Classroom Management Plan
Classroom management is one of the key concerns which determine the efficacy of a learning environment. There are as many classroom management strategies as there are teaching styles, and certain strategies will work for some students and classes, but not others. A way to ensure that an effective classroom management plan is in place for a particular class is to develop a set of class rules collaboratively with the students. Peterson (2004) states that “a sound discipline plan is centred on building trusting relationships and a sense of community.” A student is likely to be far more responsive if a rapport can be established between the teacher and the students, rather than enforcing an authoritarian rule structure (Guercio, 2011).
Inclusiveness is a critical factor which affects class cohesion. Arthur, Gordon, and Butterfield (2003) discuss the merits of a proactive management strategy that seeks to establish a positive, inclusive learning environment. Weinstein, Curran, and Tomlinson-Clarke (2003) suggest that expectations should be made explicit, and that discussion should be conducted with the class in order to ensure that students from culturally diverse backgrounds are included.
A good starting point for the development of class rules is a discussion of the rights and responsibilities of the members of the class. The Assertive Discipline model discussed by Malmgren, Trezek, and Paul (2005) includes a systematic discipline plan that a teacher develops and communicates to the students based on the rights of the teacher and the students. A more cooperative approach, where the students are involved in constructing classroom rules, should lead to a more inclusive management plan and should foster ownership within the class. Students will be more invested in following a set of rules that they have had a hand in creating.
Students should also be involved in the development of consequences – both penalties for rule-breaking, alongside positive consequences for good behaviour. Negative consequences should be clear and unambiguous, and should be staged in order of severity. Where students have a good understanding of the rules and consequences, then behaviour contrary to the rules becomes their choice and a reminder of this may be enough to redirect the student to more positive behaviour (Guercio, 2011).
Precise classroom rules would be developed at the beginning of each year in consultation with the class, however the focus of the rules would be guided by an exploration of the rights and responsibilities of the teacher and the students. The structure would ideally be based upon the premise that all member of the class have the right to be treated with courtesy and respect, and have the right to enjoy a safe and inclusive learning environment. Specific examples of rules would include the following:
Consequences for rule-breaking would again be developed with class involvement, and should be clear and unambiguous. The consequences must be adhered to firmly and fairly at all times, and should be staged for best results. This allows the student who is misbehaving to reintegrate into the class productively. Examples of staged consequences would include the following:
Alongside the negative consequences of rule-breaking the class should also develop a set of positive consequences for productive and collaborative behaviour. The kind of positive rewards must be guided by school policy, and the efficacy of such measure will be determined by what the class values as a reward. Examples of simple positive consequences are:
Classroom rules should be set in place to serve as a guide and a reminder for the students of the kind of behaviour that is expected of them. Classroom rules will suffice for day to day classroom management scenarios, but where a particularly difficult or dangerous situation arises a predetermined action plan should be followed. School policy will normally dictate actions which should be undertaken in the case of violence or vandalism. Any instance of a student endangering themselves, others or property should result in the student being removed from the class or situation. A team approach is often effective in dealing with difficult situations. Discussions with leading teachers, coordinators and student welfare officers would be beneficial, as would a meeting with students’ parents where the necessity arose. A key element is developing rapport and relationships with the students - where a relationship of trust is present, a teacher will be more likely to identify the potential for problem behaviour early, and to seek to understand the student’s motivation, providing support as appropriate.
References
Arthur, M., Gordon, C. & Butterfield, N. (2003). Classroom management: Creating positive learning environments (2nd ed.). South Melbourne: Thompson.
Guercio, R. (2011). Back to the Basics of Classroom Management. Education Digest, 76(5) 39-43. Retrieved from http://0-search.ebscohost.com.library.vu.edu.au/login.aspx?direct=true&db=aph&AN=56680349&site=ehost-live
Malmgren, K., Trezek, B. & Paul, P. (2005). Models of Classroom Management as Applied to the Secondary Classroom. Clearing House, 79(1), 36-39.
Peterson, B. (2004). The Challenge of Classroom Discipline. In Rethinking Schools (Ed.) The New Teacher Book (pp.174-184). Milwaukee: Rethinking Schools.
Weinstein, C., Curran, M. & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Classroom Management in a Diverse Society, 42(4), 269-276. Retrieved from http://www.jstor.org/stable/1477388
Inclusiveness is a critical factor which affects class cohesion. Arthur, Gordon, and Butterfield (2003) discuss the merits of a proactive management strategy that seeks to establish a positive, inclusive learning environment. Weinstein, Curran, and Tomlinson-Clarke (2003) suggest that expectations should be made explicit, and that discussion should be conducted with the class in order to ensure that students from culturally diverse backgrounds are included.
