Behavior Management and Discipline Plan

Behavior Management and Discipline Plan

I. Classroom Organization

Here is a rough sketch of how I envision my classroom looking:

I have tried to incorporate Fred Steele’s six functions of the classroom setting into my setup, which is modeled off of Frederick Jones’s interior loop arrangement.[1] I choose this arrangement because it made the most sense based on my understanding of the students I will be teaching and the space I will be allotted. First, by arranging the desks in this manner I can circle through the “inner loop” of desks (the central two rows of four) and be within feet of any student in the class. This level of access is important because it allows me to check up on students’ progress and answer questions easily while they complete assignments. Its navigable rows that separate each set of desks makes it easier and safer for students to move about the room as well. Also, I can move up and down the aisles of the classroom while teaching, thereby including a maximum number of students in my “actions zone,” and allowing me to engage the class as a whole.[2] I did not include these features in my sketch for the sake of simplicity, but the pencil sharpener and trash can would be located directly on the left after the student walks through the door. This seems to be the best place for these items because they are easy for students to locate in this position, and yet they are not directly next to any student’s desk, so they are not a large source of distraction. Additionally, although there is no designated spot for an aide to sit, the arrangement of the room would allow any special education staff or auxiliary teaching personnel to work with students on the outside of each row, or at the back counter if they needed a more removed space.

Second, as for the desk set up, I would like to pair up desks so that students will naturally have a partner to work with on assignments. This setup displays a high level of task instrumentality because students in my class will be doing a lot of work in pairs (and with other pairs) and will not need to move the desks to accomplish this task. Paired desks also allow students to have some social contact with their peers without inviting too much interaction (as is the case with clustered desks)[3] during class time.

Thirdly, this set up can also serve as an accommodation for students with varying ability levels. For example, struggling students may be placed with students who excel in the class or who are more approachable. This would help the struggling student to grow academically because he/she would then have someone to consult if he/she was lost, and the excelling student would not be tempted to socialize with other advanced students once he/she finished his/her work. A similar accommodation could be made for a student with an emotional disorder or other learning disability, whereby that student was purposefully placed in the front of the room (so any signs of misbehavior or misunderstanding could be quickly detected and discreetly dealt with), and seated next to someone that would interact responsibly and appropriately with that student. Furthermore, students who have trouble focusing, or trouble seeing or hearing, can be placed in the center isle where their attention is directed straight at the board. Finally, I left a wide aisle on the left side of the classroom to accommodate any students with physical disabilities that require wheel chairs.

Fourthly, this classroom set up incorporates elements of pleasure, security, symbolic identification, and acceptable social contact. My favorite location in the classroom is what I will deem the “relaxation corner.” This area is separated physically from the rest of the classroom by an area rug, and will enable students to hang out in a stress-free, comfortable and low-key environment both between classes and before and after school. I choose to put a couch in this space because Weinstein and Novodvorsky suggest that people tend to feel more secure in environments that contain items that are soft or responsive to their touch.[4] I included a plant in this space because I personally feel that it would make the space more homely and make students feel at ease here. By providing this space for students to socially interact outside of class time, I hope they will come to associate positive feelings with my classroom environment, and therefore experience more pleasure and less discomfort (both physically and mentally) during actual instruction. To add to this climate of pleasure and comfort, I would paint the walls of my room a subdued, sunflower yellow, and try to eliminate clutter by using my storage cabinets whenever possible.

In addition to utilizing the floor space well, I would be sure to use the wall space and bulletin boards to connect my students to each other, to me, and to the subject matter. First, the homework board would remind students of upcoming assignments and changes to the class calendar. A bulletin board on the left side of the room would demonstrate exemplary work the students had done, and this board would be updated after each assignment. This recognition of achievement would provide an external incentive for students to succeed. Next to this board would be one covered in newsprint, where students would be encouraged to put up appropriate, funny quotes that were said during class, or that related to the curriculum. This allows students to personalize the classroom, and bring elements of their own culture into their education. Across the back wall, above the computer counter, I would love to have one of those timelines of the presidents that you see in so many history classrooms. This would be helpful for the students to reference – as is also the case with the map in the front of the room – and would also reinforce the academic demeanor of the room. Lastly, to peak students’ interest in the social studies content, I would keep a board nest to my desk entitled “This Month in History.” This board would reflect current themes being discussed in class, and would have pictures and fun facts that we might not have had time to cover in class.

