Amanda Needham

November 2013

Philosophy of Classroom Management

William Arthur Ward once acknowledged, “The mediocre teacher tells. The good teacher

explains. The superior teacher demonstrates. The great teacher inspires.” I truly echo this quote

in my ideals and aspirations in being a teacher. By being a devoted teacher, I hope to make a

difference in people’s lives as they are still young children. In order for children to successfully

learn, the classroom needs to be well-managed. Classroom management is vital in creating a

triumphant, smooth running classroom. A classroom is like a garden. It takes the perfect amount

of sunshine and water to allow it to grow to its fullest potential. The teacher is the gardener, who

helps cultivate the plants (students). The teacher knows the perfect balance of water and sunshine

(knowledge, fun, and regulation) the plants need to reach expectations. The teacher is also the

sun, as the students reflect the teacher’s passion in learning and growing. With appropriate

management, the students will grow and shine. My expectations for my students are set high and

I plan on creating a positive, learning encouraged environment for them to grow. My goal is to

have my students feel safe and respected by their peers as well as myself. I want my students to

feel free to explore and discover in their learning. I want my students to fall in love with learning

and be curious. I yearn for my students to feel free to express themselves in creativity. Not only

will my classroom be beneficial for the individual student, but for the class as a whole through

collaborative learning. Our class is a team working together to reach our goal of success.

Hardin once acknowledged, “The purpose of education is to produce not just good

learners, but also good people.” Classroom management is essential in a classroom, as it is

beneficial for teachers to be effective. Without a strong, organized classroom, there would be

chaos leading to an environment that prevents students from effectively learning. It is important

for the teacher to have control over the classroom, and this can only be successful with a well-

developed classroom management plan. This helps the teacher handle behavior situations that

arise and interruptions that occur. Pacing is a very important aspect in a classroom management

plan. Not only does pacing allow time to be used effectively, but it also prevents students from

misbehaving during class. Students will also be aware of the expectations that a management

plan establishes, and they are expected to follow in order to reduce misbehavior and allow time

to maximize instruction time.

In order for my classroom to thoroughly envelop and reflect respect, curiosity, high

expectations, and passion, I will implement several strategies to insure these, while minimizing

misbehaviors. These strategies include having class chores, smooth transitions during lessons,

effective teacher praise: “my job is to open the door to learning; your job is to walk through the

door,” using non-verbal cues to get children’s attention, send home weekly behavioral notices,

and building a partnership with the students’ parents. Through this classroom management plan,

students’ curiosity will fan into a fire, while students’ misbehavior is prevented, intervened, and

preset. This plan will establish the first day of school routine, prevention plan, intervention plan,

and family-school connections.

The First Day of School

Clusters of precipitation gathered around the nape of Johnny’s neck as he

crossed the threshold of Miss Needham’s first grade classroom. The fresh

aroma of crayons and books swarmed Johnny’s nose as his fists clenched

together. All anticipation withered away as Miss Needham welcomed him

with a bright, warm smile and a gentle hand upon his shoulder. For many

children, the first day of school is daunting, while for others it is a pivotal,

exciting experience that is anticipated. Therefore, teachers need to provide a

safe, warm, welcoming atmosphere that demonstrates a fun, educational

upcoming year. My goal is to offer my students a wonderful first day of

school—the most crucial day of the entire year. I’ll make it count.

Design an inviting and stimulating classroom

o Arrange seating to facilitate learning.

o Provide a comfortable, inviting reading corner enveloped

with pillows, bean bags, and rugs that has numerous

literature books and informational texts.

o Decorate the walls and bulletin boards with bright colors,

pictures, and posters.

o Display every subject thoroughly on the walls, bringing a

love of learning atmosphere.

o Play music in the background to lighten up the classroom and mood.

Create a warm, positive, welcoming atmosphere

o Greet each child and parent at the door with enthusiasm and a warm smile.

o Get down on their level, so they feel less nervous.

o Call students by their names as soon as possible.

o Be energized and let each student know they are an important aspect to the

classroom.

o Decorate the front door in a creative, unique, welcoming way.