A good starting point for the development of class rules is a discussion of the rights and responsibilities of the members of the class. The Assertive Discipline model discussed by Malmgren, Trezek, and Paul (2005) includes a systematic discipline plan that a teacher develops and communicates to the students based on the rights of the teacher and the students. A more cooperative approach, where the students are involved in constructing classroom rules, should lead to a more inclusive management plan and should foster ownership within the class. Students will be more invested in following a set of rules that they have had a hand in creating.
Students should also be involved in the development of consequences – both penalties for rule-breaking, alongside positive consequences for good behaviour. Negative consequences should be clear and unambiguous, and should be staged in order of severity. Where students have a good understanding of the rules and consequences, then behaviour contrary to the rules becomes their choice and a reminder of this may be enough to redirect the student to more positive behaviour (Guercio, 2011).
Precise classroom rules would be developed at the beginning of each year in consultation with the class, however the focus of the rules would be guided by an exploration of the rights and responsibilities of the teacher and the students. The structure would ideally be based upon the premise that all member of the class have the right to be treated with courtesy and respect, and have the right to enjoy a safe and inclusive learning environment. Specific examples of rules would include the following:
- Respect and courtesy
- No name calling or insulting, no teasing, no bullying
- No negative self talk
- Listen when others speak, no speaking out of turn
- Genuine participation and contribution to group activities
- Safety of all member of class
- No throwing objects
- No physical violence (hitting, kicking etc.)
- No swinging on chairs, no standing/climbing on tables or chairs
Consequences for rule-breaking would again be developed with class involvement, and should be clear and unambiguous. The consequences must be adhered to firmly and fairly at all times, and should be staged for best results. This allows the student who is misbehaving to reintegrate into the class productively. Examples of staged consequences would include the following:
- First warning
- Second warning
- Moving students either between seats in class or to alternate seating in classroom
- Speak to teacher after class or remain in class during recess/lunch
- Pick up litter at recess/lunchtime
- Formal detention
- Removal from classroom (for continued disruptive behaviour)
Alongside the negative consequences of rule-breaking the class should also develop a set of positive consequences for productive and collaborative behaviour. The kind of positive rewards must be guided by school policy, and the efficacy of such measure will be determined by what the class values as a reward. Examples of simple positive consequences are:
- Verbal and/or written recognition (a note in student's diary)
- Class let out a few minutes early
- Class plays a game together
Classroom rules should be set in place to serve as a guide and a reminder for the students of the kind of behaviour that is expected of them. Classroom rules will suffice for day to day classroom management scenarios, but where a particularly difficult or dangerous situation arises a predetermined action plan should be followed. School policy will normally dictate actions which should be undertaken in the case of violence or vandalism. Any instance of a student endangering themselves, others or property should result in the student being removed from the class or situation. A team approach is often effective in dealing with difficult situations. Discussions with leading teachers, coordinators and student welfare officers would be beneficial, as would a meeting with students’ parents where the necessity arose. A key element is developing rapport and relationships with the students - where a relationship of trust is present, a teacher will be more likely to identify the potential for problem behaviour early, and to seek to understand the student’s motivation, providing support as appropriate.
References
Arthur, M., Gordon, C. & Butterfield, N. (2003). Classroom management: Creating positive learning environments (2nd ed.). South Melbourne: Thompson.
Guercio, R. (2011). Back to the Basics of Classroom Management. Education Digest, 76(5) 39-43. Retrieved from http://0-search.ebscohost.com.library.vu.edu.au/login.aspx?direct=true&db=aph&AN=56680349&site=ehost-live
Malmgren, K., Trezek, B. & Paul, P. (2005). Models of Classroom Management as Applied to the Secondary Classroom. Clearing House, 79(1), 36-39.
Peterson, B. (2004). The Challenge of Classroom Discipline. In Rethinking Schools (Ed.) The New Teacher Book (pp.174-184). Milwaukee: Rethinking Schools.
Weinstein, C., Curran, M. & Tomlinson-Clarke, S. (2003). Culturally Responsive Classroom Management: Awareness into Action. Classroom Management in a Diverse Society, 42(4), 269-276. Retrieved from http://www.jstor.org/stable/1477388
