Classroom Management Plan
(See also, Classroom Standards)

I have worked with groups of children in many different settings and utilized various classroom management techniques. I used an Assertive Discipline plan in the past but soon realized that I needed to tailor my plan to meet each child's needs. Many of the ideas that I previously held about managing children changed after I became the mother of my three children. As I matured, my belief about the best way to manage students has evolved. My cooperating teacher and I didn't use a specific management plan with established consequences for misbehavior. We used classroom management techniques that were based on the belief that we need to teach children how to self- manage their own behavior

I believe that teachers need to respect their students and treat them accordingly. Children seem to follow class rules better if they have a voice in setting the rules. Children will not always behave perfectly and a big part of a teacher's job is to gently guide then towards taking responsibility for their own behavior. Kindness, patience, and a genuine interest in helping students succeed are also key components in achieving a positive learning environment. Teachers need to be sensitive to the child's emotional, physical, and social needs, in addition to academic needs.

I believe that teachers need to have a firm grounding in child development. It is important to understand that certain behaviors are entirely natural for certain stages of development. Young children have short attention spans and a successful teacher must anticipate this and plan lessons accordingly. Developmentally appropriate activities can eliminate many classroom problems.

I have also learned that problems can arise when the teacher is not fully prepared to teach the lesson. If the teacher is creative, spends time organizing the lessons, and remains flexible, most students will respond positively.

I have had enough experience with children to know that misbehavior can occur even when the teacher is pro-active and works to eliminate potential problem situations.

The manner in which a teacher reacts to these misbehaviors is crucial. No child wants to be humiliated in front of his peers and teachers need to be sensitive to this human characteristic. My cooperating teacher modeled low-key responses that protected the child's self-esteem and still produced results. A subtle look, a gentle reprimand, or a private conference all were successful techniques. Children know when they are being treated respectfully and this type of treatment encourages students to respond to their teachers and peers with respect, too.
Schools are increasingly teaching many children with special needs and behavior disorders. Establishing basic classroom rules and routine procedures can help these children, in fact, all children succeed in the classroom. Teachers may not be able to eliminate all misbehavior, but I believe the management techniques I outlined and a basic belief in the goodness of children is vital to successful classroom management.