Establish the value of respect

o Model respectful behavior and address rules of the classroom.

o Return student’s work in a timely manner that is graded fairly with encouraging

and improving comments.

o Listen to each child’s opinion intently, as well as listen to their individual needs.

o Learn each student’s name the first day, as well as remember something

memorable about each student.

o Elaborate on how each child needs to respect each other as well as the teacher.

Ignite the passion for learning

o Be passionate in every subject with interactive and

creative lessons.

o Create hands on learning experiences.

o Provide unique lessons with interdisciplinary learning;

allowing each child to discover something they enjoy.

o Intrinsically motivate each child so they will desire to

pursue learning beyond expectations.

Exemplify a champion teacher

o Be prepared in every lesson by writing out what the students should learn.

o Instill the theory of being a “warm demander.”

o Elaborate the importance of learning and an education.

o Use the theory “every minute matters,” by having learning activities planned if

there is extra time in the day.

Institute the classroom rules and expectations

o Instill the motto and pledge of the class, RESPECT –

responsibility, effort, show curiosity, prepared,

empathy, collaboration, and truthful.

o Teach the classroom motto song, RESPECT. (Same

music as Aretha Franklin’s song Respect, but will new

words that establishes the classroom expectations).

o Create a class song to the list of rules/expectations.

o Have the rules displayed in the classroom on the wall,

but have the students sign an agreement to obey those

rules. Then have them write their name on a leaf, which

will go up in the corner of the room where a big construction paper tree grows.

It’s the idea that we are all growing and blossoming together.

Identify and demonstrate essential classroom procedures

o Model a Morning Routine with math problems that are integrated with what is

being taught, a couple grammar revisions, a “Who is this today?” encounter where

they try and guess what historical figure it is behind a piece of paper, a fun fact

for the day, and anything else that seems relevant.

o Go over the days schedule on what they will be learning and excited for.

o Walk through policies in prevention plan like bathroom breaks, student jobs, etc.

o Let students know there will be music playing in the background behind

individualized work, and they can’t exceed that noise level.

Credit students with responsibilities

o Define the notion to students that they are responsible for their homework,

behavior, and following the rules.

o Provide class jobs, where each student has a job around the classroom where one

week they will be passing out papers and the next they clean off the board, etc.

Provide various opportunities for student engagement

o Play class bingo, where they go around the class getting to know everyone’s

names and something unique about them. (This will help the teacher too.)

o Ask each child what they expect and hope for in the upcoming year in their

education and from the teacher by using a post it wall or a balloon bulletin board.

(Teachers can take this into consideration for the upcoming year.)

o Establish the rules of communicating through hand motions, such as “I have a

question,” and “Expand your answer.”

o Call and response (who lives in a pineapple under the sea, Spongebob square

pants or doing the chicken dance to get the students quiet).

Build a relationship with each student

o Ask students about their passions and interest.

o Establish role in classroom as a teacher, but also as a mentor, friend, etc.

o Accumulate each child’s birthday on a calendar that each child will eventually

receive. (Teachers try to plan something fun on their birthday for them.)

o Know students names by the first day!

Prevention Plan

Students have a tendency to misbehave during class as it is human nature to make

mistakes; however, a prevention plan helps deter many disruptions that arise throughout the day.

It is essential to establish a clear, well-thought out prevention plan

in order for students to learn at their fullest potential. The most

important aspect of a prevention plan is having a well planned

lesson. Students need the structure and guidelines to experience

safe, enjoyable learning. A prevention plan also helps students

realize that their actions affect those around them, so they should

be compliant because it is positive action to take. As Hardin once

acknowledged, “The ultimate goal of classroom management

should not be on simple obedience, but on having students behave appropriately because they

know it’s the right thing to do and because they can understand how their actions affect other

people.”

Class-running procedures: “These are nonacademic procedures that enable the

classroom to run smoothly.”

Taking attendance and recording lunch orders – When students arrive in

the classroom, they will put their picture inside their pacon pocket with their

name on it, as well as a popsicle stick if they are having hot lunch. This helps

the teacher know if a student is absent and who wants hot lunch for the day.

Entering the room at the beginning of the day – Each day, one student

from the class will be labeled as a greeter for the week. The teacher will also

greet every child as they walk in. Music will be playing in the background as a

warm, inviting atmosphere.

