u10a4 Project � Final Classroom Management Plan

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ED5503 Classroom Management Strategies, Portion of Final Project

                                         Reflective Journal

Unit 1

         Directions. Reflect upon your teaching experience. In both the Marzano and Jones

textbooks, the authors stress the importance of focusing on classroom polices and procedures at

the beginning of the school year in order to achieve a good start. How closely do you attend to

the types of procedures discussed by these authors? What might you do differently in terms of

planning and instructing in the future as a result of the readings?

         Response. I was extremely proud of my comparison to the authors’ comments about

classroom policies and procedures at the beginning of the school year. I have not been in a

classroom for almost four years now but management was always my pride and joy. I enjoyed

the beginning of the school year so much and was able to maintain my enthusiasm through the

year because I had spent quality time ensuring rules and procedures were in place, agreed to, and

consistently used and enforced. My students and I grew and learned from one another because of

our team effort in establishing a healthy environment.

         As a result of the readings, I probably would not change much in my approach to the start

of the year. I did, however, learn about the revisions to Cantor’s assertive discipline. I plan to

review it prior to my return to the classroom, evaluate how it has changed and how my practices

need to change to reflect them.

         Because I have been out of the classroom for a while it would take some time before the

start of the school year to review, reflect, and revise my practices to be sure they still reflect my

desired management situation. I have learned a lot over the past few years in reflective study of
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education and student populations. My classroom rules and procedures will have to be modified

to fit whatever setting I am in.

         As an administrator I would send that same message to teachers I work with. They need

to be sure that their thoughts on classroom management fit their setting and students. Veteran

teachers may need to update to stay current with changing student needs and new teachers to a

school may need to spend some time understanding the student body before setting the

management policies in place. It is also important to note that what works for one teacher in a

building may not work for another.

Unit 2

         Directions. The "Dealing with the Dilemma of Gum Chewing" case study provides an

example of how we can teach productive behaviors. After completing this week's reading, reflect

on where this type of strategy might apply in your setting. Have you encountered situations in

your setting where this approach may be more productive than what you have been doing? What

are the ethical issues involved in establishing expectations without teaching the appropriate

expected behaviors?

         Response. Reading the case study was a good chuckle and a ponderance of why more

educators don’t take this approach. I believe that students do not want to misbehave. They want

to be guided and taught the best behavior for a situation. When we only provide negative

consequences, we leave no other clear alternatives. I have practiced this idea specifically on my

4 year old daughter. With each misstep she may take I stop and reflect on what exactly is

occurring and why. I also try to look at the situation from a youngster’s perspective. Last night, I

walked upstairs to take her out of the bath. She likes to take the last ten minutes of the bath just

for play time. This particular play time I walked in to a completely soaked set of bathroom rugs
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and floor. My first reaction was to state the negative consequences. After a quick glance to her

proud face I stopped short and simply asked what thoughts were passing through her mind. It

turns out she accidentally splashed some water on the rug and it made a neat pattern. She wanted

to continue the pattern just like we had been practicing in one of her preschool workbooks. The

thought process was innocent and progressive, it just happened to be occurring all over my rug.

       Instead of a negative consequence, we spent time talking about other ways in the bath

that she could draw and make patterns. It added an extra load to the wash machine but her pride

was intact and her interest in learning was fostered. Now, I know the classroom is a bit different,

but I believe it is better to ask why first and reason through the situation with a student before

consequences are determined. Reflecting on whether other alternatives were available and clearly

understood is definitely a simple way for students to find themselves in uncontrolled

misbehaviors.

       I have successfully used this type of approach in my classrooms in the past. This has led

to building relationships with students that open lines of communication instead of shutting

students out. Positive rewards for positive behaviors instead of negative consequences for

negative behavior help that communication. Students have a better chance of living up to our

expectations if we focus on the expectation and not just the limitations. I teach positive

behaviors. I think this can be accomplished through set procedures and student involvement in

rules. I think using redirection instead of punishment is also a good use of management skills to

benefit the students. Behavior issues have also been linked to a misunderstanding between

cultures that make one or another feel out of place or misunderstood.

