1. Communication with Families – Write a     250-500 word email to the families of your future students in which     you introduce yourself. Include your professional background and     provide a brief overview of your teaching philosophy. Identify three     ways you will communicate with the families to establish open     communication. Explain why it is important to maintain a positive,     collaborative relationship to promote the intellectual, social,     emotional, physical growth, and well-being of students. 
2. Classroom Management Evaluation: Write a 250-500 word evaluation     of the effects of professional decisions and actions on students,     families, and other professionals in the learning community. Explain     how you will actively seek input from families, peers, and the     community to grow professionally and improve classroom management.     Include a summary of legal obligations in responding to student     behavior and equity that you have read during your research.
3. Reflection: In 150-200 words, review the feedback you received     from your peers and instructor on your classroom management plan.     What feedback did you incorporate into your final plan? What     feedback did you choose not to incorporation? Why?

Include a title page, table of contents page, and all resources you   used to create your classroom management plan.

Peer Review Worksheet

Choose two other group member’s benchmark assignments posted in the discussion forum and provide feedback that will be helpful in their revision.

© 2019. Grand Canyon University. All Rights Reserved.

4

ROUGH DRAFT

My Personal Classroom Management Plan

Running head: ASSIGNMENT TITLE HERE

1

Running head: ROUGH DRAFT

My Personal Classroom Management Plan

I believe in teaching with compassion, dedication, and enthusiasm while keeping my classroom managed in a way that will only help the students. I want to be a teacher who is committed to helping students achieve their academic goals and keep students at grade level or above grade level in all subject. My goal to do that is to create a caring and compassionate classroom. I hope that within each one of them, I can inspire them to believe and grown and want to seek knowledge to figure out how to make a big difference in the world.

Professionalism

As a future educator, some professional behaviors need always to be administered at every instance to ensure the smooth flow of activities while addressing your career life. Creating trust between students and teachers is always at times tough situation but with time good interactions help the students to open and speak about themselves. Therefore, it is advisable at this moment neither to take them for granted rather than listen to them and show compassion. Keeping what the students say to you as an educator, as secrets, helps create a conducive environment and improve their trust with you.

Having confidence and caring for others will help improve the good working environment with coworkers in working departments. In giving out instructions or rules one must be confident and not be subject to frequent changes (Bower, Lee & Dalgarno, 2017). Hence, with a different change of perspectives every day the coworker loses interest and confidence with you. Thereby, showing care by listening to their views is important as everybody at times needs to be listened to feel appreciated. Code of ethics and professional standards of practice as a future educator I opt to apply them in my career to ensure equality and ultimate achievement in each opportunity I come across.

For instance, in problem-solving and decision making we should consider integrity and honesty to promote a positive collaborative relationship and supportive educational environment for students (Bower, Lee & Dalgarno, 2017). Via honesty, everyone is assured to speak the truth so that justice can be determined between who is right and wrong. Neither should those on the wrong side be punished or mocked rather than advising them for change for the best, hence promoting a peaceful reconciliation. Therefore, having a perspective approach towards situations will help me gain confidence in handling issues that need deep consideration.

Student Engagement Strategies

Once the engagement strategies have been implemented, the teachers always have more patience for better interaction with the students. Engagement strategies makes the students feel that they are in an environment where they are being accepted and affirmed. That will ensure that the classroom is warm and inviting for all students from different cultures. Engagement strategies helps in the students in believing that they can learn and know how to deal with their failures and at the same time learn from such experiences.

Understanding what the students usually like and dislike provides the suggested areas that the teachers can connect with the students. Allowing the students to work autonomously and with the rest of the students and developing their sense of competence can lead to an increase in the student motivation. That focuses more on the cultivation of the intrinsic motivation which can eventually foster self-determination that results to engagement. Active learning in groups and social skills are some of the key components of engagement.

The easy learning activities and assignments are not as effective at engaging the students as the challenging activities and assignments. Once the students are conjecturing, making connections between ideas, evaluating, and reflecting they are engaged. The teachers should ensure they have developed rich educations experiences that challenge the ideas of the students (DuVivier et al., 2019). Keeping up with the educational research through engagement in the professional development activities is key for the teachers in remaining current on the field.

If there is one engagement strategy that tops the list, it is showing the students that you care about them. Sometimes this idea might be misunderstood since teachers may fear the risk of overstepping certain boundaries. The attention to the students can be shown through listening to what they have to say actively, having patience on what they are trying to address and valuing the opinions they bring on board. That kind of attention always lets the students know that they matter.

