ETL121 Productive Learners in Diverse Classrooms-Assignment Context “The goal of classroom management is to promote quality learning environments that foster self-discipline and personal responsibility” (McDonald, 2010, p. 23). With this quote in mind, I aspire to teach from Foundation to Year 7 students and I believe these early years are a vital time to unlock the treasures of a child’s learning potential, meeting their education and learning needs in a personal, emotional and academic capacity. Students will achieve through a classroom management plan that supports every student, giving them equal opportunity to excel to the best of their ability, for success in every area of their life in the present and their future. Class Motto: I feel it is necessary to include students in the design of our class motto however something like “always try to do the best, together we will achieve the rest” will demonstrate an element of our classroom management plan (Mead, 2012). It is also essential to acknowledge that the classroom becomes "our" classroom for students to feel part of their environment. Philosophy: My philosophy, published on Weebly, has not altered dramatically, since participating in the unit Productive Learners in Diverse Classrooms; however additions and modifications will be made as learning and practice continues (Mead, 2011). Many key elements in my classroom management plan, are based on the Positive Learning Framework, built from the "Circle of Courage’ developed by Brendtro, Brokenleg & Van Bockern, in McDonald (2010, p. 7), which demonstrates the need for students to feel they belong; knowledge through mastery; opportunities for independence; and generosity through feelings of self-worth. It is important that I believe in my students, and acknowledge that each individual has their own strengths and weaknesses. “I will value the individual backgrounds and experiences of my students and encourage them to teach me as I teach them”(Casciani, 2009). Therefore I will stand behind all students in my care in a shared teaching and learning environment regardless of their abilities. Although many schools have specific guidelines/consequences for misbehaviour, I feel classroom rules/consequences can be designed together with students, giving them a sense of responsibility. Inclusiveness in decision making gives students a sense of ownership, which assists to reduce incidences of misbehaviour. As their teacher I will be open to negotiation to change or modify expectations where appropriate, and flexible in my instructions remembering that each day is a new day. Theory: Values and beliefs provided in my classroom management plan include a positive, welcoming, helpful, co-operative and safe classroom allowing students to develop critical and creative thinking in a child centred-teacher driven environment; encouraging learning that benefits their physical and emotional needs. This assists students to become self-managed and allows more time to assist students with their learning adventure, fostering a nurturing, inclusive, culturally sensitive classroom and shared learning environment. Students will also be encouraged to be helpful, caring, sharing, and friendly to each other. Just as students need classroom expectations to follow, I also need expectations to follow. I strongly believe in the statement made by Ginott that a teacher has the power to encourage and engage a student to be the best they can be, or contribute to a student’s demise. (GoodReads, 2012). Classroom teaching will incorporate explaining, questioning, encouraging, instructing and assisting. Practice: The classroom needs to be a welcoming environment for parents, by familiarising them with the way the classroom works and ensuring students’ culture and language is recognised, respected and included. This, cited by Dau, helps “set the tone for subsequent relationships” (Dau, 2003, p. 223). Appropriate behaviours are necessary at all times including ways to enter and exit the classroom, methods of seeking teacher attention, listening and speaking appropriately and manners. Appropriate behaviours are also a requirement when interacting with others, by using correct names and appropriate language. Best behaviours are expected to continue if another teacher, parent or student enters the classroom. Respect for self, other staff and students, property, beliefs, languages, values, and encouraging responsible behaviour is also vital. Everyone in our class has a right to feel safe, be treated kindly and respectfully. Students are expected to arrive on time to class to minimise disruptions to their own learning, routines, and that of other students. Students will have their own space to store school bags, drinks and personal belongings. I will be prepared with basic necessities available for times when students forget items such as hats, drinks and snacks. Students are required to organise their belongings prior to the morning bell ringing, then quietly and orderly enter the classroom to organise their desks and materials, and be seated on the floor in a large circle, ready for learning. At times in the classroom the TAPS expectation will be used, where “Talking and Playing Stops”(HubPages, 2012). This will assist in keeping disruptions to a minimum to allow maximum learning. The start of each day will begin by sharing communication with students to discuss any issues, what has made another students day meaningful; sharing ideas of kindness that they have done, or someone else has shown to them; how we could make each day better; and the days requirements, readdressing expectations not being followed, and enabling time for questions. Students will be encouraged to follow directions the first time they are given; raise their hand if they wish to speak or ask questions and wait for the teacher’s permission to speak. Children will be encouraged not to call out, to keep questions appropriate to the subject, and stay seated unless asked to stand or move around. Lessons, may be either quiet or active-will always clearly state a beginning, middle and ending, and be designed based on the learning styles of my students. During teacher instruction, students are expected to be engaged in listening and looking without interruptions such as pencil sharpening, talking, or whispering. Positive behaviour will be reinforced through verbal recognition for a task well done, or great effort in trying. Music may be played in the classroom to minimise noise when students are engaged in activities appropriate such as colouring pages/drawing. Students who stray off task will firstly be given a reminder of the classroom expectations. Lesson plans will incorporate individual, small group and whole group learning. Teaching of time management skills will also be a necessary component of student