       In this type of case study I would like to know more information about exactly how the

principal was able to get teacher by-in from the staff. This is a major change in philosophy and
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belief about something like gum and I wonder the type of uproar that veteran staff members felt,

if any. There are plenty of questions about how this might have been so effectively eliminated

that we could learn more from.

Unit 3

         Directions. During unit 2, you designed your first mini-intervention. For this unit's

journal reflection, take time to reflect on how well or how poorly the intervention is working.

What is going well? Is anything not going well? Were there any surprises?

         Response. This intervention has been quite an interesting change in classroom chemistry.

Raphael has become a positive role model. He has stepped into this responsibility with an air of

maturity. It has helped to improve his organization because he must keep up with the records of

hall passes and breakfast groups. Raphael’s need to socialize has been met. He is interacting with

so many students in a short amount of time he even seems tired at the end of advisory but it is a

happy tired. He has also improved in how he communicates in different settings. He is respectful

and detailed when another teacher leaves a message for me with him. He is stern yet fair with

fellow students in monitoring activity and his special education teacher has mentioned

improvement in his participation in her class.

         This experience has also improved overall classroom management in that students now

understand that there is another person looking out for them. There used to be an opportunity for

students to make a bad decision when my back was turned helping another student and they

could not get my attention in time. In the past they chose either to wait or to make an incorrect

decision about leaving the classroom without permission. Now with Raphael at his post they can

support the classroom rules better with their decisions. The right decision is easier to make. I am
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also noticing that there is more efficiency in the short advisory period. Students don’t have to

wait to receive permission for their next outing. They can get more accomplished.

         I am not sure what I ever did without him serving this role. He has found an even larger

place in my heart and our increased interaction has given him a home in a very large building.

         In the first few days I did have to redirect about three times per period. This lasted for

only three days. By the end of the first week Raphael wanted to make a few modifications to the

forms I had provided him to use to better suit his manner of organization. This was a milestone

because I was not sure how organized he was normally in his classes and needed him to guide

me. Re-enforcing his new authority to the other students in the class gave him more confidence

in what he was trying to do. But it also left me with students also wanting some type of job to do.

I now have a board-cleaner, a duster, and a desk monitor (keeps the desks straight). The janitor is

impressed with our room at the end of the day. There are always pleasant bonuses to a successful

management change.

         One other thing that I have learned while reflecting on this intervention is that I was not

using my advisory time well. What I thought was good classroom management in my

mathematics classroom periods was not transferring over to the advisory period. The same type

of structure that I use in math did not fit advisory. Modifications were needed to allow for a more

relaxed and open environment.

Unit 4

         Directions. A common theme during unit 3 was that effective teachers need to make

adjustments or accommodations based on the learning needs of their students—whether they are

identified as having a learning disability or not. Take some time to reflect on how you adjust

your teaching style to meet the needs of each of your students. What ethical issues may be
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involved if a teacher does not make accommodations or modifications and instead takes a one-

size-fits-all approach to instruction?

         Response. Defining the needs of each student is the starting point of designing effective

learning experiences. How and to what extend should these needs be identified is the question.

We receive our class rosters at the beginning of the year as well as a pacing chart and are

expected to get started shoveling information into the students. This begins the one-size-fits-all

approach to instruction. Stopping and taking the time to assess the needs of the students is

mandatory in my mind to accommodate and modify for all students to be successful. I spend too

much time by some standards in the getting to know you phase assessing, conversing and

exploring students’ views and interests. I think this approach is similar to spending time at the

beginning of the school year setting up and practicing classroom management policies and

procedures. Put it all together and you have classroom culture of open and honest understandings

that meets needs and goals. The pay off is more than expected at the end of the year in both

cases.