Going to the restroom – there will be a wooden, painted B that will be

hanging by the door that a child will have to take as they go to the bathroom.

This ensures that only one child is going to the bathroom at a time. They have

to ask the teacher first by using hand motions, such as “R” for restroom. They

raise their hand up giving the signal and the teacher will either nod or say no.

Sharpening pencils – In many cases, so many distractions occur in the

classroom due to a child getting up and sharpening a pencil. So there will be a

can with pencils that will always be sharpened (this will be assigned as a

chore), and the student has to use a hand motion to get up and grab a pencil.

Class chores – to instill responsibility within my students, they will all have

weekly class chores, such as cleaning the white board, sharpening the pencils

in the can, cleaning desks, supply chief, attendance monitor, water plants, and

more.

Lesson-running procedures: “These are procedures that directly support instruction by

specifying the behaviors that are necessary for teaching and learning to take place.”

Morning routine – when the students come and sit down in the morning, there

will be “morning breakfast” (this will be a great way to start the children’s

morning) written on the board. This is the student’s morning warm-ups, where

there will be English and Math reviews, as well as a mystery question, such as,

who is this man (it will be a picture of Martin Luther King Jr.). This will be done

every morning.

Homework – every Monday, a packet will be sent home. The homework will be

displayed as a food menu, but instead of food, it will be different homework

assignments that they choose from; drinks, the appetizer, main course, and

dessert. On Friday, they will have to turn in the assignment they chose from each

section. This homework will be turned in to a basket in the front of the room.

Distributing supplies – each table will have a box of supplies that will be stored

away in another cubby. The table groups name will be on their supply bucket

with glue, markers, colored pencils, and several scissors. The designated bellhop

will distribute the supplies when needed.

What to bring to (math) (writing) (reading) – If the students need certain

assignments or supplies on their desk, there will be a picture projected of what

they should have on their desk. They will follow the picture quickly and silently.

This will be completed through a tight transition.

What to do if finish early – when the students are done, they will have a list of

things they need to do, such as finishing up worksheets that were done in class,

homework, reading silently, or playing a math game on the computer if all other

work is completed first.

Interaction Procedures: “These are procedures that specify when talk is permitted and

how it is to occur.”

Signal when the teacher needs the groups attention – I will use sign language,

as well as call and response, such as “bu dudu ba du…bu bu”, raising my hand

until they follow silently, or “one two three, eyes on me”. I will also use songs

and chimes.

Signal when students need the teacher’s attention – they will use sign language

if they need to use the bathroom, grab a pencil, go to the office, or if they aren’t

feeling well. If they need to they can also raise their hand, but I will not tolerate

speaking out when someone else is talking.

During independent work – while the students are working, there will be soft

music playing in the background; the level of their voices cannot exceed the level

of the music.

During transitions – there will be typed transitions, where there will also be call

and response. There will also be a timer that will give the students a certain

amount of time to make those transitions, and sometime there will be a song they

will sing.

During whole class lessons – I will use cold call as my main method of calling

on students. I will have a jar with everyone’s name on a stick, in which I will call

the students name I pull. Occasionally, I will also call on people who have their

hands raised.

Check for understanding – I will check to see that students understand the

information through sign language (thumbs up or thumbs down), paper tents that

tells the teacher where the student is at, or a traffic light symbol that is placed at

the top of their desk.

Punishment – as one way of not disturbing the class, student’s names will be

written on the board nonchalantly. This way, teachers can continue with their

lesson, but remember who needs to be talked to.

Effective Teacher Praise/Discourse: These are sayings to encourage students’ intrinsic

motivation. These will help foster curiosity and a lifelong love of learning in students.

“My job is to open up the door to learning; your job is to walk through the door.”

“You have the power to make good decisions.”

“I can tell that you're getting it. I'm seeing the lights go on in your brain.”

“Learning is an adventure. Its finding answers to our questions.”

“Your curiosity makes you a great scholar.”

“I have high expectations for you.”

“Let's treat each other the way we want to be treated - with kindness and respect.”

“We are a family/team/community.”

