Classroom Organization and Management Planning

The following sample Education critical analysis is 1230 words long, in APA format, and written at the undergraduate level. It has been downloaded 94 times and is available for you to use, free of charge.

Purpose:

To provide a framework for you to:

a. Develop your philosophy and leadership style;

b. Get off to a smooth start and successful first year;

c. Communicate your beliefs and plans to administration and parents with a communication plan;

d. Organize yourself and ideas for organization, management and discipline;

e. Familiarize yourself with key school- and district-wide policies

Organization/Section

Section 1- General Philosophy

Section 2- Preventative Measures

Structuring the Classroom space (map with rationale)

Daily Schedule, Routines, and Procedures

Daily Routine (Beginning and ending of the day)

Transitions and Interruptions

Use of Materials and Equipment

Student Collaboration

Seat work and Teacher-led Activities

Rules or Norms of Behavior

Classroom Behavior

Section 3- Supportive and Corrective Measures

First Steps – Structure, Proximity, and Redirecting

Consequences

Incentives

Student Accountability

Section 4: Working Effectively with Diverse Students and Families

Home-School Communication Philosophy and Plan

Cultural Considerations with Discipline

Legal Issues Regarding Students with Special Needs

Section 5: Strategies for Dealing with Challenging Students and Situations

Hierarchy of Interventions

Strategies for Building Relationships

Techniques to Break the Cycle of Discouragement

Section 6: Strategies for Working with Other Educators

Identifying Needs

Documentation

Referral Process

Section 7: Legal and Ethical Imperatives Regarding Discipline

Student Needs Network

FERPA

National Center for Learning Disabilities

Special Local Policies (see District or School Handbook)

Dress Code

Objectionable Materials/Prohibited Items

Locker Searches

Tardies/absences

Cell Phone Use

Hazing, Harassment, and/or Bullying Policies: Sexual Harassment

Cheating, Plagiarism and/or Forgery Policies

Section 2- Preventative Measures

Structuring the Classroom Space (map with rationale)

The map below expresses my style of teaching and my belief that students should be able to work independently, collaborate in groups and have easy access to classroom materials. The environment should feel safe and build a sense of community through layout and interactivity and the round tables promote this. For classrooms that do not have round tables, “pods” or groups of 4 student desks can also be used. The room also facilitates teacher movement around the classroom so there is no real “back of the room” where students may feel removed from the community.

Daily Schedule, Routines, and Procedures

Daily routines may change as different needs arise for school events and computer lab time; however, there are general routines that students will become familiar with. Routines help students feel comfortable as they know what to expect out of their day.

Example:

8:00-8:30 Fast Math

8:30-9:30 History

9:30-10:00 Spelling Activities and Vocabulary Practice

10:00-10:20 Recess

10:20-11:15 English

11:15-12:15 Science

12:15-1:00 Lunch

1:00-1:20 Silent or Group Reading

1:20-2:00 Fast Math

2:00-3:00 Reading Comprehension

3:00-3:15 Classroom Clean up and Dismissal

Daily Routine

Fast Math

Taking attendance and flag salute

Homework submission

Individual attention for struggling readers during silent reading

Classroom clean up

Transitions and Interruptions

Restroom breaks

Preparation for leaving classroom for recess, lunch, and dismissal

Computer lab time and resource center time

Drills and assemblies

Lining up to enter and leave the classroom

Lunch and recess time

Rainy day procedures

Use of Materials and Equipment

Access to workbooks, supplies, and textbooks

Organizing student spaces

Handing out materials and have students get their materials

Student Collaboration

Expected behavior for collaboration and discussions

Protocols for different activities (Think-Pair-Share, Reading Detective, etc.)

Goals and outcomes from collaboration

Seatwork and Teacher-Led Activities

Getting the teacher’s attention

Talking and participation

Attention strategies

Student response (response cards, whiteboards, etc.)

Out-of-seat policy

Rules or Norms of Behavior (in additions to how these will be introduced)

Classroom rules are addressed the first day of school so that students understand immediately what is expected of them when they enter the classroom. The structure helps the students feel comfortable but they need re-iteration of the norms daily through the first two weeks and will be reviewed when students need the reminder. Consistency is of absolute importance since structure requires reinforcement to work. Students will generally conform to norms that are consistent with creating a caring and helpful environment that also allows collaboration and increases growth in student interpersonal skills.

Classroom Behavior

Come to school every day ready to learn and work together

Listen and follow the teacher’s (or other adult’s) directions carefully

Know when to ask for help

Be kind, considerate, and thoughtful in all the decisions that you make

First Steps- Structure, Proximity, and Redirecting

Make eye contact and shake of the head to avoid distracting the entire class

Proximity- Approach student and make non-verbal expression (tap desk lightly to refocus student on work make strong eye contact)

Verbally remind student to stay on task quietly

Tell student the expected behavior

Consequences

Create an environment that is safe and where students feel respected while still clearly stating and ensuring that students follow rules.

Create and maintain clear expectations of behavior- students are less likely to break rules if they are consistently followed and expected

Use non-threatening techniques when students do not follow behavior rules

Praise the students for proper behavior

Incentives

Students who break the rules may lose privileges or incentives. However, the incentives will be non-competitive and incentives will be non-material.

First table to line up for recess or lunch

Teacher conferences for misbehavior at recess or lunch time

Recognize verbally to students and to parents when a student is doing something well

In severe cases, remove supplies from student (for aggressive behavior with scissors, etc.)

Student Accountability

Students are responsible for their actions and repercussions for misbehavior will be consistent and fair. Students are quick to notice when they get in trouble for a behavior that was accepted from another student and this may make students feel the classroom environment is not fair.

Section 3- Working Effectively with Diverse Students and Families

Philosophy and Plan for Communicating with Home

Parents/Guardians will be contacted within the first two weeks of school and alerted to the different resources available to them (school and class websites)

Each parent/guardian will be surveyed to find out the best way to contact them

Occasional calls home, for positive or troubling behavior

Maintain online calendar or website with class information

Cultural Considerations with Discipline

Students come from a diverse background with many different discipline philosophies from home. While cultural differences will be taken into consideration there are also some rules that are required such as collaborating and following basic classroom rules that pertain to instruction and student safety.

Students work effectively with students from different cultural backgrounds

Treating each other with respect

No bullying

Resolving conflict and knowing when to ask for an adult’s help

Legal Issues for Students with Special Needs

Teacher and parent awareness of resources available for student needs is vital for student success. No student should be without someone to advocate for them.

Special Needs Network: Collection of legal and support resources for parents, educators, administrators, and students. (http://www.specialneedsnetwork.org/).

FERPA: Contains the legal information regarding educational rights for students and their families as well as the legal ramifications that may come into play if the rights are not followed. (http://www.specialneedsnetwork.org/).

National Center for Learning Disabilities: Provides information regarding the rights and protections that school districts are required to offer in a plain and straight forward style of special education. (http://www.ncld.org/parents-child-disabilities/ld-rights/knowing-your-childs-rights).