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- QUESTION
Your classroom management plan should consist of the following sections:
Professionalism – In 250-500 words, analyze how your professional decisions and actions affect students, families, and other professionals in the learning community. Include examples of professional interactions with various stakeholders including students, parents, co-workers, and administrators.
Student Engagement Strategies – In 250-500 words, summarize three strategies that foster active engagement and create supportive learning environments. Include how these strategies meet, or can be differentiated to meet, the various needs presented in the “Class Profile.â€
My Philosophy of Classroom Management – Write a 150-200 word description of the culture you will promote in your classroom applying age-appropriate theories of motivation and behavior among elementary students to create learning environments that support individual students’ development, acquisition of knowledge, and motivation.
Classroom Procedures – Include five procedures from the “Classroom Procedures†assignment (one of which must address digital citizenship) and indicate how you will systematically teach classroom routines consistent with principles of effective classroom management and human motivation and behavior. Include a 200-250 word rationale that explains how the procedures will help create opportunities for students' active engagement in learning, self-motivation, positive social interaction, and supportive learning environments.
Rules, Consequences, and Reward System – List and explain your classroom rules. Include a 200-250 word rationale that explains how the system will help create opportunities for students' active engagement in learning, self-motivation, positive social interaction, and supportive learning environments.
Communication with Parents/Guardians – Identify three ways you will communicate with parents to establish and maintain a positive collaborative relationship that promotes the intellectual, social, emotional, physical growth, and well-being of students. Include a 150-200 word rationale for each of the three forms of communication.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
| Subject | Administration | Pages | 9 | Style | APA |
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Answer
My Personal Classroom Management Plan
Professionalism
My professional decisions will enable me act in an ethical and accountable manner when working or interacting with students, families, co-workers, and administrators. In terms of ethics I will always treat students as the most important entities in a learning institution. Besides, I will remain committed to my job throughout the length of my profession; thus, becoming a dependable and supportive member of the staff and the administration. In addition, my decision to maintain a lifelong learning experience will enable me deliver relevant content to the learners, have constructive discussions with my peers, suggest relevant administration ideas to the administration, and understand family issues, which may affect the student’s learning process. On the other hand, I will maintain healthy relationships with all stakeholders to position me as a social person who can have meaningful discussions with any one. I terms of accountability, I will be accountable to teacher’s code of conduction and regulations. For instance, I will not have sexual relationships with students, parents, my peers, or members of the administrations to maintain my integrity. I will also be accountable and responsible for my actions to promote tranquility and sense of professionalism in my place of work.
Student Engagement Strategies
Assessments
The knowledge that there will be a certain assessment at a particular point in time will ensure that students remain engaged to a specific unit/course throughout the terms. Continuous assessments, in particular, are widely known as effective strategies for engaging students in a learning process (Holmes, 23). It is important to make all learners to be aware of assessment schedules with specific dates so as to stay alert and be ready. If possible, the marking rubric for each and every planned assessment should be provided in advance to ensure that students prepare well for all assessments. The advantage of this strategy is that learners will always be aware that is they remain engaged to the course then they will perform well; or else they will fail.
Memorizing the Names of Each Student in Classroom
There is a great need for the teacher to memorize the names of all students in a class. It makes ease when a teacher want to point a specific student to answer a certain question in class. Besides, the teacher may like to give a specific student an opportunity to ask a question, answer a question, participate in a classroom discussion, and/or forward his/her idea/point of view.
Involving Students in Non-Academic Activities
Student involvement in non-academic activities has a strong positive effect in engagement in classroom activities. Non-academic activities may include games, drama, music, projects, and tours/nature walks. Non-academic activities can help resolve classroom boredom, stress, high drop-out rates, and low achievement issues (Wang & Degol, 137-8). As such, the school routine should provide room for non-academic activities.
Philosophical Statement on Classroom Management
My philosophy about classroom management is that learners should have a sense of ease and freedom to express themselves in classroom. The teacher has a duty to create such environment through introduction of shared classroom values and beliefs. Besides, a teacher must develop classroom procedures and rules that can help in smooth running of the learning process. Caution must be observed since some students may misuse the sense of freedom or ease by using foul language in class or by distracting others either willingly or unknowingly. As such, learners must be aware of specific consequences and rewards for their actions and behaviors. As such, the learning environment will promote student motivation, ability to acquire knowledge, and to develop oneself as a person.
Classroom Procedures
- Provision of weekly digital citizenship assignment through WhatsApp and/or Facebook (If students are older enough though; to use social media). The teacher will be a member of the discussion group to ensure that each and every student participates in discussion.
- Signing of attendance list on a daily basis. Students need be in class in person to sign attendance list against his/her name.
- Recapping past lesson concepts and key points.
- Delivery learning content and fulfillment of learning objectives for a given day.
- Summarizing of the key learning points of a given day, questions and answers.
Rationale
Use of digital devices for carrying-out virtual classroom discussions will motivate students; especially, those who may be shy to talk in class. Besides, digital technology will promote self-motivation, student engagement in learning, positive social interaction, and creation of supportive environments. Each student will receive tremendous support from colleagues and the teacher to learn new ideas and areas where they have not understood properly. Attendance list will ensure that all students, at best case scenarios, are present in class to learn. On the other hand, recapping past lesson concepts and key points helps learners connect the current learning objectives and what was learnt previously. Summarization of learning points for a given day helps learners to better internalize what has been learnt throughout the lesson.