II. Effective Routines and Procedures, and Efficient Use of Time

I will spend the first day of school going over formalized procedures and routines in a clear and concise manner, so that students understand what is expected of them with regards to their behaviors and movement within the classroom. After establishing these routines on the first day, I would continue to model them and remind students to abide by them in order to reinforce their importance. Below, I discuss my lesson-running, classroom-running, and interaction routines, and discuss how they contribute to my effective time management strategy.[5]

Students will begin each class by coming into my room and turning their homework into a tray at the back of the classroom. This prevents students from forgetting to turn in their homework, and simplifies the process of collection. Then, class would begin with a warm-up activity (written on the overhead projection screen) to get students back into their academic learning modes. While students complete this task, I will take attendance. The warm-up activity will be brief, no more than five minutes, and will be followed by having a handful of students randomly picked to share their responses. Following this activity, I would go over that day’s agenda (written up on the board before class) and homework with the students, so that they know what to expect from each part of the lesson, and can prepare themselves appropriately. This will reduce transition time, as students will not delay instruction by stopping the lesson to clarify the order in which tasks are to be accomplished or materials collected/distributed. To facilitate smooth transitions and movement about the classroom, students will be asked to keep their workspaces tidy at all times, and to keep miscellaneous items (mp3 players, lunch boxes, etc.) off their desks. Food and drink will be permitted in my classroom, because experiencing hunger or thirst can make a student uncomfortable and distract him/her from the lesson at hand. Students wishing to use the restroom or get a drink of water will only need to take a hall pass, and should not interrupt instruction to ask permission. There will only be two of these passes so that no more than two students can be out of the room at any time, and so that many students are not constantly moving about the classroom, which could also interrupt instruction.

Also, as a general rule, students should raise their hands when they have a comment or question unless the instructions for a particular activity indicate otherwise. In a large classroom, this will help me to keep order and to be sure that every student’s concerns are heard. Students may socialize before and after class, (and are encouraged to do so in the “relaxation area) and may work quietly with their neighbors when doing partner or group activities, but should not talk amongst themselves when instruction is being given, or any speaker has the floor. If independent or group work is assigned, I will circulate among my students to check their progress and answer any questions they may have. Concerning timing, I will pay close attention to the passing of time in class, and let students know when they are under time constraints for an activity. Additionally, students will leave when I dismiss them, rather than when the bell rings, because this reinforces my authority over behaviors and procedures in my own classroom. I have chosen these strategies because they maximize the amount of time students spend actually engaged on academic tasks, and provide the most clarity and organization in their implementation.[6].

Ultimately, the best way to prevent downtime and to maintain activity flow is to have a well-planned lesson. If students are actively engaged in a lesson whose transitions have been thought out ahead of time, and whose activities have well-communicated and carefully considered instructions and boundaries, then teaching becomes a much easier process. Also, by planning ahead, I can easily coordinate with any pull-out or push-in service providers by letting them know what our class will be doing at any given time. This makes their presence in the classroom more effective and less disruptive, and allows students to enjoy the full benefits of their interactions.

III. Instruction Management and Organization

This section will focus on two concepts; first, I will address student-grouping strategies and second, I will address student motivation.

In my classroom, I will try to give both group activities and independent work, but will focus more heavily on the former. This is because group activities have many positive benefits that seatwork cannot provide. For example, group work promotes greater achievement, more involvement with learning, decreased competition among students, and enhanced motivation.[7] Allowing students to work in groups also accommodates their adolescent natures by providing a productive outlet for socialization, and can give struggling students support from high-performing students. I plan to allow students to work with their seat partners on most activities and will also often allow them to work with another seat pair to compare their answers or perspectives on an activity. For instance, this will be the case when students complete an inquiry lesson, which requires them to consider several different documents and assess a hypothesis based on what they have learned (a cooperative group activity). However, I would also like to implement one or two activities per semester that involve a full class discussion, such as a Socratic seminar, that will incorporate group skill training into a large, completely cooperative group activity.[8]Subsequently, I understand that some students may feel uncomfortable working in groups, and would prefer to demonstrate their understanding of the subject matter individually. Independent activities in my classroom will be meaningful and relevant to the curriculum, and I will float amongst my students while they are being completed to check for comprehension and clarify any confusing directions.

