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David L. Jones 5th grade Teacher Houghtaling Elementary Classroom Management Standards for Alaskan Teachers Standard 6: A teacher creates and maintains a learning environment in which all students are actively engaged and contributing members.
The Alaska Content Standards give a general outline of academic expectations of students. Based on these standards the local school district will in detail specify performance standards for each grade level determining the minimum expectations of students. It is the responsibility of the teacher to see that these standards are met. Obviously there is leeway for teacher and student choices in materials to achieve these standards. Nonetheless, all Alaska Content Standards should be covered and all district performance standards should be met. A classroom management that will achieve this goal should be well planned out in the beginning of the year with a resolute determination to accomplish these goals. Classroom management plans must accommodate for the wide range of learning styles Building student efficacy must begin with mutual respect between teachers and students and between the students themselves. I will teach students how to be respectful of their classmates and teacher. This mutual respect will lead to improved self images, which will in turn lead to improved academic skills and self regulatory practices. I will employ discipline methods that are respectful and not “lecture, ignore, bully, and bribe students in ways no adult would ever put up with” (Fields & Boesser, 2002, page 8). I will take the time each week for classes to discuss any personal or procedural problems they would like to discuss as a group. This and the classroom structures such as cooperative learning will lead to a sense of community As a teacher, I am required to maintain discipline in a classroom so that my students can learn. People have interpreted the term discipline in many ways. For myself, when I think of this term I think of self-discipline. In order to teach self-discipline I must acquire and model this skill for students. My use of self-discipline is a choice I make and is not forced upon me. Therefore, I do not believe it is something I can or should force upon students. What I believe is it is my responsibility as a teacher to teach children the wisdom of good behavior and as they grow older allowing them to have a growing amount of autonomy that is age appropriate. In this belief, I would consider my self a constructivist. However, as a teacher I must be ready to assume the authoritive role if a student chooses not to respect other students, classroom rules, or the authority of the teacher. It is my responsibility to clearly explain why it is necessary for students to learn good behavior even as I have to impart consequences for poor choices made by students. Classroom management is constructed to teach students self-discipline so when the day comes that they are old enough to go out into the world on their own; they have the moral autonomy to be successful in what ever they choose to do. “When you help youngsters develop moral autonomy, you affect how they behave, even when misbehavior isn’t likely to be caught” (Fields & Boesser, 2002, pg. 9). This is the difference between the long-term effects of constructivists’ methods and the short-term effects of behaviorists’ methods. Students in my class will learn self-discipline by following the classroom rules and classroom procedures. They will learn to work together in collaborative groups and learn the self-discipline necessary to proceed as individuals by the opportunities provided with differentiated lesson plans. Students in my classroom will be so busy learning it will alleviate behavioral problems. Organization using these methods will create a successful classroom for all students. I will employ differentiation into my classroom by changing the depth and breadth of student learning by enhancing the use of appropriate classroom management, ongoing assessment, flexible grouping, curriculum compacting and the availability of resources. I will employ differentiation in the area of writing, by organizing the content around essential questions or broad concepts. This will provide significant opportunities for higher-level thinking, complex problem solving and open-ended responses. This will carry over into their writing for social studies and science additionally. Students will receive direct instruction from the teacher in their conferences allowing each student to learn at their optimum rate. In math, I will use the "Accelerated Math Program" as a supplemental to the math curriculum that will diagnose each student's comprehension level and allow them to move forward from there. Differentiation is a process, which teachers can use to increase achievement by improving the match between learner's current unique characteristics and the curriculum components. Using this method allows teachers to more rapidly advance the student by directing each child’s lesson to “those functions that have not yet matured but are in the process of maturation” (McCown, Driscall, & Roop, 1996 p. 105). This is a more modern permutation of Vygotsky’s ZPD by replacing adult guidance with computer guidance. In all subject areas, students will participate in cooperative learning groups such as: literature circles, science lab partners, and social studies projects. This will provide students the opportunity to: make choices and establish values, become self-directed, and become an integral part of the teaching/learning. "Helping, sharing, participating, planning, and working together – these are the heart of a cooperative classroom. Cooperation leads to ownership, involvement, and greater opportunities for student self-discipline. However, trust must come first" (Freiberg 1999, page 83). By working on projects and participating in group discussion students will learn to be responsible for their interaction with students and teachers. Through this process, they will learn to trust one another and become someone who can be trusted. This trust will build a positive learning environment where students will feel safe and learn positive social skills. I will keep misbehavior to a minimum by having a classroom management plan that keeps students occupied at all times. When a student has finished one task there should be another task awaiting them built into the classroom routines. However, when students do misbehave, it is best to help them work out their own solution to the problem. Students are more likely to adhere to behavior modification in which they have ownership. By respectfully allowing them to participate in the solution, "they feel less need to misbehave and are more willing to learn from their mistakes and work on solutions to the problem (Nelson, Lott, Glenn, 1993, page 11). Consequences for misbehaving will be handled with natural and logical consequences. "A logical consequence must be related, respectful, and reasonable" (Nelson, Lott, & Glenn, 1993, pg 10), to student and teacher. If a student writes on a desk it would be logical that he cleans the desk and possibly all the desks in the room as a deterrent to writing on desks in the future, conversely it would not be logical for him to clean the bathrooms. Students will be taught to find solutions and determine what consequences should be employed. When I have been unsuccessful to modify behavior through constructivists' methods I will then resort to what Fredric H. Jones refers to as back-up responses. Small back-up measures will include a letter to the student's parents "requesting parents assistance in dealing with the behavior (1987, pg 275). Medium back-up measures that I would incorporate in my class would include: detention after school, loss of privilege, and parent conference. All of these actions would be recorded in "power school" under the notes for that student. Though these actions are behaviorist methods, I believe it is important to explain why these actions are being taken and to help the student find the self-discipline to control their behavior. Large back-up responses will begin with a discipline referral to the principal and the guidelines will be followed in the KGBSD discipline policy. The KGBSD policy covers most offenses that would require a referral and the step by step consequences for first offenses and repeated offenses that include; in-house suspension, suspension, and expulsion. At this time, I would advise parents to seek outside counseling if their child becomes a repetitive offender. The best method to keep from having to resort to back-up responses is by creating an environment that keeps students to busy learning to have time to misbehave. Clear directions on expectation and explanations of classroom rules will help prevent these problems from arising. In addition, a well-deliberated physical layout that keeps opportunities for misbehavior to a minimum. CLASSROOM RULES Expectations for Students Behavior It is the responsibility of the student to actively engage in the educational process. This will include the student coming to class fully prepared, ready, willing, and able to participate in the lessons of the day. Learning requires an environment of respect and freedom from distraction. It is the responsibility of students to assist in maintaining order by refraining from disruptive conduct. One of the ways students can assist in maintaining order in my classroom is by following the classroom rules: Ø I will stay on task without disturbing or distracting others. Ø I will raise my hand to speak. Ø I will respect other people’s differences and opinions. Ø I will treat others, as I would want them to treat me. Ø When teacher is talking, I will be actively listening. At the beginning of the year, I will explain why these rules will help everyone in having a more positive and enjoyable academic experience. References Feilds, M. V. & Boesser, C. (2002). Constructive guidance and discipline: preschool and primary education (3rd ed.). Management paradigm. Jones, F. H. (1987). Positive classroom discipline.
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