My Classroom Management Plan Essay -- Classroom Management 2014

Many of us t curio to twin class path management with discipline (and for that matter, to equate discipline with punishment, but thats another(prenominal) story). I see classroom management as the processes and procedures that be in quad to mitigate the need for punishment, leaving discipline to cleave to its grow of to follow. Anything else is not classroom management. Its damage control.Classroom management starts, for me, with in truth exonerate expectations, and firmly established procedures.I begin the year (or semester) with a to a greater extent formal, regulated tone, and reserve so far been adequate to end from each(prenominal) one year and semester with an atmosphere of relaxed mutual respect. I value students self-denial over my be in control.Room ArrangementOne of the goals of my room set-up is to besmirch non-instructional interaction.This sounds a bit impersonal and harsh, but its intent is to hold the line students on task, give them consistency in behavi oral expectations, and to minimize their attempts to rise my teaching. Everyone benefits. in that respect be clear procedures written on the whiteboard behind my desk for absentees, defend up work, and getting extra help. There areFAQsigns approximately work being for a grade, the temperature, whatever all around the room.I try to conserve a predic give in schedule so students know whats evaluate of them during each infract of the 98 minutes we spend together each daylight -- and dont have to ask.The agenda and objectives are on the board behind my desk. (I balked at this urgency during summer enlighten, but have found that it allows students to know whats expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.) I have a peninsula table at the entry where ... ...Toddlers and teens have more in parkland than not Theyre at a transitional stage in which they are examen limits, learning boundaries, and tr ying on personalities. Once they learn the circumstantial boundaries and consequences of my classroom, about are grateful for the atmosphere of risk-freety and respect in my classroom. Its still a daily struggle, but the amount of condemnation Ive spent focusing on damage control has been token(prenominal) during the school term. Does all this mean my room is a sweat knock off where students have repressed, dragged down and not able to express themselves?No. It heart that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be stiff in a class with seamless management. My Classroom Management program Essay -- Classroom Management 2014Many of us tend to equate classroom management with discipline (and for that matter, to equate discipline with punishment, but thats another story ). I see classroom management as the processes and procedures that are in place to mitigate the need for punishment, leaving discipline to cleave to its roots of to follow. Anything else is not classroom management. Its damage control.Classroom management starts, for me, with very clear expectations, and firmly established procedures.I begin the year (or semester) with a more formal, regulated tone, and have so far been able to end each year and semester with an atmosphere of relaxed mutual respect. I value students self-control over my being in control.Room ArrangementOne of the goals of my room set-up is to minimize non-instructional interaction.This sounds a bit impersonal and harsh, but its intent is to keep students on task, give them consistency in behavioral expectations, and to minimize their attempts to derail my teaching. Everyone benefits.There are clear procedures written on the whiteboard behind my desk for absentees, make up work, and getting extra help. There areFAQsi gns about work being for a grade, the temperature, whatever all around the room.I try to maintain a predictable schedule so students know whats expected of them during each part of the 98 minutes we spend together each day -- and dont have to ask.The agenda and objectives are on the board behind my desk. (I balked at this requirement during summer school, but have found that it allows students to know whats expected of them. They do look at it, and are quick to ask questions about the items I post that are intentionally ambiguous.) I have a peninsula table at the entry where ... ...Toddlers and teens have more in common than not Theyre at a transitional stage in which they are testing limits, learning boundaries, and trying on personalities. Once they learn the specific boundaries and consequences of my classroom, most are grateful for the atmosphere of safety and respect in my classroom. Its still a daily struggle, but the amount of time Ive spent focusing on damage control has b een minimal during the school term. Does all this mean my room is a sweat shop where students feel repressed, dragged down and not able to express themselves?No. It means that the students who are there to learn have an environment where they feel safe and able to be themselves. We have running inside jokes. And peach cobbler. I do loads of group work, peer teaching, and self-guided activities that can only be effective in a class with seamless management.