Classroom Management and Student Guidance Plan

Kadie Henry

EDT 474E D

December 11, 2013

Intended for Primary Grades K-3




























Section 2.
a. What assumptions do you make about the inherent nature of children?
I believe the most innocent human being on the face of the earth is a newborn child. How
can a child be classified as good or evil without having done anything in the world? A child
comes into the world without any preconceived notion of what to expect. As children grow up,
our society characterizes them based on their actions. Children who are obedient and polite are
described as good, while those who are complacent and disrespectful are considered bad. I
think we are all guilty of using these terms to describe children. Many of my values about the
inherent nature of children stem from my Christian beliefs. While talking to his disciples, Jesus
said to them, Why do you call me good? No one is good except God alone, (Mark 10:18,
ESV). Jesus was the only perfect human being to walk on the earth, yet even he said no one is
truly good unless that person is God alone. We can try, but because of our imperfections we all
fall short of the glory of God, (Romans 3:23, NIV). The decision between good and evil is a
personal choice one must make daily. Instead of passing judgment upon a child, we must begin
to view the child through a refined lens. Many of the decisions we make are based on our
egotistical motives. Therefore, our actions are the result of the desire to fulfill our needs. In order
to determine what needs are not being met, we must begin understanding the motives behind a
childs behavior.

b. To what extent can children learn self-control? What actions by significant adults promote a
childs development of all domains of self-control?
Self-control is a learned characteristic that develops as a child grows and matures. Due to
uncontrollable factors, self-control comes easier for some children than others. Children with
special needs, such as Autism or ADHD, may not be able to control as many of their emotions or
behaviors as other children. I believe a childs temperament also affects a childs ability to gain
self-control. Children who are generally calm and compliant attain self-control much easier than
those who are full of energy and mischievous. To help children of all ages, teachers and parents
should create clear expectations and consequences for actions. Having rules and guidelines
established for expectations at home and school will help children think through their actions,
and instill the idea that every action has a consequence. Teachers and parents also need to be
good role models for their children. Children watch and listen to the actions of their parents and
teachers, and will mimic those actions as well. Finally, teachers and parents should constantly
reflect with their children about their actions and consequences. Children need time to process
their actions in order to learn from their decisions. Children will increase their self-control as
they use what they have learned from past experiences to make decisions in the future.

c. What meaning do you ascribe to learning? How do children learn?
Children are naturally curious, and use all of their senses to make sense of the world. As
children explore their world, they begin to develop questions and search for answers. Piaget
defines the learning process using the terms assimilation and accommodation. Children learn
by making mental connections known as schemas. As children explore more of the world, they
either add more knowledge to their schemas (assimilation), or adjust their previous knowledge to
accommodate for their newfound knowledge (accommodation). Personally, I like to define
learning as the moment when the light bulb goes off in a childs mind. There is something so
special about the moment a child understands something for the very first time. Generally, a
huge smile glows across the childs face, and the child wants to tell everyone about what he or
she has learned. Children also learn through their observations of others and the world around
them. Children will learn behaviors based on what they have seen from TV shows, older siblings,
parents, peers, and even teachers. While children may not understand the meaning of the
behaviors they see, they are still able to model the behavior. Children have a thirst to learn, and
use everything in their disposal to form new understandings of the world.

d. What can/should a K-3 teacher do to promote healthy psychosocial development?
Before learning can take place in a classroom, a child must have all of his or her basic
needs met. A child will not be able to focus in school if he or she is hungry, tired, or feels unsafe.
All teachers, especially K-3 teachers, need to create a warm and caring community within their
classroom. Teachers need to be very observant. They should get to know their students on a
personal level by taking the time to talk and listen to them, and show interests in the events of
their lives. Teachers should learn about the specific needs and interests of their students, and use
these interests to create lessons that are engaging and exciting for the students. Children also
need to feel safe within their classroom to promote healthy psychosocial development. One
resource teachers can use to help children feel safe within the classroom is parent volunteers.
Parents are extra bodies to help within the classroom, and are familiar faces to the students. To
promote social development, students should be encouraged to work together. I believe children
should spend most of their time in school working in groups rather than individually.
Collaboration builds childrens social skills as well as meeting their need for friendships.
Teachers should be mindful of which students work well together, and which students need to be
separated during group work. Teachers need to make sure all students feel included within their
classroom, which may involve pairing up two students who need an extra push to socially
interact with others. Collaboration is especially important for English language learners.
Children who come to school for the first time in the United States from another country will be
fearful and anxious. ELL students need to feel included within the classroom, but also embrace
their native culture. Teachers should allow ELL students to work together and speak their native
language throughout the day. The classroom environment should incorporate elements of an
ELLs native culture to help the child feel more comfortable and take ownership of the
classroom.

