Classroom and Communication Management Plan

Classroom and Communication Management Plan Benchmark Assignment

Name

Grand Canyon University: EDU 510

Date

Classroom and Communication Management Plan Benchmark Assignment

Abstract

The importance of establishing classroom routines, expectations, and rules cannot be overstated. Teachers must clearly post and continually remind students of the rules. Behaviors that interfere with learning must be addressed using behavior reduction strategies. Developing collaborative and communicative relationships with families is of strategic importance in supporting the learning environment. Teachers should use data collection strategies that will improve classroom management practices. Creating a positive, student-centered, and supportive learning environment should be the goal of every teacher.

Keywords: classroom expectations, classroom rules, behavior reduction strategies, collaborative relationships, supportive learning environments

Introduction

The purpose of this paper is to prepare a classroom and communication management plan designed to meet the needs of a fifth grade classroom with thirty students. As indicated by the abstract, the paper will examine the following: classroom arrangement, classroom routines, classroom expectations and rules, behavior reduction strategies, collaborative and communicative relationships with families, data informed practices, and supportive learning environments.

Table of Contents

Abstract – Page 2

Introduction & Table of Contents – Page 3

Classroom Arrangement – Page 4

Classroom Routines – Pages 5-6

Classroom Expectations and Rules – Page 7

Behavior Reduction Strategies – Pages 8-9

Collaborative and Communicative Relationships with Families – Pages 10-11

Data Informed Practices – Page 12

Supportive Learning Environments – Pages 13-14

Summary – Page 15

References – Pages 16-17

Classroom Arrangement

Arrangement is based on thirty students in an attempt to

accommodate the needs of a diverse student population.

Classroom Routines

Five of the classroom routines which will be included and taught in the classroom are the following: entering the classroom, getting a drink, using the restrooms, using the technology, and turning in classwork and homework.

Entering the classroom. Students will be expected to line up outside the classroom after the first bell rings, so that the teacher can say good morning to them as they enter the classroom. The students will put their coats and backpacks away, sharpen pencils, and be ready to learn. This would be something taught on the first day as soon as they are seated.

Getting a drink. Students will be encouraged to bring water bottles to keep at their desks and will be allowed to fill them up before school starts and after lunch. This would be taught on the first day of school. Evertson & Emmer suggest allowing drinking fountains and restrooms to be used “by only one student at a time and only when the teacher is not conducting a lesson or talking to the whole class” (2013, p.36).

Using the restrooms. With an older fifth grade class, the expectation is that they are responsible young men and women and should be able to police their own behavior. Some schools have a bathroom in each classroom, so the students do not need to leave the room. Explaining restroom behavior would need to take place on the first day of school, but would require reminders as needed. Students would be expected to wait if the teacher is presenting. If there is an emergency, they can use a hand signal (Tips, n.d.).

Using the computers/cell phones. Computer usage will be highly regulated. Computers may be used for testing, or students may use the computers in the classroom for free time activity when they have completed their work. There will be a sign-up sheet which will be kept by the computer. This will be taught within the first few weeks. Cell phones must be kept in backpacks and will not be used in the classroom during school hours.

Turning in classwork and homework. Homework for the week will be given out one day, and the homework from the previous week will be due the same day. The teacher will keep track of the percentage of completed packets turned in on time. If the percentage of completed packets is high, students will be rewarded. Students will need to be taught this when the first homework packet goes home. Classwork will be turned in on a daily basis in a clearly labeled bin.

Classroom Expectations and Rules

Three classroom expectations and rules that will be taught are respect, not using inappropriate language, and no fighting. First, students must show respect for themselves, others, and things (Evertson & Emmer, 2013). This would include listening when the teacher or another student is talking. This rule would also extend to the property in the room, which would cover theft or vandalism. In addition, showing respect for oneself includes taking responsibility for one’s actions.

The second rule is no inappropriate language. Swear words, crude or vulgar language, or name calling will not be tolerated. Students have a right to feel safe at school, and they cannot feel safe if they are being called names.

The third rule is simply no fighting allowed. Any type of fighting, whether physical or verbal, is not allowed. Students should never be allowed to place their hands on another person in an act of aggression. Verbal arguing must be stopped immediately before tensions escalate.

