hutchison p cmp final
DESCRIPTION
This is the final draft of my Classroom Management Plan (CMP) presentationTRANSCRIPT
Classroom Management
Plan
Paul HutchisonJune 11, 2014
Catherine JohnsonECDI 553
Statement of Purpose
Our classroom is a positive learning environment that fosters academic excellence and respect for others. We all strive to do our best, both academically and behaviorally, and take personal responsibility for our choices, working together to promote the success of everyone in the classroom.
Collaborative Approach
I understand responsibility for classroom behavior as being jointly held by the teacher and the students. I emphasize the importance of individual choice and shared accountability between all classroom participants - myself included.
Rules
• Be respectful, responsible, and empathetic• Listen to teacher and students• Follow teacher directions• Be in your seat when the bell rings• Bring all needed materials to class• Put electronic devices away
Procedures:
Restroom• Ask before you leave• Sign out• Take restroom passHomework• Turn work in correct bin at
beginning of classLate to class• Go to Attendance Office to get pass• Passes from Main Office or other
teachers will be accepted• Passes required to avoid receiving a
tardyDismissal • Remain in seat until bell rings
Positive Consequences
Class input will be solicited to determine desired and appropriate rewards for good behavior.
Positive phone calls home will be made for outstanding work and behavior, especially for students who have been struggling academically, emotionally, or behaviorally.
Grade improvements and student accomplishments will be posted publically on class bulletin board.
Principles of Intervention
• When possible, implement non-verbal interventions first• When possible, expectation reminders or reprimands will
be delivered privately• Interventions should be brief so as not to disrupt class
work• Target and set limits on behaviors not feelings• Interventions will be delivered in a calm assertive
manner• Intervention steps can be bypassed depending upon
situation• If non-verbal and verbal interventions fail, transition to
consequences
Non – Verbal Hierarchy
Planned Ignoring
Signal Interference
Proximity Interference
Touch Interference (Rarely Use)
Verbal Hierarchy
Class Reminder
Positive Phrasing – “As soon as you x, we can y”
Rule Reminder / Direct Appeal
Explicit Redirection – “You have a choice”
Cantor’s Broken Record – “You have chosen to x. Please x (repeat up to 3 times)
Intervention Hierarchy
Under appropriate circumstances, students will experience the natural consequences of their choices. Earning lower grades for failure to turn in homework, or follow assignment directions are appropriate circumstances for natural consequences. Interventions will follow repeated mistakes, however.
Natural and Logical Consequences
All behavioral interventions will be logically related to student misconduct.
Negative Consequence Delivery
• Negative consequences will be delivered in such a way as to protect student dignity
• Eye-contact and proximity will be employed prior to delivering expectation reminders or reprimands
• Effort will always be made to understand cause or motive for disruptive behavior
• Surface management, behavioral intervention, and conferencing will emphasize personal responsibility and choice
General Consequence Hierarchy
•After Class Discussion•Lunch Detention•Isolation from Activity (In Class)•Parent Contact•Office Referral
Hierarchy of MeasuresAfter Class Discussion
Lunch Detention
Isolation from Activity (In Class)
Parent Contact
Office Referral
• Discussions with student will take place during each step of the consequence hierarchy.
• Administration and School Counselor will be contacted prior to any call home to parents.
• Attempts will be made to establish an intervention team consisting of myself, other concerned teachers, administration, and the school counselor prior to scheduling parent conference.
Chronic Behavioral Issues
Long-term Strategies:
• Work to establish positive relationship with student.
• Provide opportunities for improvement and celebrate
incremental accomplishments to break cycle of discouragement.
Short-term Strategy:
• Implement Anecdotal Record Keeping Program, as a way to
record and reinforce positive behaviors.
Crisis Plan• Send a student to the office to notify administration of
event• Send the rest of the class to neighboring classroom• If possible, help the student(s) in crisis to reestablish
self-control until administrators arrive• Bring the rest of the students back to class once the
crisis has been addressed• Notify parents of incident• Document incident and actions taken• Maintain behavioral records on daily basis
Classroom Layout and Décor
• Desks will be arranged in pairs.• Students will sit in assigned seats• Students will be permitted some free
movement around room • Space permitting, round tables will be arranged
in the back for collaborative or individual work. • Disposition of desks will ensure that all students
are visible at all times
Parent Communication Policy
• Solicit feedback from parents regarding student education needs with introduction letter and during open house presentation.
• Call or set up meeting for complex issues, like behavior problems
• Email parents for logistical matters or in response to basic questions like student grades
• Keep administrators apprised of complicated or antagonistic parent messages as they occur. Seek administrative council before responding.
Conferencing Guidelines• Coordinate with staff and administration to
form an intervention team if needed• Lead with positive things to say about student• Actively Listen more than speak• Express sympathy and work to develop a
collaborative relationship, in which everyone commits to cooperatively addressing the issue
• Thank parents for their involvement and time
Action PlanArea Objective Completion DateDevelop Toolkit Make posters for SOP rules and procedures Before School Year Begins
Design Student Referral Form Before School Year BeginsCreate Substitute Teacher Folder Before School Year BeginsDevelop rules and procedures brocure Before School Year Begins
Teach the plan Teach rules and procedures First dayShare the plan Discuss with school leaders First day
Share with parents Open house or first weekSchedule review lessons Week after breaksDeliver review lessons Week after breaksFollow up with parents Week after breaks
Review the plan Review and revision plan Periodically and end of Year
ReferencesDawson, C. (2013). “Classroom Management Plan.” [Video File]. Retrieved from: http://www.youtube.com/watch?v=o40kE-SnS6s&feature=youtu.be Levin, J., & Nolan, J.F. (2014). Principles of classroom management: A professional decision-making model (7th ed.). Boston, MA: Pearson.
Bouffard, Suzanne. (2013). “Email Dos and Don’ts for Educators.” Harvard Education Letter. 2:29. Retrieved from: http://hepg.org/hel-home/issues/29_2/helarticle/email-dos-and-don%E2%80%99ts-for-educators_565 Haws, Lolli. (2011). “Effective Communication with Parents.” Education World. Retrieved from: http://www.educationworld.com/a_admin/effective-communication-with-parents.shtml. Mosle, Sara. (2013). “The Dicey Parent-Teacher Duet.” Opinionator: The New York Times. Retrieved from: http://opinionator.blogs.nytimes.com/2013/01/11/the-dicey-parent-teacher-duet/?_php=true&_type=blogs&_php=true&_type=blogs&_r=1.
The IRIS Center for Training Enhancements. (2012). Classroom management (Part 1): Learning the components of a comprehensive behavior management plan. Retrieved on [month, day, year] from http://iris.peabody.vanderbilt.edu/module/beh1/