e. What can/should a K-3 teacher do to promote healthy intellectual growth and development?
Teachers should use multiple strategies and methods to promote healthy intellectual
growth and development. One of the most important factors to a childs intellectual development
is working within a childs Zone of Proximal Development. Teachers need to be able to identify
and work within each childs ZPD for optimal learning experiences to occur. The material a child
works on should not be far above or below the childs developmental level. Anything within a
childs ZPD is a little challenging, but can be accomplished with scaffolding and support. The
next step after knowing each childs ZPD is differentiation. Not every child learns at the same
pace, or is at the same level developmentally. The content and materials given to each child
should address the individual childs needs. Also, children learn using different strategies. An
effective teacher should be able to teach the same content using a variety of methods to ensure
each child is able to learn using their preferred learning style. Standards are useful to guide
teachers and keep them accountable for their work, but can be a challenge with students varying
in their developmental levels. Some students are well above grade level standards, while others
are below. Teachers should use the standards as a focal point of a lesson, but use differentiation
to meet the developmental needs of each student within a classroom.

f. In what ways might the relationship between a teacher and a student affect a childs learning
and development?
The relationship between a teacher and a student greatly affects a childs learning,
especially for children living in low socioeconomic communities. Children living in urban areas
are used to people coming in and out of their lives, and have a hard time developing trust. With
the high turnover rate of teachers in urban schools, this directly correlates to lack of trust
between students and teachers. Trust is one of the essential characteristics needed to create a
caring, democratic learning community. Trust is not something that develops on the first day of
school, rather it takes time to establish and maintain. Teachers are highly influential in a childs
life. Some students may have zero support at home from their family to do well in school, but a
teacher can be the deciding factor that inspires a student to go after his or her dreams! Teachers
need to set high standards for their students, and push students to their highest potential. While
some people may see this as a teacher being cruel, in reality this shows a child that the teacher
cares and expects the best from him or her. I believe the relationship between students and
teachers is usually undermined, but is one of the most powerful relationships in a childs life.

g. In what ways might the school-home relationship affect a childs learning and development?
The relationships created between teachers and parents/guardians can affect a childs
learning and development either positively or negatively. Every parent wants his or her child to
succeed in school, but the way a parent goes about showing this can vary from person to person.
Some parents will take initiative, and actively be involved in their childs academics. Other
parents may appear to be disengaged from their childs life, but this does not mean the parents do
not care. Parents who work multiple low paying jobs to pay each months rent are unable to be at
home to help their children with their homework, or volunteer within a classroom. This is where
the relationship established between parents and teachers becomes vital. From the start of the
school year, teachers need to intentionally form positive relationships with the parents of each of
their students. Instead of a teacher making assumptions about a students parent, a teacher needs
to understand the parents background and lifestyle. Teachers should use parents as a primary
resource to learn about their students. Communication between parents and teachers is essential.
Children will have more accountability for their actions, whether the actions are positive or
negative. However, if a positive relationship is not formed the impacts will directly affect the
childs development. Children will be caught in the middle of what is expected at home and at
school. If a parent is not very involved in a childs academics, the child could lose interest in
being successful in the classroom. Teachers may form misconceptions about a childs upbringing
that could ultimately lead a teacher to create a faulty bias without actually knowing the truth
about a childs background. Teachers can lower their expectations for a child, and base their
opinions on a child from their misconceptions. In conclusion, the relationship between teachers
and parents do affect childrens ability to learn and develop. In a perfect world every child would
have parents actively involved in their schooling, but in reality this is not the case. Children need
to know they are supported not only from their teachers, but their parents as well. Without the
support of both teachers and parents, children will be given mixed signals about how to act in
school and at home. Having a positive relationship between teachers and parents will also be a
model of how children can form healthy relationships, and build a sense of security within the
classroom.


Section 3, Statement of Your Core Beliefs and Practices Related to Student Guidance
a. Top Ten Beliefs/Strategies About Student Guidance
1. Establish clear expectations and routines within the classroom.
Source: Guidance of Young Children pg. 327
In order to maintain structure within a classroom, rules and expectations must be
established and made known to all children. Children need to be explicitly taught how to act
within the classroom because these behaviors do not come naturally to them. Children need to
know what is expected, and understand they will be held accountable for their actions.
My students will be involved in the process of creating classroom rules during the first
day of the school year. The rules will be posted for all to see, and referred to daily. I will tell the
students exactly what I expect of them, and provide a short but clear rational for my
expectations. I will provide consequences for misbehaviors, but do so in a positive manner.