         Can students learn and advance in the one-size-fits-all approach? I think yes. Because of

this I would not call it unethical to bypass the opportunity to get to know your students. Not all

of us even have an option to take the time. There are modifications and accommodations that are

required by law that would be unethical to not meet but going further is instead a professional

obligation.

         Other thoughts: Breaking down barriers to learning is the responsibility of the classroom

teacher. The barriers have changed over the years and the approach to accommodating those

changes is still evolving. The training teachers receive in preparation for their first assignment is

also evolving but not as fast as it should be. As students move up in the educational system the
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‘meeting needs’ piece seems to tailor off. Why is this focus in just the first thirteen years of

education and not beyond? Is this topic being addressed in the next phase of a student’s academic

career if they choose to go on?

Unit 6

         Directions. This week you are asked to complete an exercise that tracks the ways you

responded to students who are performing at different levels in your classroom or work

environment. Reflect on the results of this exercise. Were there any surprises? What did you

learn about your classroom practices or the ways in which you respond to students?

         Response. The results from my student tally provided good information about how I deal

with students at both ends of the achievement scale.

         As only a visitor within a classroom, I thought this task would not give me the type of

information that I wanted to know. I considered that not knowing student well enough would

allow less bias to play into my actions, therefore providing no sound information to reflect upon.

Instead, I pulled tapes and student level data from the files of my past teachings to listen to and

analyze in this context. I served as my own observer in this situation which took out the

possibility of acting differently when observed, although body language could not be considered.

         I found that when working with low achieving students I had many sighs of giving so

much effort to them for so little return versus providing over exuberance for small gains. With

high achieving students, constant challenging could sometimes be interpreted as a bit negative.

Instead of praise for the high achieving students, I continued to push them. Their potential is so

great that I thought I was helping them grow when in actuality their successes are just as

important to be recognized as the lower achieving students. Overall the responses varied by

student need and past experiences with the students. There was also generally not enough time
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within the single 50 minute period to express many differences. Many class sessions just seemed

to drop into overdrive and sail very systematic through the topic keeping student participation

and teacher response on a level playing field.

       I plan, upon returning to the classroom, to push and encourage high achieving students as

much as low achieving students, just to different targets. Differentiating the targets can help to

balance the success that all students have in class.

       Marzano encourages us to take a personal interest in students (2003). Relationships with

students grow over time and enhancing those relationships can be done by focusing in on their

interests. Those relationships are hindered when expectations and communications are not

consistent and ongoing. Good relationships are also based on setting clear and attainable goals

with defined expectations for each student. It is often a difference between leadership and

management that pull students to be successful in meeting them. There is also a fine line between

pleading and celebrating, stress and patience. Remaining balanced helps.

       Side Note – I often wonder about that group of students in the middle. We focus on

providing experiences for our advances students to continue to grow and focus on the low

achievement students with extra assistance and programs for their needs. What about those that

simply meet expectations?

       We were discussing this in a meeting I was at last night and one person said that the

school systems we have were originally designed for that group and therefore their needs are

being met using the one-size-fits-all traditional model of education. I am not sure that is a

sufficient answer for me.
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Unit 7

         Directions. This week's discussion focuses on changing individual behavior because,

every once in a while, we have a student whose behavior remains unproductive in spite of our

best efforts. For this week's journal, please reflect on an unproductive situation or student you

have encountered. How might you have handled the situation differently today than you did in

the past?

         Response. The unproductive situation I have encountered in the past focused on home-

schooled students returning to the regular education setting. I was teaching 7th grade mathematics

at the time in an urban middle school setting. The parents of these two particular students wanted

them involved in a traditional school setting long enough for them to adapt prior to attending the

local high school for grades 9 to 12. The two boys (not related) were tested for both intelligence

and achievement prior to being enrolled and the data was provided to the school. They both

scored high in IQ and achievement and were enrolled in my pre-algebra class. Both boys,

however, had limited social experience with other kids their own age. Their social skills limited

their ability to participate in the classroom setting.