The problems that most of the students face both in and out of the classroom need a collaborative approach. The role of a teacher today has moved from being the gatekeeper of all knowledge and solutions. Teachers are now mentoring and supports of the quest for discovery in learning, and self-discovery. The position of the teacher is still a vital one in that the students thrive on collaboration and teamwork. Teachers should be willing to talk over the problems that the students are facing respectfully, agreeing together on a solution and asking for help if they cannot work it out together.

Instant entertainment and social connection are the cultural norm for the students today. The students might tend to gravitate towards a particular digital stimulus as well. As a teacher, it is important to first familiarize with the habits and mindsets that usually define the students` digital generation. The culture of the students includes different subcultures that should be looked at (Rands & Gansemer-Topf, 2017). All what is required in to try and understand why all such things are important to the students.

According to the National Council of Teachers of English, students who fail to find representations of their own cultures in texts are more likely to lose interest in the school-based literacies. Having such representations will help the students in seeing the connections between what the y are learning both inside and outside the classroom. An easier way to have the English students feel connected to what is being taught is talking about how they can apply the material in real life and linking the routines to learning.

Students with exceptionalities should be instructed to evaluate whether they have been paying attention at the random intervals throughout the school day. That is usually accomplished with an auditory cue like a chime that prompts every child to reflect on different questions. Students with exceptionalities can as well be instructed to log on a chart or even a graph to check whether they have been able to complete a predefined problem or task.

The infographics are the visual representations of information. They are usually designed to make information easy to understand very quickly. They are typically designed in such a way that they can draw attention to the most significant information first. Visuals are usually more engaging than the written text and they convey a lot of information and the infographics usually take all that to a whole new level. Infographics are typically used to display some sort of data.

The blogs are short online articles that are taking the world by storm. The blogs are a great resource for both the author and the reader, and the author can constructively express their thoughts through the technology and the reader learns something new. Posting the written instructions as blogs allows the students to showcase their work and can as well assist each other out through the posting of comments. Posting of the blogs publicly means that one will probably receive higher quality work.

My Philosophy of Classroom Management

Character education and positive behavioral interventions play a major role in shaping the behavior management system. Both character education and PBIS aid in improving life and academic success by promoting positive life skills. Besides, character education focusses on implementing lifelong social and emotional capabilities while the PBIS is focused on improving the positive conduct bit by bit to the students. Furthermore, character education is made to aid the student to open their minds and think big on implementing their decision on approaching any issue while PBIS aids students to meet various observable behaviors expectations (Shields, 2019). Character education thus helps promote higher education performance and reduce violence risks while PBIS help improves student engagement in school and classroom activities. However, character education and PBIS have certain weaknesses that are character education limits influence as many students are already engaged to various moral values before joining school while PBIS needs active supervision to reinforce consistency.

I believe that in classroom management students and teachers should have cooperation for the student to develop better learning skills. Students should be controlled and disciplined at any moment they show misbehavior as they are growing up thus need to be taught what is right and wrong for them (Egeberg, McConney & Price, 2016). Students are always disturbing and ever nagging thus needs to be taught and molded on how to stay calm within the classroom. Furthermore, enhancing democracy in class and giving students the chance to speak up will help develop a good relationship.

Teachers need not facilitate the students or be harsh rather they should show compassion to each child and help them to grasp more knowledgeable ideas. It would be better if students are offered with the rules so that when they violate the teacher disciplines them (Gage & MacSuga-Gage, 2017). On managing the classroom students showing a progressive change in behavior should at least be awarded to motivate their good deeds. Hence the others to be taught self-control to enable them to govern themselves. Elements of classroom management model include communication, which is essential as there must clearly outline of rules to ensure everybody gets to know what is happening.

Discipline should be embraced as the students should be taught their limits and not exceed them if they don’t want to face the consequences. Besides, scheduling is essential and should be effective enough to enable the students to keep time and be able to accomplish the assigned duties in time (Schiefele, 2017). I would incorporate the PBIS system in my future classroom management application because it increases student’s engagement in classwork activities and still promotes improvement in school culture. My classroom management framework fosters learning and meets the needs of all students in that democracy is highly employed and the relationship between the teachers and students is mutual and conducive as it avoids tension. It also creates self-motivation by students getting time to share their ideas with teachers hence at the same time it creates time for positive social interactions.

Rules, Consequences, and Reward System

I will be implementing many rules, consequences and rewards in the classroom. The several procedures discussed help in minimizing distractions and maximize instructional time. In reducing distraction, the creation of a system for restroom use helps to keep track of students in time management and avoiding frequent movements that may distract student’s attention while in class. This also allows students to focus on classwork as they are supposed to be prepared before the start of any level.