2. Teach children self-control and behaviors appropriate in public.
Source: Guidance of Young Children pg. 328
Self-control is a learned behavior that grows as a child matures. Some behaviors that are
developmentally appropriate during early childhood are not in later years of life. Children need
to learn how to act appropriately in public, and practice using words politely rather than physical
violence to express their emotions.
One of most effective methods to teaching appropriate public behaviors is modeling these
behaviors to the students. I will not tolerate physical violence in my classroom, and will
encourage my students to use their words to explain their emotions. I will constantly observe my
students to identify any problematic behaviors or situations in the classroom, and suggest a
positive strategy that would be more beneficial.

3. Evaluate the classroom environment and make changes as needed.
Source: Guidance of Young Children pg. 329
Children have a variety of interest and needs within the classroom. The physical
environment should support the needs of all children. As the interests of the students change, the
resources and activities within the classroom should change as well. The resources within the
classroom should be developmentally appropriate, and constantly evaluated for their
effectiveness.
The activities and resources in my classroom will regularly change as I evaluate the needs
and interests of my students. I will provide resources that are engaging and developmentally
appropriate for the students. If I notice a resource within the classroom is not effective, I will
immediately change the materials and evaluate the effectiveness of the new resource.

4. Deliver I-messages when addressing teacher ownership of problems.
Source: Guidance of Yong Children pg. 329
When a students actions have caused conflict affecting the teachers needs, the teacher
owns the problem. I-messages are a positive strategy teachers can use to convey their feelings to
a student, and address how to change the students behavior. I-messages are used to
communicate how the childs actions affected the teacher without condemning the child.
Instead of having an immediate negative reaction towards a students poor behavior
choices, I will step back and evaluate the situation to prevent myself from speaking
inappropriately. I will use I-messages to help the student understand how his or her actions
affected me, and then devise a solution to the problem together.

5. Be an active listener.
Source: Guidance of Young Children pg. 329
Active listeners carefully listen to others without interjecting their own thoughts, and
recognize the persons feelings. Active listening is especially beneficial for teachers to use when
a student has ownership of a problem. Teachers do not criticize the students or offer solutions,
but help the students work through their problem.
Active listening is a strategy I will use to help students become problem-solvers. I will
listen to the needs of my students and identify the students feelings, rather than imposing a
solution. My desire is for my students to feel empowered to make their own decisions by
showing students I trust their problem-solving abilities.

6. Teach conflict resolution strategies
Source: Guidance of Young Children pg. 333
Conflicts are opportunities to teach children positive problem-solving skills. Children are
prone to looking only at their interests rather than the interests of others. Conflict resolution
skills developed at a young age will carry throughout adolescents and adulthood. I believe
conflict resolution strategies are not taught in most classrooms, and should be taught to build
healthy problem-solving skills.
I would like to create a conflict resolution bridge in my classroom. The students involved
in a conflict will stand on opposite ends of the bridge, and state their side of the problem. As the
students move closer to the center of the bridge, they begin to discuss the deep-rooted issues
within the problem, and develop a solution together. The bridge helps to eliminate violence, and
encourages students to become problem solvers without needing a teacher to intervene.

7. Know your students lives outside of the classroom.
Source: Guidance of Young Children pg. 333
In order to meet all of the needs of the students within a classroom, a teacher must know
what is going on in a students life outside of the classroom. Students may act out in class, or
become easily distressed as a result of something occurring in the students personal life. It is the
teachers responsibility to find out what is causing the child to be distressed, and create a plan
that best meets the childs needs.
Every morning, I will plan time into my schedule to ask my students about their lives. If a
student ever wants to talk to me, I will always make time to listen. I will spend time with my
students outside of the classroom to learn about their home lives. If I observe a student acting in
an unusual manner, I will ask the student if there is anything he or she would like to discuss in
private. I would also talk to the students parents if the behavior continues and it becomes a
concern.

8. Give positive, meaningful feedback to students
Source: Guidance of Young Children pg. 329
Adults will often try to encourage children using empty phrases, such as Great job!
These phrases do not address the particular action that is being praised, and are somewhat
meaningless. While an adult is trying to correct a childs behavior, the adult should use phrases
that are positive and addresses the specific behavior.
I will make sure I am constantly giving feedback to my students on their behavior, and
help students make changes to their behavior as needed. While praising or correcting a particular
action, I will make sure to address the action instead of using empty phrases. Instead of making
children feel guilty about their misbehaviors, I will phrase my feedback to help students think
deeply about their actions and devise a solution to change their behaviors.