Relieving Energy: These are strategies that allow students to alleviate energy that builds

up from sitting in a chair all day. This section focuses on using the method “every minute

counts.” The goal anticipated to accomplish is providing time for students to relieve

energy, while still incorporating academic learning.

Stretches – the coconut stretch is one example, where all the students stretch each

letter out.

Energy Ball

Dancing – Cha Cha Slide, Chicken Dance, Macarena, Hokey Pokey, etc.

Wandering Waldos – students get two minutes freely walk around the classroom

and get wiggles out by talking to a peer about what they are learning, but at the

end of those two minutes, those students need to be back in their seats quiet and

ready to work.

Jar of fun – there will be many popsicle sticks in the jar, and on each stick will

be an activity to do, such as playing a game, dancing, making a paper airplane,

making a human period while reciting information, or getting to watch a fun clip

of a movie.

Intervention Plan

Along with an established prevention plan, teachers need to

construct a superior, comprehensible intervention plan. A respectable

intervention plan should respond appropriately to restrict learning in

the classroom. Once a child misbehaves, the teacher needs to be

prepared to change that behavior positively, so that the incident won’t

occur again. A prevention plan is beneficiary, but a well-thought out

intervention plan is crucial in upholding successful classroom

management.

1. General Guidelines for Responding to Misbehavior: Through these guidelines, the

teacher handles the situation effectively, and perseveres with success.

Stay Calm: it is essential to take a step back from the situation, and approach it

composed. There will be many instances that may cause for panic or rage, but through

this guideline, all hope is gained.

o Take a couple deep breaths, while assessing the situation. It is important not to

just jump in automatically with mixed emotions and accusing students.

o Never allow students’ behaviors to ruin the teacher’s day.

o Give wait time before discussing the issue with the student, so emotions are

not interwoven.

Assume the Best in Your Students: students want to learn, even if they don’t show it.

When emotions become involved, teachers sometimes believe the misbehavior is

intentional, when in reality, there may be many factors that are unknown. It is

important to use positive framing and set high expectations that are believed to be

accomplished.

o Assume the student wants to succeed and give them the tools to

succeed.

o Remind or re-teach what appropriate behavior is.

o Take responsibility for the student’s behavior.

o Model appropriate behavior constantly.

Preserve Student’s Dignity: it is significant not to

punish or call a child’s name out in front of the entire

class. The student may enjoy the attention and continue

the behavior, or the child may be so embarrassed, they

withdraw themselves from the class entirely.

o While the class is working on something,

kneel beside the student who is misbehaving, and whisper your

expectations, wait outside for you, or ask them what they should be

doing.

o Privately pull aside the student and ask them why they are behaving so.

o During the conversation with the student, it is important to encourage

them about building character through taking responsibility and

ownership.

Minimize Disruption to Time on Task: Much more could be taught throughout a day if

it’s not consumed by the disruptions of behaviors. Having a set of guidelines that

ensures quick transitions from disruptions is crucial.

o Use non-verbal cues as much as possible when trying to correct

behavior. This includes sign language, facial expressions, positioning

yourself closer to the student with the behavior, writing the child’s

name on the board, or by placing a hand on or near the student.

o Use short verbal cues seldom. These verbal cues could include

“SLANT,” the child’s name, or focus.

Respond Appropriately and Consistently: if the behavior can’t be ignored, make sure

to be consistent in the consequences. Following your own rules and procedures is

essential in keeping order and superiority. The consequence should be fitting to the

severity of the behavior. If a behavior slides by without acknowledgment, students

may take advantage of the teacher. Behavior should be responded to without fail.

2. Responses to Misbehavior: there are different levels of behavior, and each behavior

needs to be responded to appropriately.

Minor Misbehaver: is behavior that is inappropriate in a classroom setting, but is

not harmful to oneself or another. This type of behavior occurs occasionally, but

should still be addressed

o Passing Notes: for this behavior I would walk quietly over to whom the

culprits were, and swipe the note off the desk and throw it away in the trash

can. I would try to be as sly as possible; not disrupting the class. After

class, I would talk to the students privately about inappropriate and

appropriate behavior.

o Talking While You’re Talking: in response to this behavior, I would first

try non-verbal cues. If those were unsuccessful, I would wait till the whole

class is quiet, write the student’s name on the board, take time away from

recess, or wait till a time when everyone is working and privately talk with

the student about their behavior.

o Chewing gum: when this behavior occurs, I will have the student silently

walk to the trashcan to throw it away.

