A Plan for Classroom Management Developed By: Julie N. Sheridan July 15, 2005 CEP 883 Psychology of Classroom Discipline

First Days of School Positive Expectations Classroom Arrangement Classroom Rules Four Basic Rights ReinforcementAcknowledgements Class Wide Reward System Consequences Developing a Plan Icebreakers Peer Learning Groups Reflection Evaluation

First Days of School Planning for procedures Planning for procedures Model rules and procedures Model rules and procedures Reward System Reward System Consequences Consequences “Get to know each other” activities “Get to know each other” activities

Positive Expectations Classroom climate/arrangement communicates positive relationships Classroom climate/arrangement communicates positive relationships High expectations lead to high performance High expectations lead to high performance Positive behavior reminders vs. list of consequences. Positive behavior reminders vs. list of consequences.

Classroom Arrangement An effective classroom allows the students to work cooperatively with their peers. An effective classroom allows the students to work cooperatively with their peers. Desks are arranged in pairs, or small groups, that are designed to reduce distractions and provide an optimal learning environment. Desks are arranged in pairs, or small groups, that are designed to reduce distractions and provide an optimal learning environment. The classroom is decorated with educational posters as well as motivational phrases that do not distract from the learning environment. The classroom is decorated with educational posters as well as motivational phrases that do not distract from the learning environment.

Classroom Rules Rules should be created with input from students. Rules should be created with input from students. The “behavior standards” should be modeled, discussed and reviewed often in the first few weeks of school. The “behavior standards” should be modeled, discussed and reviewed often in the first few weeks of school. Rules should be posted in a prominent place in the classroom (possibly written in a student’s handwriting). Rules should be posted in a prominent place in the classroom (possibly written in a student’s handwriting).

Four Basic Rights Healthy and safety Healthy and safety Property loss or damage Property loss or damage Legitimate educational purpose Legitimate educational purpose Serious disruption of the educational process Serious disruption of the educational process Jones and Jones (page 259)

Reinforcements One way to reinforce the importance and the meaning behind the classroom rules is to turn it into a game. Play classroom rule question and answer match Play classroom rule question and answer match Role-play inappropriate and appropriate choices. (Allow students to develop skit) Role-play inappropriate and appropriate choices. (Allow students to develop skit)

Positive Acknowledgements Praise and reward appropriate behaviors Praise and reward appropriate behaviors Implement class wide reward system Implement class wide reward system Explain, model and discuss with students how and why the reward system works Explain, model and discuss with students how and why the reward system works Acknowledge appropriate choices at least three times more often then inappropriate ones. Acknowledge appropriate choices at least three times more often then inappropriate ones.

100 Squares Child choose a numbered tile as a reward Child choose a numbered tile as a reward Numbered square is crossed off Numbered square is crossed off When class receives 10 in a row ( up and down, across, diagonal ) they are rewarded When class receives 10 in a row ( up and down, across, diagonal ) they are rewarded Chart is wiped clean and started again Chart is wiped clean and started again

Rewarding Students Upon receiving “10 in a row” Extra recess Extra recess Half off a homework assignment Half off a homework assignment Opportunity to purchase a fast food lunch Opportunity to purchase a fast food lunch Sheet of stickers Sheet of stickers Small prizes (e.g. fancy pencil top erasers, spinning tops, etc….) Small prizes (e.g. fancy pencil top erasers, spinning tops, etc….)

Consequences Procedure-Example Nonverbal cue-Stand close to student (proximity) Nonverbal cue-Stand close to student (proximity) Verbal cue- “Sara, please follow our classroom rules.” Verbal cue- “Sara, please follow our classroom rules.” Indicate choice student is making-“Sara, if you continue to talk while I am talking, you will be choosing to develop a plan.” Indicate choice student is making-“Sara, if you continue to talk while I am talking, you will be choosing to develop a plan.” Student moves to designated stop to design a plan-“Sara, you have chosen to take time to develop a plan.” Student moves to designated stop to design a plan-“Sara, you have chosen to take time to develop a plan.” Student is required to go elsewhere to develop a plan-“Sara, I really wish you could solve this here. If you cannot you will have to go to the office to develop your plan.” Student is required to go elsewhere to develop a plan-“Sara, I really wish you could solve this here. If you cannot you will have to go to the office to develop your plan.” (Jones and Jones page 307)

Developing a Plan. Reflect on actions Reflect on actions Brainstorm ways to avoid repeat disruptions Brainstorm ways to avoid repeat disruptions Develop a working plan to help student to actively follow behavior standards Develop a working plan to help student to actively follow behavior standards Work on Problem- Solving form Work on Problem- Solving form

Depending on the ability of the student to develop his or her own plan Jones and Jones suggest having the child fill out a problem solving form similar to this.

This problem- solving form can be used for upper elementary students as well as middle school students who have violated classroom rules and/or procedures.

Icebreakers Student-Teacher Interview Student-Teacher Interview Student-Student Interviews Student-Student Interviews Classroom Bingo for example using student’s favorite things Classroom Bingo for example using student’s favorite things Important Facts about Me Scavenger Hunt Important Facts about Me Scavenger Hunt Autobiography by the Yard Autobiography by the Yard

Peer Learning Groups Group Students By: Common Interests Common Interests Different Learning Styles Different Learning Styles Different Ability Levels Different Ability Levels

Reflections-Evaluation Self-Reflection Self-Reflection (compare original goals with present situation) Student Evaluation Student Evaluation Peer Teacher Evaluation Peer Teacher Evaluation

Resources Athabacsa University. (1996) Positive Reinforcement: A Self-Instructional Exercise. Athabacsa University. (1996) Positive Reinforcement: A Self-Instructional Exercise. Retrieved July 14, 2005, Jensen, W., Rhode, G., & Reavis, H. K. (2000). Tough Kid tool box. Longmont, CO: Sopris West ( Jensen, W., Rhode, G., & Reavis, H. K. (2000). Tough Kid tool box. Longmont, CO: Sopris West ( Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management, Creating communities of support and solving problems (7th edition). Boston: Allyn & Bacon ( Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management, Creating communities of support and solving problems (7th edition). Boston: Allyn & Bacon ( Michigan Department of Education. (2000). Positive Behavior Support for ALL Michigan Students: Creating Environments that Assure Learning. State of Michigan. Government Printing Office. Michigan Department of Education. (2000). Positive Behavior Support for ALL Michigan Students: Creating Environments that Assure Learning. State of Michigan. Government Printing Office.

Resources Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West ( Sprick, R., Garrison, M., & Howard, L. (1998). CHAMPs: A proactive and positive approach to classroom management. Longmont, CO: Sopris West ( Steele, K. (2005) Kim’s Korner for Teacher Talk. Retrieved July 14, 2005, Steele, K. (2005) Kim’s Korner for Teacher Talk. Retrieved July 14, 2005, Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching. Thousand Oaks, CA: Corwin Press Sullivan, S. & Glanz, J. (2000). Supervision that improves teaching. Thousand Oaks, CA: Corwin Press Wong, H.K & Wong, R.T. (1999). The first days of school. (2 nd edition). Singapore: Harry K. Wong Publications Wong, H.K & Wong, R.T. (1999). The first days of school. (2 nd edition). Singapore: Harry K. Wong Publications