Conflict Resolution & Human Relations

Task #3 - Comprehensive Classroom Management Plan

Professor Joseph Sperlazza

"In modern times there are opposing views about the practice of education. There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life. Nor is it clear whether their education ought to be directed more towards the intellect or towards the character of the soul ... And there is no agreement as to what in fact does tend towards virtue. Men do not all prize most highly the same virtues. So, naturally they also differ about the proper training for it."           - Aristotle

Section 1: My Philosophy of Education

 Aristotle spoke these wise words over 2,000 years ago. I find it absolutely amazing that the issues he discussed so long ago are still the most debated ones in education today. Aristotle and Plato are accredited as the ancient masterminds behind the Perrenialist Theory of Education. The name itself is significant because it conveys the notion that one should teach things that are of 'everlasting' importance to all people everywhere. Perennialism suggests that we create a teacher-centered environment that focuses first and foremost on the students' personal development. Lesson plans stress more on the learning of scientific skills of reasoning rather than the memorization of rigid facts and formulas.

          Perennialism encourages teachers to serve as facilitators in the learning process. Ultimately, we are to lead our students to their own discovery. This process strengthens their ability to build on higher-thinking skills. I completely agree with this theory. So many students are discouraged from math and the sciences, because they cannot handle all of the formulas. I believe that it is much more important to teach students the reasoning behind the formula rather than the formula itself. I find it hard to limit myself to one definite philosophy of education. Rather, I see myself leaning mostly towards the Perrenialist approach, while still encompassing some aspects from the other theories. The classroom is and unpredictable place and students are diverse in many ways. School is our way of preparing the youth for their future and teachers must strive to do just that, by any means necessary. If your students respond to the traditional styles of teaching then hit the books hard. If they are more hands on and visual, then create some curriculum-related games or do group projects. Whatever works best for your students. You have to go with the flow.

Section 2: My Goals for a Productive Learning Environment

"An effort to treat children with respect is likely to result in the creation of opportunities to talk, reason with authority and consider long term consequences of their actions...and practice complex cognitive activities"              - Raven

          I believe that having a sense of community within a classroom is the best way to create a productive learning environment. If the students feel welcome and a part of what is going on, they are likely to participate in activities. This is why I believe it is necessary that you take a little bit of time in the beginning of each school year to get acquainted with all of your new students. First impressions play a major role in future interactions. Instead of jumping into rigorous lessons on the first day of school, you must seize that moment to set the tone of your classroom. Students should be able to talk to each other. A good idea is to play some sort of 'Name Game'. Also, it is important that the guidelines of your classroom be discussed (if not, set) on the first day. You must make the rules of your game absolutely clear to all students from the get go. Let them know exactly what behaviors will not be accepted and the punitive consequences for when they are committed. If you fail to thoroughly communicate the rules, then you cannot fully blame the students when/if they break them. The main rule in my classroom is going to be respect, not only for me, but also for themselves and each other. I do not see any sense in bombarding students with numerous, meaningless rules. Especially when all the others fall right into place once respect is built.

          I also plan to use cohesive support groups to enhance the 'classroom community' amongst the students. I will do so by creating several clusters of five throughout my classroom. I want to arrange students according to their skill level. A pre-test would be a great means to evaluate where they stand so you can decide who to place together. After observing actual classes, I have learned that when a student is able to help another student, the rewards are twofold. Not only does the inquiring pupil walk away with greater understanding of the material, but the teaching student is also able to reinforce the knowledge that s/he already possessed. This cluster setting will also be beneficial for the teacher. Instead of students running to you with every little problem they encounter, they are more likely to use each other as references.

Section 3: How I Plan to Prevent Problems in my Classroom

          My goal is to set a caring tone within my classroom. I want my students to understand that I am a force to work with, not to rebel against. To establish such an environment, I have been toying with the idea of constructing a 'classroom constitution'. This will allow the students an opportunity to be involved in the rule-making process. Together, we can decide on the proper code of conduct within our classroom. Having students collaborate on the constitution gives them a chance to internalize the rules rather than seeing them as being imposed by the authorities. We will also derive appropriate consequences for when the rules are breached. This will give students a sense of fairness when/if any disciplinary actions are taken towards them. Also, having the students be 'in' on this process gives me the chance to make an example of any and all disciplinary infractions that occur. I can reinforce the principles we used when creating the constitution. Again, this allows students to internalize our moral code. I believe it is very important that you allow the contract to be amended throughout the year. It is important that the rules for one class be specific to the needs of that particular class. The only problem I foresee with this idea is that at the high school level, students may take the entire process as a joke. I will most likely test this method out in my first years of teaching and see how it works. If the constitution is useful, then I will incorporate it in all of my classes. If it is a failure, then I will have no choice but to enforce my own rules on all of my students.

