Classroom Management Notebook, Part 1

Classroom Management Notebook Part 1

Section 1. Philosophy of Discipline and Management

Compare/Contrast Chart:

Discipline Model	Overall Goal or Purpose	Beliefs about Behavior	Teacher’s Role in the Classroom
Example:  Canter and Canter’s Assertive Discipline	To get students to “choose” to conduct themselves properly.	Teachers have a right to teach and students have a right to learn without being interrupted by misbehavior.	To take charge and be assertive (not aggressive, hostile or permissive); clearly confidently and consistently express and model class expectations. Example: Classrooms with Color-Card Flip Chart.
Curwin & Mendler: Discipline with dignity	Practical strategies that teach nonviolent discipline that promotes respect and models of behavior which students can follow.	Discipline with Dignity principles, responsibility more important than obedience, leading by example.	Model and Teach the behavior you would expect from your students.
Gossen: Restitution	Teaching self-discipline and personal responsibility, bolstering student’s sense of empowerment and self-actualization by providing opportunities to fix their mistakes	Behavior centers around self-respect, or lack of self-respect, which develops respect for others, or can manifest in lack of respect for others. Behavior is purposeful.	“I made a mistake.” Teacher is in the manager position, which advocates for the self-respect of each student, including the struggling student, as well as the shared school environment.
Coloroso: Backbone Discipline	Students who can think for themselves and choose behaviors, as well as the consequences for those behaviors.	Students are able to understand their choices and personal responsibility in a way that preserves dignity and promotes personal growth.	Six Critical Life Messages
Jones: “Tools for Teaching Overview”	Positive and warm problem-solving strategies	The best behavior coaching comes from common sense and enjoyment in practical steps	Use what works, provide a picture for every step, give students a map toward learning that they can follow and be rewarded by being able to participate

Personal Philosophy of Discipline and Management

Reflection: Your beliefs about classroom management and discipline.

What stands out to me about each of the professionals I admired most was the clear standard of preserving the dignity and respect of students. I really personally related to the volatile experiences modeled in the Curwin and Mendler video—especially coming from a background as a substitute teacher. I truly wish someone had provided some training like this for me as a beginning substitute teacher. I have seen several students behave in these ways with teachers, as well as toward me. In my own personal experience, the classrooms I visited in which I was able to make the most difference and have the most success where the classrooms where I was able to simply show respect towards students. I almost always was shown equal respect, once they got over their initial mistrust of me as a substitute teacher. How well I see now just how much that mistrust is absolutely earned!

Reflection: Your goal(s) for your own management and discipline system.

Once I am a classroom teacher, I am excited to manage an environment that fosters respect, cooperation, and dignity for each of my students, and for myself. I have met so many students who truly struggle with self esteem issues. I believe in the worth and value of every single student—even the ones who struggle with huge behavioral challenges. I want my discipline system to be simple to understand and talk about, reliable enough to build trust from my students, modeled by myself every single day, applicable for demonstration and discussion during the times when I make mistakes, and to provide the absolutely vital messages to bolster and build the self-respect and self-esteem of my students. Finally, I want to commit to having the attitude of an explorer toward my classroom management personal philosophy by constantly having an open mind about viewing what works, and changing what may no longer work for my classroom. 

Section 2. Preventative Measures

Structuring the Classroom Space:

Below is a map of my proposed classroom space, with rational for how and why I would use it in this way. This is my proposal for a second grade classroom.    

                              Please note wheelchair accessibility throughout classroom. 

Daily Schedule, Routines, and Procedures:

Morning: Each morning begins with a class meeting on the carpet. Big themes for the day will be introduced. We’ll do calendar, math skills, and talk about class rules and how we want to treat each other in school. 

Transitions: Students will show quiet and respectful behavior  as a group before being excused from the carpet. 

Classwork: Students are organized in rows to allow me to move throughout the room and among them. Students work in teams with their row.

Before Recess and Lunch Breaks: Students must sit quietly and respectfully as a class before being dismissed by row to line up for lunch. 

Rules or Norms of Behavior

These rules will be discussed during class morning meetings. I will present my ideas for class rules on the first day of school, and get agreement to uphold these rules as a class. Then, we will remind ourselves of our class rules every morning during class meeting. 

Classroom Rules:

1. Follow Directions
2. Be Polite
3. Come to Class Prepared
4. Follow all Safety Rules
5. Follow all School Rules

Section 3. Supportive and Corrective Measures

First Steps - redirecting and warning:

My Proposed Strategies:

Proximity: Positioning myself closer to disruptive students, or students who appear as though they are getting ready to be disruptive. I will also look for students who are enthusiastic or extra energetic that day, as they might be too excited to use self-control without an authoritative presence nearby.