My theory on motivation students stems from three questions: (1) Does the student expect to succeed in this task, (2) Does this students place a high value on the task? and (3) Is the student operating in safe, caring environment?[9] If all the questions are answered with “yes,” then your students will be highly motivated. If not, You need to change one of the three factors mentioned in the question above in order to create motivation. To increase the first factor in my classroom, I will teach students to set reasonable, realistic goals for themselves that they can measurably accomplish. I will also work with them to accomplish these goals, providing feedback and additional support when necessary. To increase the second factor, I will stress the connections between the subject matter and my students’ own lives, making the content seem more relevant and useful to them. I will also try to provide novelty elements in my lessons, such as songs from the Renaissance in World History classes, or Episodes of The West Wing, in my government class. I would like to avoid tangible extrinsic rewards whenever possible, because I believe these encourage students to do well for the wrong reasons. However, I will give my students positive reinforcements and acknowledgements for good behavior or a great job on an assignment. This type of encouragement builds students self-esteem, which ties back into a student’s perceived ability to succeed. The third factor that influences motivation, the creation of a safe and comfortable environment, was addressed at length in the first section of this plan, and may be cultivated in the ways I discuss therein.

IV. Classroom Management Plan

My personal theory of discipline:

I will focus on preventing misbehavior through a combination of 4 tactics:

(1) Plan meticulously and use effective time management strategies,

(2) Establish positive relationships with my students and their families,

(3) Reinforce positive behaviors through acknowledgement and extrinsic rewards,

(4) Intervene with immediate and appropriate responses to misbehaviors when necessary.

I do not believe in a Zero Tolerance discipline policy, because such policies fail to account for the varying circumstances that influence misbehavior, and because I believe its aims (to remove “problem student” from the educational system) are inconsistent with the larger goals of the educational community. Additionally, my discipline policy will include the creation of a safe and inviting classroom where students do not feel threatened. I will stress the importance of toleration and multicultural education in my classroom, letting students know that I value their opinions regardless of their background. As previously discussed, I will also arrange my classroom in such a way as to provide physical security and comfort. Over time, I will reflect on what works and what does not, as far as classroom management strategies are concerned, and eliminate those practices that are ineffective.

With regards to rules in my classroom, I prefer to have just a few meaningful ones that will be consistently enforced from day one. My list of rules is as follows: (1) Be on time, (2) Follow teacher’s instructions, (3) Eating and drinking are permitted, but you must clean up after yourself (4) Respect the teacher and your classmates, and (5) Copying and cheating are violations of the honor code and will not be tolerated. I do not intend to involve students in the process of rule making because by simply giving them my rules, it establishes the classroom as my domain. I would however, prompt some discussion on the first day as to why it is important to have these rules so that the students see them as necessary and for their benefit (which they largely are). When enforcing these rules, I will be sure that the severity of my disciplinary strategy matches with that of the misbehavior I am trying to correct. I will also keep in mind that the behavior, not the student’s character, is the target of these disciplinary measures.

Regarding cultural and linguistic diversity in my classroom, I would ideally integrate such students into my classroom by taking a multicultural approach to teaching, which recognizes and values students’ varying cultural backgrounds as salient qualities to their educational experience. This is true for disciplinary measures as well, which might include the use of alternative methods of coping with misbehavior depending on the student’s background. For example, a student whose family values loud, interactive discourse might struggle with a rule about raising your hand in class. In this case, I would work with the student and his or her family (or even his/her greater cultural community) to understand the nature of the misbehavior. Once the cause of the misbehavior had been pinpointed, I would work with this student in helping them self-regulate this unwanted behavior. As a more general classroom goal, I also hope that students will gain valuable insight by learning from, and about, their classmates, and by reflecting on the unique intellectual perspectives that others can provide.