          I plan on getting to know my students early on in the year. I believe that this is vital to the success of your classroom. One way that I plan on preventing problems is by greeting my students at the door as they enter the class. Having a general knowledge of each of my students' behavior will allow me to get a sense of their mood with just a glance. Although it cannot be 'heard', body language speaks loudly. If I see a student who is normally upbeat and energetic is acting lethargic, then it would cue me that there may be a problem here. Catching this at the door gives me an opportunity to diffuse a bomb before it ever enters my room. I could pull the student aside, ask how they are and see if they need to go anywhere (i.e.: counselor, nurse). If the child says they are fine and just want to come to class, then I will leave the choice open to them by saying, "If you change your mind, just let me know". This way if the student feels like s/he is going to burst, they know that there is a way out and all they need to do is let me know. 
 

         Besides getting to know my students, I would also like to get to know their parents. Parental support can be a very helpful tool for a teacher. Unfortunately, from what I hear it is hard to get parents involved. This must be so frustrating for teachers. From the parents' point of view though, I can somewhat understand what their apprehensions would be. I will use the example of my older brother Lloyd. He was a 'spirited' child. The type that if he was quiet for just one second, you could rest assured that he was up to something mischievous. My mother always jokes around about how she used to make him meet her a block away from the school, so she would not have to face the bum-rush of teachers, anxious to tell her all the naughty things Lloyd did at school that week. My mother basically felt like she was attacked by his teachers. Instead of offering suggestions or asking for help, the teachers would just complain to her. I want to get parents involved from the beginning. I will send home a letter at the beginning of the year telling them about myself and my class.  Even better than that, I am going to make a conscious effort to catch each and every one my students being good. This will give me an opportunity to brag to their parents about their child's amazing accomplishments and let them know that I do indeed care about their child's success. Making this positive connection with the parents will hopefully encourage their involvement when and if any problems do arise with their child.

Section 4: How I Will Intervene When Problems do arise

          Whenever a child gets out of line, I will determine where their behavior level stands and attempt to respond in the most appropriate way.

Besides being aware of these behaviors and their responses, you must also remember to always avoid power struggles. As a teacher, you never want to find yourself in a position trying to defend your authority and/or credibility to your students. You must exude confidence in all aspects of your behavior (i.e.: voice, body language, etc.). Let them know who the boss is. Yet at the same time, be sure not to make any threatening gestures toward your student. It is best to stand in a supportive stance, at an angle with the student and approximately 3ft. away. Be conscious of your tone and pace of speech. Most importantly, teachers need to learn not to take anything their students say personally. We are adults and we have to accept that, in the heat of the moment, people say things they do not necessarily mean. Grudges cannot hinder us from allowing social growth and wiping a student's slate clean.

          When a situation does occur, you should first approach the student in a calm manner. Explain the specific behavior in question and suggest an appropriate alternative. Explain why this particular behavior is unacceptable. Again, give the students choices. This time, be sure to include the consequences for their choices. Allow the student some time to make a decision. Silence can be a good thing. And finally, you must fairly enforce the consequences of the students' choices. You are the teacher and it is your responsibility to adhere to the structure and consequences you have set. Enforcing consequences sets a framework for student behavior in future situations. Instead of emphasizing on negative punishments, you should always focus on strengthening the positive behavior. Be sure to support your students through this time of personal growth.

Section 5: How I'll Build Students' Social Emotional Skills For Long-Term

          My goal is to internalize social emotional skills in my students. Instead of having to repeatedly tell my students their punishments; I want them to be able to tell me what their punishment should be. Overall, I think the best way to accomplish this is through cue and modeling. When you feel a situation brewing, it is important that you prompt students to remember their previously learned social skills. Remind the students of the behavioral agreements you have set and allow them a chance to correct their own behavior. Most importantly, you must remember that you serve as a model for your students. As this moral exemplar, you need to practice the words in which you preach. All eyes are on you all the time and your students reflect everything that you emit. Children have long been known not to listen very well to adults (It is called 'selective hearing' - only hearing what one wants). Yet at the same time, they are so very notorious for following the examples that have been set for them.