Classroom Management Plan - Theory, Expectations, Assessment, Motivation, Ideal Class

How to Manage a Classroom

INTRODUCTION

Philosophy of classroom management. Classroom management encompasses efforts made by a teacher to instill discipline and respect in the classroom environment, whilst keeping students motivated and responsive at the same time. It broadly covers all strategies teachers deploy to make the learning process more conducive for their students like effective lesson plans, class material organization, layout, class environment and décor; most important of all, enforcement of rules to maintain discipline.

What are some assumptions, the nature of young people and learning? Young people exhibit more energy and inquisitiveness in a classroom. They are curious to solve problems and interact with the environment and people presented before them in a classroom setting. The interaction with environmental elements is a key towards effective learning and development.

Discuss any theorists that clarify your perspective. Among many theorists, the 'Constructivist Theory,' presented by Jean Piaget, Lev Vygotsky, and Maria Montessori, has held its ground, and recognized by many researchers as the most practically followed theory. The theory is rooted in the fact, that child learning and development only takes place, when the child interacts with the physical environment and people surrounding them. Educators and schools following this regime of learning, ensure children in the class are surrounded by colorful large picture books, toys which prompt interaction, and building blocks to enhance creativity.

EXPECTATIONS / RULES

Expectation of students. The students foster an array of expectations from their teacher. They foremost of all, expect the teacher to know them by their name, know their friends/groups, likes and dislikes through behavioral patterns prominently exhibited by them in the classroom. They estimate the teacher to be 'all-knowing,' capable of wisdom and judgment. Therefore they expect the teacher to understand when they are unable to follow the lecture/instructions provided, and assist them in situations of distress.

Expectation of classroom in general. A classroom is a place, where expectations are a constant feature. They are ever-present, whether instigated or not. The students channel these expectations to steer their reactions and responses in the class. For example, most expectations revolve around the idea, how a particular classroom activity would benefit the students. The class expects a high score/grade from their teacher. They ponder over the content, the teacher delivers, and try to find meaning, usefulness and relevance of the imparted knowledge. Expectations also include physical and emotional safety in the class, and whether the teacher gives due respect to all individuals.

Specific rules and policies for classroom. A teacher must set rules and policies for a classroom which are unambiguous and explicit. These may include (not limited to), assignments to be returned in a timely fashion. A student must restrict his/her unwarranted physical movement and avoid disturbing others. Students must respect each other, and must refrain from interrupting a teacher or a peer while they are speaking. Immediate response must be rendered by students when asked or directed by the teacher. The students must take their seats when the bell rings and stop any other irrelevant activity.

Explain how you will promote clear and shared expectations. It is important to promote clear and shared classroom expectations which would enable students assimilate what is expected from them, and instill a better idea what it would take to perform. Shared expectations, promulgate a cause-and-effect relationship, where specific actions and their consequences are explained to the students, to incite a positive behavioral change. The best way to promote shared expectations, is to verbally communicate them to the students and avoid assumptions. The expectations must be explicit and clear, so that students may respond comfortably in a free space provided by the teacher, yet avoid stepping on red lines.

Explain in detail the technical management strategies that you intend to use. To captivate maximum student interest, it is essential at times to use attention cues. The cues can range from clapping, whistle, use of a bell, chanting, cue word or simply raising a hand, which are all very effective for primary students. A good cue immediately attracts attention, both at the conscious and the unconscious level. Therefore, a good cue would solicit both autonomic and behavioral response from the students.

Are the expectations more student centered or teacher centered? The expectations are more student centered. Student centered learning takes place when a teacher is more welcoming towards human differences, be of, color, gender, culture, socioeconomic background. Diversity is highly desirable in a student learning paradigm. Teachers must promulgate assessments and instructional strategies which are student centric.

ASSESSMENT AND INSTRUCTIONAL STRATEGIES THAT PROMOTE MANAGEMENT GOALS

What do you do to meet student's academic needs? Every student has an individual approach towards learning. Some are auditory learners, whereas some find visual illustrations as a better way of grasping concepts. Some are kinesthetic, and need to feel and experiment upon things for better learning. To achieve academic goals, the lectures, presentations and mode of delivery must contain elements which address the needs of all three types of learners mentioned earlier.

What do you do to prevent students need to act out? Strommen's educational model, 'Children Driven Learning Environment,' serves as a good example of how to prevent students from acting out. It basically states that students must possess an inner drive, instigating a feeling that they are in charge of their own learning. They must develop a sense of passion for learning new things, which will curb frustration and the need to act out unnecessarily. To induce self-directed learning, the learning environment must be based on two critical concepts which are (a) the teacher's role in the class must be of a facilitator (b) the curriculum must be designed in such a way that its essential flavor remains activity based.

How does your assessment promote the goals of the classroom management? Assessments are to be framed around primary goals of management. The students can be assessed in a two tier methodology. The first one entails, formal assessments, framed by the examination body of the school and the second one, which are teacher framed, and remain informal. For example, students can be given their name placards, on which stars can be endorsed by the teacher for good behavior, active participation in a group activity, participation in discussion etc. The teacher can count the stars awarded to each student, over a defined period of time, and assess their class performance based on variables formal examinations seldom are able to assess students.