Chronic Misbehavior: is behavior that is improper in an educational setting. This

type of misbehavior occurs more frequently and needs to be addressed earlier

rather than later by establishing a new routine or giving private correction.

o Shouting out Answers Every Day: once this behavior becomes constant, I

would have to establish a new routine with the student, by having kids

write their answers on mini white boards, or have the students self monitor

themselves. I would try to have the students establish raising their hand.

o Often Arguing Who Goes First: in response to this continuous behavior, I

would create a routine, where everyone in the class would have a turn to go

first. If the issue was just between two students or several, I would have a

chart where they would alternate who goes first. That way it is 100% fair.

All the students would need to agree on it and sign off on it.

o Consistently Not Turning in Homework: I understand that issues may arise

and one or two assignments have to be turned in late, but when the

behavior grows, I would intervene. I would have the student call their

parent, write a letter home, or create a contract they would have to assign. I

would talk to them privately about the importance of homework as their

job, and how beneficial it is.

More Serious Misbehavior: is behavior that is

inappropriate in any setting. It is both physically and

emotionally harmful for oneself or another. It interferes

with one’s learning and needs to be corrected

immediately.

o Using Profanity: this behavior is not tolerated in

my classroom. If it happens to arise, then I will

remember to stay calm, send the student outside with calm manners, and

talk to them privately. I would have them state their inappropriate behavior

and what the appropriate behavior is. I would also offer choices of

punishment, because they should know better. There would be a behavior

contract and they would write a letter home.

o Cheating: I would approach this behavior depending on the situation. I

would first move the child to a secluded location, and after I would have a

conversation with them. I would clarify honesty with them and go over our

rules again. I would offer options of retaking the test or redoing the

homework as I want them to succeed ultimately. However, there will

always be a punishment for cheating as it will not be tolerated in my

classroom.

o Calling Another Student a Bad Name: this behavior really frustrates me,

but I plan to stay calm and address the issue rationally. The student would

have to apologize to the person, rephrase their comment in an uplifting

way, and acknowledge the punishment that follows. Respect is one of the

most valuable aspects in my classroom, and I will not tolerate disrespect. If

the name calling continues, the student will have to write a letter of

apology to their peer and a letter home about their behavior.

3. General Consequences: everyone makes mistakes, as we are all human beings. We learn

and grow through every single behavior, so I plan to establish general contracts in my

classroom every day. This will help my students know that they are always being watched,

and that they should self-evaluate too.

Classroom Agreement/Contract: at the beginning of year, I will have students all

sign a contract that states the classroom rules/motto. This will help establish early

on how the students should behave. They will write their name on a piece of paper

shaped as a leaf, which will be put on a tree stapled to the board with the entire

classes leafs. If a behavior continues to occur, they can pull out the original

contract and a new contract to create.

Behavior Flip Chart: this chart would be the same as the chart that the students use

to check in for attendance and for hot lunches. Every child would start out on pink

for great behavior, but there would also be yellow for warning, green for think

time, blue for no recess, and red for out of class or call home. Throughout the day,

the child would be required to flip their color card to match their behavior. The

positive side is they could always improve their behavior and flip their card back

to pink if their behavior improved. At the end of the day, those who were not on

pink would need to talk with me about their behavior, and I would color their sun

in by the color they ended with. This is an easy way to document their behavior

every day.

Behavior Notices/Great Job Certificates: every student will receive a weekly

behavioral notice that is sent home to show their parents how they behaved. The

student has to bring home the following Monday signed. This is a great resource to

note student’s behavior by just coloring in the sun with a color. Now if a student is

truly being splendid, then at the end of the week the child will receive a “Great

Job Certificate” that they can take home to show their family.

