Classroom Management plan
Level One: Creating Caring Community
Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates. Kohn, A. (2006). Beyond discipline from compliance to community (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Harry K. Wong & Rosemary T. Wong (2009). The First days of School, How to Be an Effective Teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc. Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom. Lederach, J. (2003). The little book of conflict transformation. Intercourse, PA: Good Books Level Three: Life Skills
Resources: Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates. Kohn, A. (2006). Beyond discipline from compliance to community (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development. Harry K. Wong & Rosemary T. Wong (2009). The First days of School, How to Be an Effective Teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc. |
Level Two: Recovery Level
Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates. Albert, L., & DeSisto, P. (1996). Cooperative discipline. Circle Pines, Minn.: American Guidance Service. Harry K. Wong & Rosemary T. Wong (2009). The First days of School, How to Be an Effective Teacher (4th ed.). Mountain View: Harry K. Wong Publications, Inc. Level Four: Somewhere Else to Plan
Resources: Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates. Albert, L., & DeSisto, P. (1996). Cooperative discipline. Circle Pines, Minn.: American Guidance Service. Claassen, R., & Claassen, R. (2008). Discipline that restores: Strategies to create respect, cooperation, and responsibility in the classroom. |
Level 5: Wrap Around Support
Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates.
Kohn, A. (2006). Beyond discipline from compliance to community (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Claassen, R., & Claassen, R. (2008). Discipline that restores: Strategies to create respect, cooperation, and responsibility in the classroom. Place of publication not identified: Ron and Roxanne Claassen
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.
- Develop a meeting with multiple people (Administration, Teacher, Parents, etc.) (SST): By incorporating the family, administration, and the teachers, the student will be the primary focus of the meeting and the misbehavior can be addressed and redirected.
- Create behavior contract for students who need extra help to understand/follow rules: By establishing a behavior contract, both the student and the teacher can be held accountable for the construction and redirection of the good behaviors.
- I will give time for students to build relationships with each other for effective class meetings: By allowing students to create a class community, the students can participate in better class meetings that can help establish common goals and help prevent any future misbehaviors.
Canter, L., & Canter, M. (1984). Assertive discipline. Santa Monica, Calif.: Canter and Associates.
Kohn, A. (2006). Beyond discipline from compliance to community (2nd ed.). Alexandria, Va.: Association for Supervision and Curriculum Development.
Claassen, R., & Claassen, R. (2008). Discipline that restores: Strategies to create respect, cooperation, and responsibility in the classroom. Place of publication not identified: Ron and Roxanne Claassen
Nelson, Jane & Lott, Lynn. (1993). The Positive Discipline in the Classroom.
Expectations Communication
- Rules posted on wall - Students will help design expectations/classroom norms for both themselves and teacher - Students will have the norms listed on graphic organizer in their personal files - The rules will be posted on my classroom website - The rules will be reiterated and addressed throughout the year |
Philosophical Grounding
As an educator I tend to be more progressive. My focus will rest more on my students, rather than solely on the subject matter. Because of this, my management plan will continue to focus on the student. I want to incorporate my strategies at each level to keep my focus on the students, starting at Level One, by creating and fostering a safe environment in my classroom with my students. As I work through the upper levels of the pyramid, I will continue to keep my focus on the students. This is seen in the reparative strategies that focus on the root of the problem, and how to repair it to ensure equity and justice for my students. |