Each of these rules will be expressly stated on the first day of school. They will be posted in the classroom for students to see every day. Most importantly, students will be taught that there are consequences if any of the rules are violated. Punishment would include loss of recess, written letters of apology, and possible suspension, depending on the severity of the rule broken, and the need to meet the policies of the school district.

Behavior Reduction Strategies

Reducing unwanted behavior can be handled in multiple ways. This section will present strategies used to prevent inappropriate behavior, strategies used to respond to inappropriate behavior, strategies used to teach replacement behaviors and reteach appropriate behavior, strategies used to reinforce procedures, and strategies used for enforcing consequences.

One way to prevent inappropriate behavior is to use positive reinforcement. “Positive reinforcement is associated with initial and long-term academic benefits and with increases in the frequency of appropriate behaviors among general education students” (US Dept. of Ed., 2008, p. 29). Another way is to foster positive interactions with “a ratio of about four positive statements for every one corrective statement” (US Dept. of Ed., 2008, p. 32). This ratio should improve students’ academic and behavioral outcomes” (US Dept. of Ed., 2008).

The US Department of Education also provides strategies used to respond to inappropriate behavior. First, “withhold reinforcers…by making problem behaviors ineffective for students by systematically withholding or preventing access to reinforcing consequences” (2008, p. 33). Then, “redirect students with brief and specific instruction” (US Dept. of Ed., 2008, p. 34). A teacher should also “provide positive options and give the student time to respond” (US Dept. of Ed., 2008, p. 34). Furthermore, teachers should match the severity of consequences and behavior (US Dept. of Ed., 2008).

When teaching replacement behaviors and re-teaching appropriate behaviors, the Regents of the University of Minnesota suggest some of the following ideas on their website. First, teachers should review prior year activities to find out what was effective (Regents, 2007). Second, practice the replacement behavior when the student is calm and not exhibiting problem behavior (Regents, 2007). Third, provide opportunities for the student to exhibit appropriate behavior (Regents, 2007). Fourth, try to be proactive by predicting when a student might have difficulties, but still give them adequate time to respond appropriately (Regents, 2007).

There are multiple strategies used to reinforce procedures. Wong, H. and Wong, R. believe that teachers should “reinforce a correct procedure and reteach an incorrect one” (n.d., p.1). “Procedures should be retaught and rehearsed over and over” (Wong & Wong, n.d., p.1). Additionally, “when a procedure is done correctly, use specific praise so that a student can see what was done correctly,” (Wong & Wong, n.d., p.1). Furthermore, procedures should be posted to continually remind students of them (Wong & Wong, n.d).

When enforcing consequences is necessary, teachers should “identify specific expectations relative to each rule” (Creating, n.d., p. 25). Another way to support consequences is to “create a class contract which outlines the rules and the types of behavior that fall under each rule” (Creating, n.d., p. 25). It is also important to “explain and demonstrate the consequences of breaking the rules” (Creating, n.d., p.25). Finally, Evertson & Emmer point out that teachers must follow through with any and all consequences established and be consistent with all students all the time (2013).

Collaborative and Communicative Relationship with Families

Establishing positive, collaborative relationships with families can be done multiple ways. Matuszny, Banda, and Coleman suggest having an event for families and teachers at the beginning of the year where they can get to know each other in an informal setting, such as a picnic or open house (2007). A classroom teacher should communicate extensively with parents using every method available, such as those suggested by Robinson & Fine: “progress notes, phone calls, visits and report cards,” but “school-to-home communication should not occur primarily when there is a problem” (1994, p. 6). In other words, teachers should establish a thorough trail of interaction and positive communication prior to reaching out with an issue concerning the child. When a relationship built on sincerity and trust has already been established, parents will be more willing to work with the teacher.

In order to maintain those positive, collaborative relationships, teachers should continue to communicate with parents over the successes of their student. Sending notes home with the child that mention great test scores or acts of kindness help to keep the relationship strong. Another suggestion is to allow parents to subscribe to texts that the teacher sends out with reminders of due dates and important events. Additionally, any time a parent talks with a teacher, the teacher should maintain a professional level of respect. Voltz suggests that teachers use a polite tone, avoid technical education terms, sincerely listen to parents, and then respond honestly (1994). All of these examples will help to build the relationship between families and teachers.

