Class Room and Behavior Management

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CLASS ROOM AND BEHAVIOR MANAGEMENT 9

ClassRoom and Behavior Management

ClassRoom and Behavior Management

Descriptionof the classroom and the learner

Ibelieve the manner in which students should behave in class is a keycomponent in classroom management. I believe that in any educationsetting, children should always feel safe so as learning can takeplace effectively. Classroom management describes the process oflearning where children learn smoothly despite their disruptivebehavior. In short It is the wide range of techniques and skillsapplied by teachers to ensure that the student remains organized,focused, attentive, orderly, academically productive and on task. Mymain goal is to provide student a good classroom management whichnecessarily does not mean punishing them for wrong doing but the useof a combination of techniques such as engaging the student in aninteresting curriculum that include all my student thus meeting theirneeds. My students are all girls in grade five aged between ten andeleven years old. The number of student in my class is 22 there areno special children. Lack of classroom management plan means thestudent would have difficulty in learning.

PhilosophicalStatements

Ibelieve that classroom management will help me in my commitment tointeracting with my student on one-on –one basis thus I get to knowthem better. Also, I plan to make the classroom a challengingenvironment whereby the student are engaged in curriculum and aresafe. It is my sincere belief that meeting student needs areparamount to my classroom. I want to create an environment where thestudent feels comfortable with each other as well as when around methey teacher so that I can be in a position to stir up meaningfulinteractions and discussions. Group discussions and work will be acommon to encourage class participation by all member of the class sothat everyone can learn something from the other. In the classroom, Iwill encourage equitability and democracy this is intended to makethe student trust me and for I to be as fair as possible.

Ido feel that I am patient and have a calm attitude towards my class.An asking student about their home, friends, and other staff that arenot related to classroom activities makes them open up and evenrespond more in class because they know that am paying attention tothem. I want the student to feel comfortable to ask me anyclass-related question. I think my attitude is not authoritative oroverbearing towards the students. I believe students should not beforced to do anything. My plan is for us to achieve together withoutthe student feeling that they teacher is spoon-feeding them. Thestudent will be part of the learning, and I plan to give them moraleto learn and maintain their interest through an engaging curriculum.We will set the class rules together so that the student feelinvolved and also the curriculum they plan or like to study. Ibelieve that by engaging them in setting rules and the curriculumthey prefer to study, the student will be motivated to get involvedin the class thus learn (Lindberg, et al. 2009).

ClassroomRules

Thefollowing are the set of rules I intend to be followed in my class

  • No meddling with the learning of others nor interfering with teaching

  • Follow the directions given by the teacher

  • Attend classes prepared with homework complete

  • Show respect for personal space

  • Ask permission to answer a call of nature

  • Ask permission to speak by raising your hand

  • Be attentive and show respect when other are speaking

  • Adhere to all school rules

  • Be polite, respectful, courteous at all time

  • No moving around the class during class time

  • Do your best

  • Show respect for property belonging to other people

Iwant these rules to help me create an environment where individualdiversity is respected where every student is treated fairly. I wouldnot want to create a class situation where individual diversitycauses a class scenario where communication is not happening. I wantan environment where teachers’ student sees each other as uniqueand appreciate each other cultural difference. I believe to have thiskind of classroom it is necessary to have immense interpersonalskills and good classroom management skills. I would like to createan environment where it is possible to weave the curriculum into mystudent’s lives and experiences. The student should be able torelate they experiences with the classroom materials.

Inthe case of a persistent problem of misbehavior, I will request thestudent to see me after class. I will take that opportunity to pointout how pleased I am about his or her participation in class and howthe misconduct would interfere with class work. I would ask thestudent to see me later so that we can formulate a way of stoppinghis or her behavior. If the behavior continues, the parents of thekid will be notified. I do believe that unless the child misbehaviorhas deteriorated it should be addressed with the student and theteacher with the constant communication I have always felt thatasking students to see the principle is overused.