Involvement: Students who are or appear to be potentially disruptive can be invited to answer questions in class discussion. Students who are off task can be re-directed by being asked to help pass out papers

Non-threatening warnings: Students can receive reminders about class rules through phrases like: “Joe, our classroom rule is to be polite. Are you being polite when you talk while I am talking? What should you do right now?” Other non-threatening warnings include eye contact and shaking head “no,” or a tap on the desk to gain student’s attention. I have also found the tiniest knock on the desk to be effective for students as well. 

Consequences:

For defiant Outbursts, Out of Control Students: These students should be validated with phrases that also teach them language to express what they are feeling. This includes phrases like: “I can see that you are frustrated/angry/impatient.” I would also take this opportunity to tie the expected behavior change to one of the class rules. I might say something like: “In our class, we must be prepared to learn. You are not prepared to learn when you are out of control.” I would extend the benefit of the doubt to the student by validating how certain I am that they would much rather be learning with the rest of us. I would re-direct their frustrated energy by instructing the student to go wash his/her hands or face. I may even ask the student to do something productive, while showing myself to be an ally for their behavior. This might sound like: “Sometimes I like to take a minute to get myself ready for learning too. Would you please go water the plant for me while you catch your breath? Come back soon—we’ve got tons of great things for you to do today!” They may either return to learn with the class, or they can choose to sit quietly in the “quiet time” area. My expectation for students who opt for the “quiet time” area would likely be that they are internally struggling with issues beyond their skills. I would allow the student to continue classwork in the quiet area until the next opportunity for students to work individually. During that time, I would meet with that student to ascertain if they were frustrated about the difficulty of the work, or any other factor that could be creating the problem.

Second occurrence (that day): The student would be sent directly to the quiet time area. At this time, I would explain to the student that they have now had an opportunity to become prepared to learn and to follow classroom rules. I would explain that the behavior they are using is unacceptable, and finally at this stage I would inform them that they will be held accountable if they continue to use that behavior. This is the first time the student would be given a real warning. Warning includes call home, call to office.

Third occurrence (that day): Student would be moved to the red pentagon by the teacher table for the remainder of the day. A call would be made to parents to inform them of the student’s behavior that day. 

Incentives and Student Accountability:

Students who are on task and finish work early can be excused for silent reading on the carpet, or for a fun puzzle or task I have prepared and left in the “free space” area (green pentagon). This is also an incentive for students to improve their behavior. Theoretically, a student can move from the “quiet time” area to the “free space” area by rejoining the class and staying on task. Having these areas lined up in this way also provides scaffolding for students to learn appropriate behaviors as they observe students being able to access the different areas. 

I would also make sure that the most “fun” lesson I had planned for that day took place toward the “free space” area. This way students who are participating well that day would be closest to the most fun/interesting work to do that day. ALL students would still be able to see all materials.

Wiggle Break: On the days when students are all using classroom rules effectively, I would certainly want to congratulate them on their hard work. I would recognize and validate the effort by pointing out how each student was working hard, and how much we have been able to accomplish. Hard work deserves a good break, so I would reward students with a wiggle break, where they could all get out of their seats and play on the carpet for 10 minutes. 

Section 4. Working Effectively with Diverse Students and Families

Home-School Communication Philosophy and Plan:

Students who need several reminders: Students who need time in the red pentagon area require more skills to be able to participate in the classroom and follow the rules. This is why I would make a call to home. My philosophy regarding this is that our classroom has very specific rules, which turn into very specific goals to work on. I would stress that I am an ally to the student in regards to this student’s ability to reach those specific goals of behavior for learning. 

Students who need zero reminders: Students who consistently follow all classroom rules ought to receive recognition for the good element they add to our classroom environment. I would assess this once a month at least, and provide a call to students’ homes to let their guardians know how well they are performing. 

Cultural Considerations with Discipline:

Some cultural considerations include gaining a student’s attention. It is noted in the course materials that occasionally a gentle tap on the shoulder of a student should be enough to gain their attention. However, I do not agree in this course of action, and I know some cultures could find it an incredibly offensive breach of personal space. I think it would be far better to gently knock or tap the student’s desk instead. 

Legal Issues regarding students with special needs:

I would make time for would be to make sure students were evaluated when they show signs of disability. Before I began deeply scrutinizing recurring disruptive behavior, I would want to make sure there was not an underlying disability making calm or peaceful behavior possible. It makes sense to have this evaluation as the first course of action before excess focus on discipline or accountability.