How will you change styles to meet the diverse needs of students? As earlier stated, classroom diversity is a desirable attribute for any teacher as it enhances the learning experience through direct interaction of students with fellow students, who share different backgrounds, socioeconomic conditions, religion, culture etc. In diversity, a teacher must remain sensitive to peculiar needs of pupils in the class. For example, in Ramadan, Muslim children will observe fast, therefore, for that period, the teacher may abstain from class activity which would involve eating etc. in respect of the Muslim student(s), who otherwise, would find themselves unable to participate in such activity and feel secluded. A teacher must walk the extra mile to study and understand diverse needs of her students and must remain sensitized to those needs at all times.

MOTIVATING STUDENTS

What motivates students? In short term? In long term? Motivations are primarily driven through needs and stages of development, where students stand. Maslow's hierarchy of needs sheds light upon various stages of development and motivation to acquire a higher pedestal till achievement of self-actualization. In short term, students motivations are driven around the stick-carrot rule. Rewards, in the form of good grades, class position, distinction, motivates students in the short term to aim for short term goals. In the long term, the satisfaction of having acquired a concept, a new element of knowledge, which serves benefit them in multiple facets of their daily lives, serves as the highest form of motivation, which is long-term and most satisfying.

Why will students do what you tell them to? Students and teacher are bonded in a relationship which is rewarding for both of them. It is a natural human urge, to seek knowledge, and hence seek a person who is more knowledgeable, and can impart that knowledge. The students are motivated to learn for multiple reasons, however, they do fully understand, that only a teacher standing on a higher ground of knowledge can help them acquire new concepts, therefore, they will respect that status of a teacher and be receptive to the directions and instructions of that teacher.

How can you motivate the students? A teacher can motivate students through active involvement and ensuring good behavior, active class participation, good performance are not only noticed but are promptly rewarded. Rewards can be as simple as a candy, a star, a badge etc. It would be even better if the teacher counts these rewards towards informal assessments of the students. However, for long-term motivation, a connection of the knowledge being acquired to its practical utility is extremely necessary. For example, by sharing the simple fact that Geometry is utilized by a pilot in navigating his plane, would arouse interests in students motivated to become pilots.

Characterize your motivational style or approach. My primary focus for invoking motivation in students to acquire new concepts and knowledge, would be to relate knowledge being imparted to its practical utility in life. I feel many subjects, and dry subject content, de-motivates students from performing well when they can't establish the connection and purpose for acquiring that knowledge. I aim to tell students the real purpose behind every concept and show them with practical daily life examples, how professionals use little concepts starting from grade-I mathematics to grade-12 integration to do jobs deemed at the highest skill level in the industry.

A TYPICAL DAY IN MY IDEAL CLASS

A typical day in my ideal class, assuming I am the science teacher, would start by preparing for the next day's lesson, a day or two in advance to gather innovative examples and illustrations pertinent to my topic. For example, I want to tell my third grade students, to acquire the basic concept of "force". To do so, I would ensure that I arrange some balloons, some empty syringes etc. to let my students acquire the concept of force themselves through hands-on experimenting and my guidance. Ensuring, I have my presentation set, with a good lesson plan in place, adequate illustrations and videos augmenting the lesson, and most of all small items (like balloons etc., one for each student pre-arranged) to give a practical feel of "force."

On the day of the class, I would first greet the students, and ask general questions of well-being, like, how their weekend has been, any interesting incident which happened, etc. I would give the class a few moments to get cozy and settled in. I would then invoke questions from what we covered in the class last time and give a verbal quiz randomly, to check if I and my students are on the same page. If I find some specific gaps, which merit filling before proceeding ahead, I would rewind a bit, and recover some concepts from the previous class. However, if I feel majority of the class has no issues, except one odd student, I would make a separate appointment with that student and proceed ahead with the new lecture.

As the lecture begins, at the onset I will inform the students, what science concept we will cover that day, and why it's important to study the specific subject matter in hand. I will then hand over the balloons to the students and divide the students in three to four groups of three students each. I will request everyone to blow up the balloon, and as a group, they must write their observations regarding the process. They will all obviously come up with different answers, but as a mentor, I will steer their observations to the right path, and make them feel and understand how air is now compressed and present as a force inside the balloon. I will let the students let go of filled up balloons, and when the balloons fly around releasing the force inside them, I would again ask the students to write their observations and again invoke their understanding of the situation, why the balloon flew away in the way it did , once released. Through two or more examples I would make students understand the idea behind force. After I observe, the students are familiar with the general concept of 'force', I would give them a pictorial worksheet to solve and ask them to identify where force is present or acting in the pictures. I would give groups five minutes to do the group assignment and come up with answers. A group representative, will then come in front of the class and explain the concept of force as presented in the question posed to their group. Similarly each group will have its own turn. The best group will then get 4 stars and the remaining groups will get three, two and one star respectively. I would then proceed with my lecture slides re-enforcing the concepts just acquired by students with further more examples in daily life where forces interact with bodies. I will also show them a short video to demonstrate how forces interact with large bodies, which they see in their environment.

Towards the end of the class, I would distribute individual assignments as home work to students that they must identify at least one object in their home setting, which interacts with force as per their understanding acquired in the class. I will assign time limit to the homework awarded and explain the penalty of losing a star, if the assignment is not submitted on time. I will also give an incentive to the class, that the group with the best individual and unique examples will be rewarded by a ticket to go and see the city's science museum.

I will then conclude my class, and summarize what we had learned. I will then apprise the students, what we will cover in the next class and how the concept learned is related to the upcoming topic as well.