         I was able to accommodate their advance math skills with modified instruction and

assignments to successfully continue to advance their learning. I was not prepared to address

their deficient social skills. I tried my general approaches for behavior modification with little

positive effect. Their behavior distracted others from learning to the point it isolated them

completely. This action was not beneficial to their development.

         In looking back I should have sought out further assistance from experts in the mental

health field. If students are succeeding academically, they are often seen as doing fine. These
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boys were clearly not ‘fine.’ Because of this experience I will definitely handle it differently next

time.

Unit 8

         Directions. For this week's journal, please reflect on your experience with

documentation. Have you encountered a situation where you wish you had better

documentation? What about your own patterns of behavior? Have you uncovered any patterns of

your own that enhance or interfere with the effective functioning of your class? Reflect on the

relationship between your state standards of professional conduct, your position as a role model,

and your role in guiding and supporting positive, productive behaviors in your classroom.

         Response. Documentation has played a key role in my continued success in the

classroom. My early motto was, “if it is not written down, it did not happen.” This motto, along

with the detailed records of 175 students kept me sane. I spent day after day recording and

organizing those records, just in case. Every time I was called to a conference or met with a

parent. I had the student’s file with me. It increased my confidence and allowed me to speak

honestly and without emotion when things got heated. Even with this planning and detail, I still

could have had more to support my recommendations for parents and students.

         Carlos comes to mind in this situation. His folder from just my room was about two

inches thick. I had tried everything and by the end of the year I was at my wits end and

exhausted from battling his poor behavior. There was a gap in the last month of my notes. I

simply was too overwhelmed and behind with them. I went to his retention hearing and was not

able to fully explain everything I had done to ensure his success. The facilitator wanted to know

what I had tried recently and I could only answer with the word ‘everything!’ That was not good

enough. Carlos was promoted. I was not upset by this, he was a good kid but I knew I had failed
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with him because I could not control his behavior enough to ensure that he was leaving my class

with the needed skills for the next grade. He transferred the next year and I am not sure what

happened with him.

         Not until my third year in the classroom did I begin to reflect on my own practices

personally and how they impacted my teaching, the first two years I was simply keeping my

head above water. Once I began to record and reflect on my practices was I able to address

additional mannerisms that would help my students. I focused on my male and female

interactions to ensure equality as well as my own cultural beliefs. This attention to me improved

my overall delivery and took my job and turned it into a profession and me a professional. My

pride in my work passed on to my students.

Unit 9

         Directions. For your journal entry this week, reflect upon how your use of punishment

and rewards aligns with the philosophy statement you wrote earlier in the quarter. What ethical

dilemmas might someone face when making the decision to use rewards and punishment as part

of his or her classroom management plan? How might this change in your final statement of

philosophy?

         Response. Limiting my philosophy of classroom management to one paragraph was a

difficult task and my use of punishment and rewards still aligns with it. Simply put, for me,

classroom management takes a mix of cooperative (Albert, 1996) and assertive (Canter, 1992)

discipline strategies accompanied by basic and consistent practice of procedures to maintain an

environment for learning. Clear and consistent structure paired with allowing and guiding

students to connect and contribute to the classroom environment promotes positive learning
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experiences for students. I value student involvement more that punishment and rewards in my

philosophy.

       Punishments and rewards come second to me meeting my students’ needs. I believe that

negative behaviors are connected to unmet needs and addressing these needs must happen to

engage the student in learning. Differentiating instruction and math content to accommodate for

students’ needs and differences limits negative behaviors.

       Finally, fostering constant, positive communication between teacher and student and

between student and student within the classroom about rules and procedures and throughout the

instruction of these expectations is needed. Students must be instructed on how to communicate

and improving their skills can also decrease conflict that detracts from instruction and learning.

My expectations have always over shadowed my use of punishments and rewards.