, and then repeated throughout the year. Students will be shown conlict resolutionstrategies, but also sae

I will need to be aware o the student interactions making sure that there is no sense obullying taking place. I an incident is witnessed the person doing the bullying will bepulled aside or rom an activity, and be orced to write an apology letter. Finally, I myselmust model respectul, inclusive behavior.


Rules

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Student DisrespectDisrespect or other students will never be tolerated. It is important, however, to neverescalate the situation. There are several techniques, which help cool down the studentand even sometimes the teacher. It is possible to ignore the attitude, while addressingthe actions o a student. Consequences need to be pre-established and air, and the

teacher needs to remain irm.

Playground ConflictsThe students and I would irst have a conversation at the beginning o the year aboutwhen it is important to involve a teacher. This will be in conjunction to the discussionabout bullying.

I will then have a venting box in my classroom where students can write down theirrustrations or concerns. I a conlict arises on the playground it may be written downand dropped into the venting box. I can pull the student(s) aside later during classroomwork time or ree reading time to discuss the issue i has not resolved itsel by that

point. This way the rest o the classrooms time is not affected by an individual conlict.

An exception to this policy would be i a student was physically hurting another studenton the playground and it went unnoticed by the playground attendant that day.

TardinessI will remind a student why it is respectul or the entire class not to be interrupted withsomeone arriving late. I the tardiness continues the student and I can go over some othe reasons why it has become difficult to be on time and together come up with severalstrategies to implement in the students routine to help that child be more punctual.

Lack of MotivationLack o Motivation can stem rom actors outside o the class or even school, however,it may also be a sign that as a teacher I am not challenging or meeting this studentsneeds. I am ailing to actively mentally engaging the student, and must assess how

the activities or the day match their Zone o Proximal Development level. It may be asimple case o differentiation. I the source is rom the students home or outside actorsthen I will give that student a chance


Rules

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Principal InvolvementMy goal is not to involve the principle or the office in any disputes, conlicts or disciplinechallenges in my classroom. I eel as though sending a student to the office is simplypushing my problems onto someone else. Its also a sign that I have given up on thestudent. Some students use disruption to test or push authority igures to see i they can

trust them. By sending them away I will lose that trust they are looking or.

Once the established classroom methods have been exhausted, I will privately take thestudent out into the hall while the rest o the class is working. Once there I will inormthem their attitude is unacceptable, and I will attempt to learn the source o theirtrouble.

The one case where the office would have to be involved would be i the student wascausing physical harm to themselves or others. My job is to protect the students in my

classroom, and provide a sae learning environment. A student causing or threateningto cause physical harm will have to be removed rom the classroom.

Source: Sarah Borzo, 6th grade Waukee South Middle School, Waukee Iowa

Expectation of RespectMy number one expectation or students in my class is to demonstrate respect. I do notdemand respect or me, but instead I expect students to respect each other as learnersand respect their environment. My job is to provide a sae environment or students tolearn.

Classroom HelpersStudents may be called upon in the classroom to perorm certain small tasks to makethe running o the school day more efficient and productive or all the students. Forclassroom jobs on page 7.


Rules

Part III:

Classroom Routines & Procedures

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Bathroom PassThere will be two bathroom passes available to studentsone or boys and one orgirls. Students will be allowed to excuse themselves by making eye contact with meand giving me the sign language signal or the bathroom. Once I nod my approval thestudent may get up and retrieve the bathroom pass. They then must place the pass ontheir desk beore leaving or the restroom. Afer they have returned they will take thebathroom pass and hang it up again.

Group Work and Group DiscussionStudents will be taught how to work within large groups, small groups and withpartners. Expectations will be set or effective communication during all group work.

All members o a group are expected to contribute their share o the work or thinkingexercise.

During group work time I will circulate the classroom to ensure groups are ollowinginstructions, but also so I can help ignite discussion or direct some groups to higherorder thinking. I will use all 4 orms o ability grouping and 6 orms o perormancegrouping to provide the students with a maximum chance o success.

Source: Rogers, K. B. (2006). A menu o options or grouping gifed students. Waco TX: Prurock Press, Inc.

Constructive CriticismConstructive Criticism begins with teacher example. I will provide constructive criticismto students when evaluating their work. Students will be taught and practice ways toconstructively criticize another students work.

Drinking FountainStudents are allowed to ask permission to get a drink o water. I a drinking ountainis available in the room, students will be allowed to go as needed. Students will beasked to rerain rom seeking a drink o water during direct instruction unless its vitallyimportant.

Internet MisuseThe internet will only be used or educationally appropriate and pre-selected sites. Anyuse o the internet without speciic, directed permission will result in computer timeprivileges being revoked. Depending on the nature o the misuse, the students parentsmay be involved.