learning. All stationery used in the classroom needs a storage place. Students are expected to help keep their classroom a tidy, safe learning environment. Prior to break times and following learning instruction, where possible, students will be responsible for quietly and quickly packing away resources not required for subsequent lessons, and ensure classroom rubbish in placed in bins. Chairs must be pushed in neatly under desks, with students standing behind their chair, or seated on the floor if learning involves a group activity using floor space, awaiting dismissal. These expectations also apply at the end of the day. Classroom expectations will be clearly displayed in the classroom supported with visual cues as a constant reference and reminder for all students, and rehearsed daily particularly in the first few weeks or until students grasp expected concepts. All students will share opportunities to learn responsibility by a roster system for tasks including whiteboard monitor, feeding classroom pets, collecting lunch orders, delivering messages to the office or other classrooms, and starting up and switching off classroom computers. Consequences: Glassers Choice Theory in Lyons, Ford & Arthur-Kelly (2011, p. 168), believes classroom environments are best when students choose productive behaviour that is “sensible and fulfilling”. Through a sense of belonging, freedom to choose learning and behaviours that respect the rights of others, and enjoyment of the learning process, the need for misbehaviour is eliminated. My classroom management plan will incorporate this theory. When expectations are not followed in class, students will be given an opportunity to problem solve and develop solutions to amend their current behaviour. Understanding the reasons behind a students misbehaviour, is vital to assist in overcoming issues. Some consequences are guided by school policies however classroom expectations for minor misbehaviours will apply. I would firstly apply a proactive key element developed by Kounin, using an "eyes in the back of your head” process to catch and prevent challenging behaviours before they escalate and disrupt the lesson flow, using direct eye contact with the student while continuing the lesson, moving closer to the student, or using their name (Kaiser, 2009, p. 159). My preferred classroom management plan is: 1. Warning -focusing on the behaviour we want to see occur in the classroom, rather than negative consequences, and giving the student a chance to model expected behaviour. 2. Conference between the teacher and student away from the rest of the group, to determine the reason for their misbehaviour, and to remind the student of the expectations and consequences if their misbehaviour continues. 3. Detention point may be a loss of play time at recess or lunch time, loss of involvement in an activity, or removal to a buddy teachers class for a period of time. 4. Parent contact - in the event that the misbehaviour cannot be resolved at school, the student’s parent/caregiver will be contacted, and a note sent home with the child. 5. Referral to principal would only be used as a last resort, or where a zero tolerance on violent/physical behaviour applies. 6. The 3 F's - Firm, Fair, and Friendly Room Arrangement/Design: This is dependent on the size and shape of the classroom, and the number of students. My desk would be at the front of the classroom, to the side of the room, used mainly for administration duties. I aim to remain close to the students in my class; students with behaviour issues will be seated closer to me, and not near distractions (Kearns, 2012, p. 322). Seating is dependent on the furniture available. The classroom where I recently completed a placement, had tables that allowed seating clusters of small or large groups enabling all students to view the board and teacher. It allowed inclusive learning for small group, large group or individual learning, and was quickly and easily movable to change layouts as required. In relation to rearranging classroom furniture, Kearns states that it is necessary to remember that changing seating arrangements can be an advantage, enabling students to view their learning from different perspectives; however it can be unsettling for students with learning challenges (Kearns, 2012, p. 193). If standard students’ desks are the only option available, my preferred arrangement would be the Jones’s Model with multiple walkways allowing for proximity and supervision between students, and the teacher. Vibrant colours, posters, graphics, and a space for students to display their work are essential to create a welcoming classroom environment. Students from diverse backgrounds need to have their cultures acknowledged. Our classroom will display words such as hello, or welcome, in both English and the other spoken languages within the class. I believe this validates an acceptance of cultural diversity in our classroom. One of the most important factors in a teacher-student-parent relationship is communication, which includes being a good listener, encouraging openness, trust and respect. This is vital in creating a team approach in the classroom. Communication books, notices and newsletters will be used to send home information regarding upcoming events, and also used to illustrate a job well done for students. Display folders containing examples of students’ learning will also be used to send home to parents. Reflection: On reflection, there are several theorists, who each have key elements that could be incorporated in my classroom management plan creating an effective learning environment, encouraging students to face new learning challenges, with choices and opportunities while fostering positive self-concepts. It will be necessary for me to regularly review my classroom management plan, seeking improvements in methods used, and my own personal knowledge to benefit all the students in the class. References: Casciani, S. J. (2009). A Teaching Philosophy Built on Knowledge, Critical Thinking and Curiosity. Retrieve from http://www.facultyfocus.com/topic/articles/philosophy-of-teaching/
Dau, E. (Ed.). (2003). Enhancing children’s development. Victoria: Tertiary Press.
Kaiser, B., Rasminsky, J. S. (2009). Challenging behaviour in elementary and middle school. New Jersey: Pearson Education.
Kaiser, B., Rasminsky, J. S. (2012). Challenging behaviour in young children: understanding, preventing and responding effectively. 3rd ed. New Jersey: Pearson Education.
Kearns, K. (2012). Supporting education: the teaching assistant’s handbook. NSW: Pearson.
Lyons, G., Ford, M., Arthur-Kelly, M. (2011). Classroom management. 3rd ed.Victoria: Cengage Learning Australia
McDonald, T. (2010). Classroom management: engaging students in learning. Victoria: Oxford University Press.