аЯрЁБс>ўџ @Bўџџџ?џџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџџьЅС7 јПD"bjbjUU .07|7|ц]џџџџџџlJ J J 8‚ Ž $z2О ^ (D D D D D D љћћћћћћ$Ќ ЬPD D D D D ш D D 4ш ш ш D "D D љш D љш Dш ,­љD В  —СUэ+У6 J f ‚ХљJ0zЭ,ш љш й Graduate Diploma in Secondary Education Theory, Skills and Practice Of School and Classroom Organisation HEG1603 Assessment Task 1 Classroom Management Plan Student ID: 3002472 Student Name: Graham Taylor Date: 8th June 2003 Teaching Philosophy My goal in classroom management is to create a warm, trusting and positive environment in the classroom that encourages the children to learn at their highest ability. I encourage verbal interaction in the classroom and the children should know that they are able to interrupt discussion if they have a relevant question or comment. This creates an environment where democratic decisions can be made and communication skills learnt and practiced. Limits and controls will be set in place but simultaneously independence is encouraged. At the beginning of the year the children will be involved in decisions regarding rules and consequences, however, as the teacher and an elder person the children will need to understand that I am still in charge of the classroom and deserve respect in my role as the leader. In creating a democratic classroom the children are allowed to exercise more self-control. Given this opportunity to make choices they develop responsibility for their actions and feel pride in displaying positive behaviour patterns. My teaching methods encourage input from the children at all times. Children at times will be asked to write on the whiteboard, read their answers out and give explanations to problems. I guide children through problems rather than leading them. Positive remarks and encouragement is given when it is earned. Children feel that they can freely involve themselves in discussion and problem solving without the fear of negative feedback. I recognise the fact that children vary in their abilities, background, interests, maturity levels and motivations. I am responsible for creating lessons that are able to engage this mix of individuals by the use of materials and teaching techniques that create interesting, challenging and relevant lessons. My actions reflect on the children and therefore I act with calm, thoughtfulness, common courtesy and respect. I gain respect in the classroom as a result of expertise and referent power. Expertise power comes as a result of my knowledge base where my opinions are sought after and respected. Referent power comes from the positive relationship I build with the children. I take time to learn the children’s names, interests and personalities. I present myself as a caring, trustworthy and fair teacher. Children find that I am easy to approach and concerned for their progress and wellbeing. Classroom Preparation and Procedures Classroom preparation and procedures will assist greatly in creating a warm, trusting and positive environment in the classroom. The following are items of classroom preparation and procedures that I address. Lesson plans prepared. It is better to have planned too many activities than not enough. The objective of the lesson is written on the whiteboard. Required school forms are ready for allocation i.e. restroom pass, parental notes, detention form. Expectations of the lesson conveyed clearly at the beginning of the lesson to the children. School discipline rules checked. Being aware of personal requirements for children i.e. reading disabilities, teaching aids, medicine. Meet children at the beginning of the class at the door. Homework will be set at times and checked. Ensure easy access to children’s work area. Ensure all children have an unobstructed view of teaching tools. Provide a clean, organised classroom. Encourage display of children’s work in the classroom. Manage transitions in the lesson quickly and effectively. Include children in procedural work i.e. handing out paper and materials, cleaning the whiteboard, arranging seating. Move around the classroom to check work. Children are not dismissed until the end of the lesson. Discipline Plan The goal of the discipline plan is to have a set of rules and consequences that address different levels of misbehaviour in the classroom. These rules and consequences are in addition to any discipline plan the school may have. The rules and consequences will be discussed and agreed upon by all the children at the beginning of the year. Correction of misbehaviour is carried out carefully and thoughtfully. Rules are enforced with consistency, fairness and calmness. Positive behaviour is reinforced and praised. Children should be made to understand that consequences of misbehaviour are caused by their own choice of action. In certain classes part of the assessment for the child will include a mark for their behaviour in the classroom. In these classes a points system will be implemented and agreed upon by the children to encourage positive behaviour. Following are samples of rules and consequences that may be implemented in the classroom, from category 2 onwards the child’s name will be written on the board to show that their misbehaviour has been noted: Rules When asked, give full attention to the person speaking. No talking ! Ask the teachers permission to leave the room. Conversations must be relevant to the lesson. No physical contact. No teasing or verbal abuse. Respect school and each other’s equipment. Bring all relevant material for the lesson i.e. workbook, textbook, writing materials. Don’t be late to class. Consequences These are categorised in levels of severity and are actions taken by myself in response to misbehaviour. Depending on the situation a different approach may be required to respond to misbehaviour. Category 1: Non-verbal response such as glances, wait time and hand signals. Repositioning to the problem area. Use the child’s name in the context of the lesson. Redirect potential misbehaviour back on task before it escalates. Category 2: A quiet word to the child to remind them of the behaviour required. Provide a rule reminder. Use a clear authoritive, no-nonsense voice to address the child be name. Category 3: Wasted time is made up by the child after the class ends. A personal conference is given to discuss the expected behaviour and subsequent consequences of misbehaviour. Reposition the child. Category 4: The child is removed from the classroom to another professional. Full detention is given. Parents are contacted. Category 5: Suspension from school. References Armstrong D., Henson K., and Savage T. Teaching Today. 2001, Prentice Hall, New Jersey, USA. Joyce B., Calhoun E., Hopkins D. Models of Learning – tools for teaching. 2002, Open University Press, England. Christopher G., Arthur M., Butterfield N. Promoting Positive Behaviour. 1996, Thomas Nelson Australia, South Melbourne, Australia. [Online Internet],  HYPERLINK "http://www.stratford.k12.wi.us/clmnplan.htm" http://www.stratford.k12.wi.us/clmnplan.htm. Accessed 3rd June 2003. [Online Internet], http//education.Indiana.edu/cas/tt/vli2/indifferent.html. Accessed 3rd June 2003. [Online Internet],  HYPERLINK "http://www.quasar.ualberta.ca/ddc/incl/c10.htm" http://www.quasar.ualberta.ca/ddc/incl/c10.htm. Accessed 3rd June 2003. [Online Internet],  HYPERLINK "http://www.titen.net/profile.pl" http://www.titen.net/profile.pl. Accessed 3rd June 2003. [Online Internet],  HYPERLINK "http://www.geocities.com/Athens/Delphi/4127/tutor.html" http://www.geocities.com/Athens/Delphi/4127/tutor.html. Accessed June 3rd 2003. Appendix The attached quiz (available at  HYPERLINK "http://www.titen.net/quiz2.html" http://www.titen.net/quiz2.html ) gave a description of your classroom management profile after answering 12 questions. 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