Moreover, when communicating with families about childrens’ progress, it is also important to remember to be sensitive to cultural differences. Conderman, Johnston-Rodriguez, Hartman, & Kemp point out that some families may be more receptive to “planned home visits or meetings that include members of their extended families, or meetings facilitated by a member of their culture” (2010, p. 176). Furthermore, for families that are not traditionally involved in schools, indicating a sincere willingness to “collaborate and explore nontraditional communication methods” will help build those relationships of trust (Conderman, et. al., 2010, p. 181).

Data Informed Practices

Teachers can capture and use data to inform and improve classroom management practices. To collect data in the classroom, teachers can do formative assessments, observations as they walk around the room, or review projects, essays, and exams (Alber, 2011). Some teachers encourage hand signals for students to indicate whether they understand the lesson (Alber, 2011). Another way to capture data, especially in relation to behavior problems, is to have a sheet with the student names along one side and the hour of the day at the top. Make tally marks by the student’s name under the correct hour, and then analyze the data to find patterns of acting out. This may be during certain times, such as reading groups or transition times.

Teachers can also review students’ cumulative files to research background information, residency situations, and any major changes in a student’s education profile (Alber, 2011). There may be reasons why a child was absent often one year, or why a student who once received high marks is now failing in certain areas. Reviewing student files can shed light on many concerns.

Lastly, reviewing state tests may help you organize your classroom groups strategically (Alber, 2011). One way to group students is by looking at grades and test scores and then putting them in small groups based on Vygotsky’s theory of the zone of proximal development (Driscoll, 2005). By taking the time to review multiple areas of data, teachers can better prepare their classrooms and plan accordingly to help their students be successful.

Supportive Learning Environments

Creating and maintaining supportive learning environments while addressing the needs of a diverse student population can be challenging. However, there are steps that can be taken to encourage students to assume responsibility for themselves and each other, participate in decision making, working collaboratively and independently, and engage as individuals in whole group or small group activities.

Igel & Urquhart encourage cooperative learning to achieve supportive learning environments. They offer three principles for employing cooperative learning. First, “teach group processing and interpersonal skills” by assigning jobs to students (Igel & Urquhart, 2012, p. 17). When everyone has a role, they feel more invested in the group (Igel & Urquhart, 2012). They insist that teachers model appropriate interpersonal skills, such as making eye contact, using time wisely, and actively listening (Igel & Urquhart, 2012). If students see these behaviors exhibited, they can follow the example. This helps students take responsibility for themselves and others, as well as participate in the group decision making process.

Second, “establish cooperative goal structures within groups” (Igel & Urquhart, 2012, p. 18). When groups work together, their relationships become interdependent (Igel & Urquhart, 2012). Igel & Urquhart suggest “linking outcomes among group members” to simple things like the completion of a project (2012, p. 19). In doing so, the students build unity as they work collaboratively as a group. They are also required to engage in the learning process, as other teammates may notice if they are not participating.

Third, in designing cooperative learning activities, teachers should “provide mechanisms for individual accountability” (Igel & Urquhart, 2012, p. 19). Furthermore, “for groups to operate effectively, they must maintain a balance between interdependence and individual accountability” (Igel & Urquhart, 2012, p. 19). This means the teacher must assign projects that require both individual as well as group contributions.

Using the cooperative learning methods outlined in this section addresses all of the important aspects of a supportive learning environment. Nichols & Zhang conclude that “positive student engagement and feedback results in a valued classroom environment” (2011, p. 232). In other words, students do best when teachers give them opportunities to excel, whether by setting personal goals for themselves and or by getting positive feedback from the teacher.

Finally, teachers must understand that it is their responsibility to set the tone of the classroom. They can choose to be upbeat, encouraging, and motivating with their students. They can also attempt to develop a personal relationship with each student, so that students can feel their concern (Evertson & Emmer, 2013). In doing so, teachers can create that supportive learning environment that diverse students need to feel safe and secure as they learn (Evertson & Emmer, 2013).

Summary

Teachers are responsible for every aspect of the classroom, from the physical aspects (such as seating arrangement) to the daily procedures. They must also continually teach expectations and rules, and they must deal with unwanted behaviors. Cooperation between families and teachers is key, and teachers must reach out to foster collaborative and communicative relationships with families. Moreover, they must capture and review data in order to improve classroom management. Furthermore, supportive learning environments are established using methods that promote unity and value personal relationships, especially within diverse school communities.

References

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