I_________________________, agree to make the following positive behavior changes_______________________________

________________________________________________________________________________________________________

___________________________________________________.

Through my positive behavioral change, I will be rewarded by:

________________________________________________________________________________________________________.

If my behavior does not change, I will have this consequence:

________________________________________________________________________________________________________.

Child Signature:________________________ Date:__________

Parent Signature:_______________________ Date:__________

Teacher signature:______________________ Date:__________

Family-School Connections

Building a partnership between parents and their child’s education is essential for

students to succeed. Open communication and collaboration with the parents allows for them to

be actively involved in their child’s education. If parents lack interest in partnership, it is vital for

teachers to encourage parents to have personal interest in their own child’s well-being. Great

parent involvement creates higher achievement, better grades, better attendance, more curiosity,

and more positive behaviors. Many confrontational arguments that arise between teachers and

parents result from lack of communication. This could be avoided by implementing simple

precautionary measures along with communication strategies.

Communication Strategies - ways to communicate openly with my students’ parents

Weekly newsletters

o Each week, I will send home a newsletter to the parents about what events are

coming up throughout the school, as well as in the classroom. The parents will be

informed about what their child is learning about that week. During some weeks, I

may reestablish some class rules and expectations.

Class website

o This classroom website will include the weekly newsletters, as some parents

prefer to use the internet as their way to communicate; however, some families do

not have access to the internet. There will also be updated pictures of events and

projects, as well as information on upcoming units.

Behavioral Notices and Awards

o At the end of each week, students will be sent home with an individualized

behavioral notice that is color coordinated based on their behavior for each day.

The parents will need to sign this and send it back to me. There will be a space for

parents to write notes to me, as well as a space for me to write notes. There will

also be award certificates sent home with students who have behaved

exceptionally or who have improved in their behavior. I will include praise for the

child individually.

Send students home with a Weekly Work Folder

o Along with the student’s behavioral notice, the students will be sent home with a

Weekly Work Folder, which includes their completed homework assignments, in

class work, and any tests or quizzes. In their folders, there will be space where I

jot down a quick personal note of praise and encouragement.

Try to contact parents by phone at least once each grading period

o For each quarter, I will try to call each parent acknowledging their child’s

improved work or continued effort. I will thank parents for their involvement, or

even personally invite them to a special event. This will create a positive

relationship between the teacher and the parent.

Warm regards,

Miss Needham

Dear Parents and Guardians,

Welcome to this exciting year of learning! I am honored and delighted to have

your children in my class this year! My goal is to keep your child safe and

comfortable, as we learn, discover, and grow together. I love teaching children and it is

my ambition to have them grow as readers, writers, mathematicians, historians, and

scientists. My hope is to help each child realize that they can succeed with hard work,

passion, curiosity, commitment, and of course a little bit of fun everyday!

Ever since I was a child, I desired to be a teacher. I received my Bachelors

degree, as well as my Teaching Credential from Westmont College (’14), where they

have instilled strategies that will help me be an effective teacher. I have taught, tutored,

and mentored students from Kindergarten to high school in a variety of schools.

Working with children has been a part of who I am ever since I was a child. Teaching

is my passion.

To facilitate a successful year, your child and I will form a partnership. I plan

to commit myself to your student’s education with extra support, time, and

individualized learning strategies. My goal is to provide them with an exceptional

education by helping them discover curiosity and fall in love with learning. In order for

this to be achieved, I expect your child to follow the classroom motto, RESPECT:

responsibility, effort, showing curiosity, prepared, empathy, cooperation, and truthful.

For children to receive respect, they must give it a first. This can also be achieved with

your involvement. “Research shows that the key predictor to a student’s success in

school is parent involvement.” Speaking highly of education and reading with your

child at home will dramatically improve your child’s education. I will be in contact

with you throughout the year by phone, conferences, and weekly newsletters. If you’d

like to help volunteer in the classroom, let me know as I would love for you to be

involved.

Excitement is growing every day as the school days progress! I hope that we

can all commit and work diligently for the growth of your children’s education. Please

feel free to email me at aneedham@westmont.edu if you have any questions or

concerns. I want this year to be the best for both you and your child. Let’s embark on

this adventure together!

“A teacher affects eternity; she

never knows where her influence

will stop.”

- Henry Adams