classroom managment |
The syllabus will include all rules and expectations in my classroom. The most basic rules will be to come to class ready to learn and contribute to their own learning as well as to the other student's learning. Detracting from learning is not appreciated or tolerated. My classroom is a safe environment and each student has the right to feel safe and secure within its walls. Disrespect from anyone is prohibited. I am flexible on small things like chewing gum in class, but my main rule is to be present, mindful and respectful. What procedure will you use to include participation and input from your class? It will be known that all students must participate in their own learning. It will also be known that with one of our most important rules of "Respecting Others," all students will give each other time to contribute to class discussions, projects and overall community within our classroom. It may be that when the students are working in groups, that they may only have a specific "job" for a specific amount of time before switching roles within the group. I will be constantly moving around the room between groups to ensure that each student is involved in the lesson. I am going to institute a time when each student will be able to lead group discussion and facilitate questions. This way each student will have a chance of contributing. How will you establish consequences? The very first day of school I will hand out the syllabus that I will go over very carefully with my students. Consequences for actions will all be stated within the syllabus and I will have my students as well as their guardian sign the back page and turn it in to me the next day. What might your consequences be? Consequences for all negative behavior will be dealt with immediately and will differ according to severity. Consequences can range from a participation point reduction to whatever the Principal and School District decide for the most sever actions. There are certain things that will not be tolerated in my classroom such as sexual harassment, general harassment, physical harm, and general unhealthy emotional, psychological or physical abuse to anyone. Will the same rules apply to all, in all situations? If not, how will you differentiate, and how will you explain your rationale? Consequences will be dealt with on a case-by-case basis. My main goal with consequences and rules is to be fair and consistent, but that does not mean that each child does not have the right to talk to me about what happened to wind up in a precarious situation. I do not punish students, I believe that they choose to follow the rules or not to follow the rules and in turn choose to deal with the consequences for their actions. How will you handle the difficult problems in your class? I am a believer that handling problems right as they happen is the best way to go about things. I feel that being consistently fair with my students is the best way for students to know what is expected of them and what they can expect from me in return. There will be times when I will have to talk to students after class or have a meeting with students as well as parents, but I am also teaching students who will be legal adults within the next couple of years, and I would like to be able to communicate with my students on a respectful level. What is your justification for doing so? High School students are at a strange age between being children and become adults. This time is very confusing for most students who are just trying to figure out who they are and where they want to be in the future. I want to model for them how to act like adults and how to handle high stress situations in an appropriate manner. What research supports your position? "Classroom management is not about controlling students or demanding perfect behavior. Instead, effective management is about supporting students to manage themselves throughout daily learning and activities. Part of the teacher’s role is to give students the tools they need to interact with and meet the demands of the social and instructional environment of school" (Jones, 2014). |