Classroom Management Plan - DOC by xscape

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									                                      Classroom Management Plan
                                       Rubric of Key Components
            My Classwide Expectations (Guidelines for Success, School-Wide Expectations)
      Reflect broad and noble ideals, attitudes and actions
      Frame as brief phrases
      Be sure to include any School-wide expectations already developed by your school

 My Rules                                             Consequences for Rule Violations

   Objective descriptions of specific behaviors       Need pre-planned mild consequences for the rules
   Address most frequent misbehaviors                  that are always delivered when rule is broken
   3-5 rules are preferred                            Specific for each rule or select from your list.
   Post the rules and refer to them when needed       Plan consequences ahead of time and share with
   Decide on consequences ahead of time                the students.
   Deliver consequence calmly & consistently          Deliver calmly.
   Demonstrate and teach the rule at the start of     Be aware of your verbal and nonverbal
        the year and after major breaks                 communication style.


My Attention Signal

 Teacher needs a signal that immediately captures the students’ attention. The signal should be both
   auditory and visual. An effective signal is to raise one arm from the side to over the head while saying
   “Class, your attention please.”
 Students need to be taught to stop talking, stop working, and establish eye contact with the teacher within 5
  seconds of hearing and/or seeing the attention signal.
 Consistently use the attention signal in the classroom, hallway, bus, auditorium, and field trips.

    My CHAMPs Plans for Classroom Activities and Transitions are Attached


    My Encouragement Procedures

 Need to provide noncontingent attention (verbal and non-verbal) to each student throughout
  the day regardless of behavior
 Need to give positive feedback to the student and class when appropriate academic and/or behavioral
  performance is demonstrated. Needs to be accurate, age-appropriate, specific, tied to important behaviors
  and delivered in a manner consistent with the teacher’s personal style.
 Need to provide intermittent celebrations by giving rewards or celebrations when a particularly important
  behavior is demonstrated by a student or the class. Reward or celebration must be meaningful to the
  student(s) and delivered on an unpredictable schedule (not every day).
 Need to have three times more positive interactions with each student (either noncontingent attention or
  positive feedback) than corrective interactions as a result of misbehavior.
  My Classwide Motivation System

 Need to determine system’s goal (i.e., what you want to accomplish)
 Need to choose a system interesting to the whole class so they will buy into it. A class needing “high”
  structure should have a system that includes both rewards and consequences. A class needing “medium”
  structure should have a system that includes only rewards.
 Need to select rewards highly desirable to students.
 Need to select system on which students are very likely to succeed.
 Need to deliver reward as soon as goal is reached, regardless of how much time it takes.
 Need to be sure behavioral expectations for students are clear and can be easily monitored.
 Need to teach the motivation system to the class and get their input regarding rewards.
 When students have been consistently successful in the system, gradually make the rewards criteria more
  challenging.
 Need to talk with class before making any changes in system.



  My Corrective Procedures (early stage and chronic misbehaviors):

 When responding to early-stage misbehavior, a pre-planned response is not needed. Respond by using
  proximity management, planned ignoring, verbal reprimand, or discussion. Emotional reaction and humor
  can be used but should be done carefully and sparingly.
 When dealing with chronic misbehavior, pre-plan by using consequences like time-owed, time-out from
  favorite object, time-out from small group, time-out at desk, time-out in classroom, time-out in another
  class, restitution, positive practice, response cost—loss of points, detention, demerits, contact parents,
  count/chart misbehavior, write down exactly what was said, or debriefing. For severe misbehavior, refer
  the student to the office.
 When responding to misbehavior, use a calm and controlled tone of voice with normal volume and speed.
  Also use a supportive stance and be aware of personal space. Use the precision requests format of giving
  the student a choice.



My Beginning / Ending Routines

1. Routine for How Students Will Enter Room
    It is recommended to stand in hallway at door to the classroom and greet the students.
    If a student is upset or misbehaving, intervene before the student enters the classroom.
    Have students go immediately to their assigned seats or desk where they have productive seatwork on
      which to work
    Decide if students can talk, to whom, about what, how loud and how long during this time. Also decide
      if they can get out of their seats and, if so, for what. Teach the expectations to your students.

2. Routines for How Students Will Be Instructionally Engaged While Attendance Is Taken and for How
   Opening Business is Conducted:
    During attendance, students need to have assigned work on which to work which is displayed on
      the board or on the overhead projector.
    Have students sit in assigned seats and take attendance by referring to the seating chart.
3. Routine for Dealing with Tardy Students
    Track tardies by having a tardy student sign in the tardy notebook.
    Teach what you expect students to do when entering the class so to avoid disturbing the class.