Classroom Rules, Consequences and Rewards
Rule 1: Time management; complete assignments/assessments in time and be in class in time.
Consequences: Late submission of assignments/assessments will not be accepted unless valid reasons for late submission are provided. You risk having your worked being marked less that 90% of total possible attainable score.
Rewards: Your work will be marked out of 90% of the total possible attainable score.
Rule 2: Maintain silence in class but interactive sessions are encouraged when the teacher ask you to answer questions or discuss a subject be free to participate.
Consequences: If you become noisy or unnecessary distractive to the learning process of class you will be sent out of the class during the rest of the lesson to allow for smooth running of the learning process.
Rewards: You will learn better if you become keen and pay attention to what your teacher and other students say in class. Besides, when you are participating in class discussions, asking a question or asking questions others will give you enough time to do so.
Rule 3: Respect other’s ideas or way of thinking; allow each one enough time during discussions to give their point of view/ideas.
Consequences: You will be sent for disciplinary procedure if you using foul language to reject/discredit other’s ideas/point of views in class.
Rewards: Each student should be appraised through use of four hearty hand claps after giving their ideas/point of views or after asking or answering questions.
Rule 4: Participation in class in discussions as well as asking or answering questions asked by fellow students is mandatory. You not expected to be quiet or passive classroom member throughout the length of the term.
Consequences: You risk losing 10% of the possible attainable score in this course/unit.
Rewards: You will automatically be given 10% of the possible attainable score in this course/unit.
Rationale
The four rules promotes class discipline and help create opportunities for students' self-motivation, active engagement in learning, supportive learning environments, and positive social interaction. Another importance of the class rules is that it helps teachers achieve effective management of the classroom and to prevent emergence of challenging behaviors before they occur (Alter & Haydon, 114). The first rule will ensure that all students move at the same pace in the learning process. For instance, all students will be introduced concepts at the same time as well as allowing for revisions of assessments/assignment in which each student has first attempted. The second rule adds value to efficient use of time in class free of distractions or disturbances. It will create a good learning environment for learning since each student will be keen on what is being taught in class. The third and fourth rule ensures that each and every student expresses himself and herself class with no fear that they will be laughed at or scorned by others. Besides, they will be aware that self-expression in class is worth 10% of the possible attainable score in a given unit. The four rules will help promote student engagement in classroom. Shernoff and colleagues established that student engagement is associated with positive academic performance; whereas, disengagement can result in poor academic performance (52).
Communication with Parents/Guardians
Mobile Phone
Mobile phone is currently a basic communication device is almost all households. Parents/guardians will provide me with their primary and alternative mobile or telephone numbers. Use of mobile phones will not be limited to phone calls but also use of short-message-services, WhatsApp, and other multiple phone applications for communicating. Besides, I will provide them with my official phone number and/or the school mobile/telephone numbers. In this way, I will provide an opportunity for bi-directional communication between me and the parents/guardians. Mobile phone communications provides an opportunity to understand the challenges and daily struggles of each parent/guardian. It provides opportunity for creation of an environment for building of trust, honesty, respect, and empathy (Macia, 92). Mobile communication will allow me as the instructor to communicate issues about students and advise parents/guardians on how to help their children such as provision of emotional support. As parents/guardians and teachers communicate conveniently via mobile phone will help promote social, intellectual, emotional, well-being, and physical growth of students.
Letters
Letters will be used for communication of official communications that cannot be conveniently conveyed through mobile phone and communicated in meetings. Letters will be used for communicating student’s performance, grades, fee structure, and whole term activities in which parents will be required to participate; for instance, visiting the school or paying for student trips. Letters promotes unidirectional communication. Letters can be used for communication of school schedules, menus, educational project guidelines, and the composition of the pedagogical (Macia, 91). Letters will allow for customization of messages to parents that may help promote social, intellectual, emotional, well-being, and physical growth of students in the long-run.
Meetings
At least one meeting between the parents/guardians and the teaching staff/school administration will be held per term will be held. Bi-directional and interactive communication culture will be encouraged during such meetings. Meeting creates an environment of mutual affectivity, which can help foster mutual respect and trust between teachers and parents/guardians (Macia, 90). On the other hand, face-to-face meetings with individual parents/guardians or as a group will allow for bi-directional non-verbal communication and discussion of emerging issues (Macia, 93). In addition, meeting patient/guardians together with their respective children will boost social, intellectual, emotional, well-being, and physical growth of students since home-based issues can be resolved in school.
References
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Alter, Peter, & Todd Haydon. “Characteristics of effective classroom rules: A review of the literature.” Teacher Education and Special Education: The Journal of Teacher Education Division of the Council for Exceptional Children, 40.2(2017): 114-127. Holmes, Naomi. “Engaging with assessment: Increasing student engagement through continuous assessment.” Active Learning in Higher Education, 19.1(2017): 23-34. Macia. Monica. “Theoretical approach to family communication in school: Improvement strategies.” Ehquidad International Welfare Policies and Social Work Journal, 10.0(2018):89-112. DOI: 10.15257 / ehquidad.2018.0010. Shernoff, David J., Sean Kelly, Stephen M. Tonks, Brett Anderson, Robert F. Cavanagh, Supama Sinha, & Beheshteh Abdi. “Student engagement as a function of environmental complexity in high school classrooms.” Learning and Instruction, 43.6(2016): 52-60. Wang, Ming-Te., & Jessica Degol. “Staying engaged: Knowledge and research needs in student engagement.” Child Dev Perspect., 8.3(2014): 137-143.
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