In maximizing the instructional time, beginning the classroom intentionally helps to avoid time wastage and increase the learning time. This helps the teacher to cover all the instructions needed for that lesson and finish up within time, having all the students understood (Grube et al., 2018). The punctual the teacher is the same will be students and thus having time to cover the critical sections in class and the teacher will help students deal with their social life difficulties thorough advice.

Rules:

1) I will be responsible.

2) I will respect others and myself.

3) I will choose to learn what I am supposed to.

4) I will do my best while learning.

5) I will always allow the teacher to teach me.

Consequences:

1) Warn the students upon the first time breaking the rule.

2)The second time the student violates the law, he will meet the instructor and get a recess of ten minutes.

3) The third time I will look up to knowing students’ names, fifteen minutes recess, and to meet the instructor again.

4) Fourth time the student breaks rule will get fifteen minutes recess, an action is taken seriously, and even parents are called to be informed.

5) During the fifth time, the student is directly sent to the staff’s office for further case analysis.

The consequences will be documented in the classroom, and, I will have a copy too for the students to learn what will follow if they break the rules governing effective classroom management. This will also tell what is expected for them if they happen to defile the desired regulations within the classroom. The consequences will be documented on a manila paper and hanged at the front of the school at the corner.

A reward system is an effective method used to celebrate a student’s achievement in classwork. In developing the reward system, the teacher will adopt many ways to celebrate the student’s success. For instance, teaching the class a favorite game and in accompaniment with several songs is essential. The teacher may also allow the student to use the teacher’s seat as a sign of superiority. The reward system will be documented on a manila paper and placed at a strategic place in the classroom.

The reward system helps them create a safe and productive learning environment for students. The reward system helps promote appropriate behavior in the classroom, thus reducing conflicts between students as each student works to achieve the set goal. Besides, students become kind to one another, and keeping safety becomes their major priority all through both outsides and within the classroom environment.

Moreover, the reward system motivates students for full effort on classroom tasks. As everybody is working smart to achieve the set goal for them to get the desired rewards, it helps develop motives towards success (Kirillov et al., 2016). A reward system helps create a productive environment by assisting students to complete their projects and homework on time. Apart from just completing the homework, it helps the students to analyze it effectively to score higher marks.

References

Belinova, N. V., Bicheva, I. B., Kolesova, O. V., Khanova, T. G., & Khizhnaya, A. V. (2017). Features of professional ethics formation of the future teacher. Revistaespacios, 38(25).

Bower, M., Lee, M. J., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining learners in a blended reality environment. British Journal of Educational Technology, 48(2), 407-430.

DuVivier, R., Ratliff, M., Gardner, B., Ouwerkerk, L., & Scacco, J. (2019). Perspectives on University Student Engagement in England. New York Journal of Student Affairs, 19(1), 3-16.

Egeberg, H. M., McConney, A., & Price, A. (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education, 41(7), 1.

Escriva-Boulley, G., Tessier, D., Ntoumanis, N., & Sarrazin, P. (2018). Need-supportive professional development in elementary school physical education: Effects of a cluster-randomized control trial on teachers’ motivating style and student physical activity. Sport, Exercise, and Performance Psychology, 7(2), 218.

Gage, N. A., & MacSuga-Gage, A. S. (2017). Salient classroom management skills: Finding the most effective skills to increase student engagement and decrease disruptions. Report on emotional & behavioral disorders in youth, 17(1), 13.

Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., & Vinogradova, M. V. (2016). Improvement in the learning environment through gamification of the educational process. International Electronic Journal of Mathematics Education, 11(7), 2071-2085.

Rands, M. L., & Gansemer-Topf, A. M. (2017). The room itself is active: How classroom design impacts student engagement. Journal of Learning Spaces, 6(1), 26.

Savelsberg, H., Pignata, S., & Weckert, P. (2017). Second chance education: barriers, supports and engagement strategies. Australian Journal of Adult Learning, 57(1), 36-57.

Schiefele, U. (2017). Classroom management and mastery-oriented instruction as mediators of the effects of teacher motivation on student motivation. Teaching and teacher education, 64, 115-126.

Shields, J. (2019). The Effect of Positive Behavior Intervention Support Systems on Positive Behaviors Shown in Middle School Students.

Sieberer-Nagler, K. (2016). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163-172.

Tomlinson, P. (2019). Mentor Teachers’ Perceptions of Effective Mentoring Strategies.

Peer Review Worksheet

Choose two other group member’s benchmark assignments posted in the discussion forum and provide feedback that will be helpful in their revision.

© 2019. Grand Canyon University. All Rights Reserved.

Peer Review Worksheet

Choose two other group member’s benchmark assignments posted in the discussion forum and provide feedback that will be helpful in their revision.

© 2019. Grand Canyon University. All Rights Reserved.