Attention-gettingStrategies

Theroutines and rules that I will govern my class will help in keepingthe student focused, engaged and on a task in their learning. In thisregard I will use the following three simple strategies to manage mystudent expectation, behavior, and participation:

1.Clapping the hands three times will be the sign used to ask thestudent to be silent in class.

2.Exercises, this will be done before the class begins whereby thestudents will stretch, make favorite yoga poses and make twists.

3.Raising my hand will be the sign I use to ask student to payattention to a mental challenge whose answer lies within what will bediscussed during the lesson.

4.Staring at student who are talking will be a sign that am waiting forthem to finish so that we can begin the class.

Classroomprocedures

Inmy grade five classroom, I will use at least five procedures the

  1. Write the day`s agenda on the board so that students can write it down on their notebook when they come to class. The second one is on assignments I plan to encourage the use of interactive notebooks whereby the students can have they class work and their assignments in one place thus making it easy for them to revise for the exams. I do not want to burden the students with homework, so I will issue at least one home assignment every week. This will help them with time management.

  2. If a student wants to say something in my class she ought to raise her hand and ask permission to speak.

  3. In case a student wants to answer a call of nature, she must ask for permission.

  4. On wrapping up, I intend to be leaving, at least, five minutes for completing the lesson whereby together with the student we will go back to the important points covered in the class. I plan to use the following assessment method to ensure that the students understood what was taught in the class these methods are discussion and passing sheet for students to note down what they learned. This will further help in knowing how my student interprets the information given to them.

  5. I will hold a conference with students and plan how we can work together to improve.

  6. I would ensure that class participation, doing homework, participating in group work and class attendances are rewarded by giving a grade on this.

  7. On late assignment, my policy would be it is acceptable but at a lower grade.

Inmy grade five classroom I will use the described classroom managementplan, the rules and other learning resources such as the placards andpost cards. These materials will help in creating a conducivelearning environment for the student where they feel safe to learn. Iwant to create a good relationship with my students and encouragethem to perform better. I will use the management plan day by daythroughout the semester.

Reinforcements

Onreinforcement, I will focus on both positive behavior andmisbehavior. On good behavior, the following are the positivereinforcement I intend to use.

Examplesof positive reinforcement

  1. Giving good grades

  2. Giving attention

  3. Giving privileges

  4. Giving positive feedback

  5. Rewarding excellence

Iplan to heave the children fill out postcards at every beginning of anew class the postcards will be used to send to parent’s positivefeedback about the children. This will encourage children to show thebest behavior. As positive reinforcement student will consider thisas pleasant and rewarding for they good behavior. Alongside rewards,I will also use encouragement because I do not want my student goingback to doing bad behavior once the rewards stop. Encouragement doesjudge a student by his or her performance rather it focuses onstudents improving. This is a positive consequence because it isinexpensive. Another positive consequence that is appropriate for theclassroom is punishing name calling by insisting that a student whodoes this write an apology letter and read it in front of the class.I would implement a policy of cheering each other whereby everystudent who performs well, answers a question or makes a presentationduring group discussion he is congratulated by everyone in a class.The best performers in group discussion will benefit by gettingbetter grades.

Onnegative consequence, it will be determined by the fact as to whetherit is recurring if it is not I will just give a reminder. Inaddition, I would ensure that once a student break or violates classrules I do not take it personally the negative consequences will bethe loss of privilege, administer punishment inconsistent and calmmanner, apply punishment immediately the behavior occur, beconsiderate of the student dignity. The punishment can be informingthe parent, use of five tickets loses of one ticket leads to aconsequence, or the student to apologize or ask the student to seethe principle.

Todaywhen I entered the classroom I found the student busy discussingtheir weekend so a clapped three times and everyone turned and paidattention to me. one student who wanted to ask a question did sowithout asking for permission first so I took away one of her ticketsand she remained with four.

References

Lindberg,J. A., Ziegler, M. F., &amp Barczyk, L. (2009). Common-senseclassroom management: Techniques for working with students withsignificant disabilities.Thousand Oaks, Calif: Corwin Press.

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