4. Routine for Dealing with Students Who Come to Class without Necessary Materials
    Make sure students know exactly what materials are needed each day.
    Students need to have a procedure for getting materials without disrupting the teacher or the
      instruction. Options here include having the student ask a neighbor, go to a specified spot in the room to
      borrow the materials (require the student leave a “deposit” like a bookbag so that he/she returns the
      borrowed materials), or return to his/her locker.
    Establish a consequence if the student has to interrupt instruction to get materials from the
      teacher. Time-owed is typically effective (e.g., owe the teacher a minute of lunch time) or assign a tardy
      if the student needs to go to his/her locker to get materials.

5. Routine for Dealing with Students upon Their Return from an Absence
    Set up a system where a student collects work and assignments and delivers make-up work.
    Effective system is using two baskets. One is an “Absent, What You Missed” basket in
      which assignments, handouts and graded papers are placed in an envelope for the student. The second
      is an “Absent, Assignments In” basket for placing make-up assignments.
    Decide how many days the student has to make-up the missed work. Consider giving the same
      number of days to complete missed work as the number of days they were absent from school.

6. Routine for Wrapping up at End of Day/Class
    Make sure students don’t leave until they have organized their materials, completed clean up,
      and are given appropriate positive and corrective feedback. End each class/day on a positive note.
    For primary and elementary students, 5-10 minutes may be needed for wrap up while only a
      minute might be needed for a core class in middle or high school.

7. Routine for Dismissal
    Establish the expectation that the teacher dismisses class when room is quiet and ending routine
      is done. Explain to the students that the bell does not dismiss the class.
    Dismiss primary students by rows. If older students are rushing out, dismiss by rows.


 My Procedures for Managing Student Work

1.   Procedures for Assigning Classwork and Homework
      Design a permanent place for students to look for easily finding information about work and assignments.
        Options here include writing on board, overhead projector or distributing an assignment sheet. It is preferred to
        keep the assignment posted throughout the day.
      Include daily reminders about short-term and long-term assignments (e.g., science project is due Monday and you
        should have finished your first draft).
      Teach students how to write the assignments in their notebook and to put them in a consistent
        location (e.g., 3-ring binder or agenda book). Give samples of how it should look.
      Place a copy of the daily assignment in basket “Absent, What You Missed.”

2. Procedures for Managing Independent Work Periods
     Make sure the students can complete the work. The work might need modifying for lower performing students.
        Briefly work with selected students to make sure they can do the work.
     Maximize on-task behavior by avoiding long work periods (typically >30 minutes), don’t follow an exciting
        activity, and assign a shorter work period at the end of the day.
     Decide how you want the students to behave during the independent work. What should student behavior look
        like and sound like? Use the CHAMPs acronym to decide and then teach.
     Provide guided practice on the work to make sure they know what and how to do the work. If needed, provide
        more instruction.
     Determine how students can ask for help during the independent work period. Options here include turning over
        a “Help” sign on their desk, standing in the question box, writing their name on the board, or asking a neighbor
        for help.

3. Procedures for Collecting Completed Work
    It is recommended to personally collect each student’s work. This allows the teacher to quietly provide positive
      feedback and to know immediately who hasn’t done the work. While collecting the work, make sure the students
      are doing something worthwhile.
    For students who haven’t completed their work, establish the procedure where they must talk to the teacher later
      about why the work isn’t done.
    Another option for older students is to have them place their completed work in a basket and check-off their name
      on an assignment sheet or a wall chart.

4. Procedures for Keeping Records and Providing Feedback to Students
     Students need regular weekly feedback on their work completion (for all grades) and current grade status (for
       grades 3-12).
     Options for keeping track of the student’s work include using an accurate and complete gradebook or a computer
       grade book. If a student is behind a specified number of assignments (e.g., 3 to 5), send home a letter or call the
       parents.
     For classes needing high structure, maintain a chart illustrating the rate of work completion by the entire class.
       The chart provides daily feedback to the class. An intermittent class reward for improving or maintaining a
       certain rate of completion can be an effective reinforcer.

5. Procedures and Policies for Dealing with Late/Missing Assignments
    Assign a mild penalty for late assignments (e.g., 10% penalty). Also set a deadline for accepting late work (e.g.,
      within one week of due date). Finally, establish how many late assignments will be accepted during a grading
      period or semester. Share policy with parents.

								
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