Part III:


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Field TripsI a student wishes to participate in any class ield trips then they are required to obtaina parent or guardians signature on a permission orm. The same body and line basicsare required o students on the ield trip as would be expected in the classroom. Thesame goes or expectations o respectul behavior.

HomeworkHomework will vary depending on the topic being covered. The intention behindassigning homework in my class is to strengthen the skills covered during class. Soi there are units which the class scores low on my ormative assessments, extrahomework will be given. This is in addition to the spelling words to study each week.

A list o activities and urther exploration opportunities will be posted on our classroomblog and be sent home with the student to give parents and guardians the chance

to dive deeper into the areas o study being covered in class. These will be optional,but depending on the level o success o the class during a unit one or more o theseactivities will become required.

FreetimeStudents will be allowed reetime at the end o the day beore clean-up based on howsuccessul their time management was during the school day. Students can earn extra

time by being ready listeners and demonstrating good line basics without additionalprompting rom the teacher. I a student has inished their assignment early they maychoose to continue on in their ree-reading book.

Handing In/Passing Back PapersI papers are collected they will either be passed to the side o the room or be collectedby a student, i a student volunteers or the job. The important point is that as theteacher I will not have my back to the students or have an impacted view o themcollecting the papers.

When passing back materials my goal is never to stop class in order or me to handback work. I will return their work by either passing it out when students are working in

small groups or during independent work time. My goal is to keep the students activelyengaged in learning or as much o the day as possible.

Part III:


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Meeting the needs of all learnersAll students should have a chance to be actively mentally engaged in the work they aredoing at school. My goal is not to teach just to the middle o the class, but instead varymy assignment criteria to meet the student just above their personal comort level.

This will not be accomplished by simply giving the gifed learners more work oradditional assignments, but make the assignments rich in complexity and requireshigher level thinking.

This is just as true or the students who have allen behind. I will not simply take awaydifficult projects, but I will provide the accommodations and scaffolding necessary or

the student to be successul with the assignment.

Differentiation not only beneits the student, but it helps with classroom management,and it points to my goal as a teacher to respect every student. I would not be respectingthe student who is capable o achieving more by not challenging them to do so. Norwould I be respecting that student by simply giving them more o the uninspiring work

or by orcing them to teach those students who did not understand.

I believe all students can be successul i they are provided the appropriate level ochallenge. The students themselves are also responsible with their learning, andas a class we will have conversations about advocating or you own educational

opportunities.

Source: Dr. Sally Beisser, Proessor in the School o Education, Drake University, Des Moines, IA

Part IV:

Differentiation

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Communication with Parents and HomeCommunication with parents will be an open two way road. They will have my contactinormation and I will encourage them to contact me with any questions or concerns. Iwill send progress emails out to parents along with success stories rom the classroom.Parents should hear the good their child is doing and not just the bad.

I will make contact with them at the beginning o the school year and try and determinewhich is their preerred method o contact. The key is never to wait until parent/teacher

conerences to begin to establish a relationship with your students parents.

During parent/teacher conerences the ocus should be on continuing any conversations

about the student had with the parents, and highlighting their perormance over thesemester with a portolio review.

I will also create a classroom blog, which will be available or all the parents to viewongoing progress, keep up to date with projects, as well as have access to resources toextend their childs learning at home.

Since no one knows my students better than their parents, it is important to keep thatline o communication open and available so that any changes which need to be madeto that childs education can be quickly implemented ensuring a high probability osuccess.

To summarize, each o these items in my classroom management plan point to myoverall proessional ethics. I start with a very clear and simple purpose to provide alearning environment where the child eels sae. This means each student and their

contribution to the class is valued. It means the students will learn about communityand how to become effective communicators. It also provides a structure or personalrelection and goal setting.

As an educator I know i my ocus remains on setting high standards or each child andbelieving each student can reach those goals I will be successul. But more importantly,the students will learn how to be successul too.

Part V:

Parent Communication

Part VI:

Professional Ethics

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Wong, H. K., & Wong, R. T. (2009). The irst days o school: how to be an

effective teacher. Mountain View, CA: Harry K. Wong Publications, Inc.Rogers, K. B. (2006). A menu o options or grouping gifed students. WacoTX: Prurock Press, Inc.

MacKenzie, R. J. (1996). Setting limits in the classroom 3rd edition. NewYork, NY: Random House, Inc.

Source: 80 interesting ways to use Google Forms in a classroom.http://www.teachthought.com/technology/80-interesting-ways-to-use-google-orms-in-the-classroom/

Rona McMurphy, 4th grade Shuler Elementary, Waukee Iowa

Sarah Borzo, 6th grade Waukee South Middle School, Waukee Iowa

Dr. Sally Beisser, Proessor in the School o Education, Drake University, Des Moines, IA

Internet Reerence: http://msnoblesclass.webs.com/aqs.htm

Google Image Search

Part VII:

References

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Documents

Kevin Zdenek Classroom Management Plan (2013)