9. Ignore off-task behaviors when appropriate.
Source: Guidance of Young Children pg. 330-331
Some students will act out in class to gain the attention of their peers and teachers. In
these circumstances when the behavior is non-threatening to others, a teachers best reaction is to
ignore the behavior. If the behavior continues over a long period of time, the teacher should talk
to the student individually to address the issue. Once the behavior has been discussed, the student
may continue to act out to see how the teacher will react. At this point, it is crucial for the teacher
to stay firm and continue to ignore the behavior instead of drawing attention to the students
behavior.
If a students behavior is off task and non-threatening to others, I will ignore the students
behavior with hopes that the student will change his or her behavior. I will also give positive
feedback to the students who are following the rules and expectations of the class to scaffold
their behavior. If the behavior continues, I will talk to the student individually about the
behavior, and continue to ignore the behavior unless further actions are needed.

10. Preserve a students dignity in all circumstances.
Source: Guidance of Young Children pg. 326
In all situations, children need to be treated respectfully. A teacher can easily use his or
her authority to make a child feel powerless and belittled. When addressing behavioral concerns
with a child, teachers need to remember how the child feels. Once the issue has been addressed, a
teacher should not dwell on the issue. Teachers should help the child calm down and return to the
classroom activities instead of embarrassing the child in front of the entire classroom.
While dealing with a childs behavioral issues, I will try to put myself in the place of the
child. I will tell the child to share his or her feelings instead of imposing my thoughts on the
situation. I will talk to the child one-on-one to discuss the issue, and then have the child return to
his or her normal classroom routine. In all situations, I will treat children with respect to help
preserve their dignity.


b. What role(s) do you expect to play in the lives of your students?
The two main roles I look forward to having with my students are instructor and
advocate. In order to effectively teach, I will support each student according to his or her
developmental needs. My students will be set to high expectations because I want my students to
attain high achievements. I will be a role model for my students to treat others with respect,
always be honest, and have a strong work ethic. As an advocate, I am excited to stand up for my
students. I will fight hard for what I believe is right, and never settle for anything less. Being an
advocate for my students includes defending my teaching styles and curriculum to parents and
administrators who do not agree with my teaching philosophies. In order to be an advocate, I
must also be a learner. I have to know what is current in education, and how I can best meet the
needs of my students.

c. What legacy do you hope to leave imprinted in your students minds, hearts, and souls?
Teaching goes beyond the curriculum and assessments to something of greater worth. My
desire is to make sure every student knows they have someone who cares about them. I may not
always be able to make things easier, but I know how to help a student succeed. I hope my
students remember me as the teacher who inspired them to follow their dreams. I also want to be
a friend to my students. I hope my students feel comfortable to talk to me about their personal
lives, and allow me the opportunity to give advice when needed. I would love for my students to
come back after they have left my classroom to continue to build our lasting relationships.

d. What needs of your own do you anticipate getting met by your work as a classroom teacher?
I have a desire to make an impact in the lives of children because of the impact a teacher
had on my life. My elementary school music teacher saw talents I did not even know I possessed,
and encouraged me to go after my dreams. I have a caring heart, and a passion for teaching in
urban communities. So many people in this society undermine the potential and talent students
from urban communities possess. My goal is show these students they do have the power to
make a difference in the world, despite what any other person may think. I have a desire to be a
voice to the powerless, and I know I can make a difference as a teacher.


Section 4. Classroom Management: Procedures and Routines
a. When the school bell signals the students to enter the building, where will you be and what
will you be doing for the first 3 minutes of the school day?
I will be standing by the door of my classroom with a smile one my face. As the students
walk into the classroom, I will greet each student by name. While the students are unpacking and
settling into their desks, I will read the journal prompt or give directions to the practice
worksheet the students will complete during the first few minutes of the school day. Students
will be able to give me any parent forms or money that need to be turned in.

b. How will you manage students lunch tickets and/or money?
Most schools have online bank accounts for parents to deposit money into their students
account, or money can be brought to school and sent directly to the cafeteria. One of the regular
classroom routines that will be established at the beginning of the school year is having students
bring their lunch money to me at the start of the day. The teachers assistant (student helper) will
take the lunch money to the cafeteria while taking the attendance folder to the office.

c. How will attendance be taken?
Students will each be assigned a number that corresponds to their name alphabetically.
The student will place a magnetic piece of paper with their number written on it on a chart that
says Buying and Packing. I will remind the students as they walk into the classroom to
choose whether they are buying or packing their lunch. This method will help me to efficiently
count the number of lunches I need to order, and know which students are absent.

d. How will you morning announcements be made?
As students are working on their morning work, I will make announcements to the
students of things they need to remember to do, such as turning in lunch money or conference
notes. While the students are sitting on the carpet to begin the day, I will go over the daily
schedule posted on the wall so the students know what will be happening the rest of the day. I
will give announcements at the end of the school day as well to remind students of regular
homework assignments, special events, and papers that need to be signed by parents and turned
in.

e. How will you collect students homework?
Weekly homework assignments will be handed out on Mondays in their homework
folders and collected on Friday mornings. Students will be assigned special homework
assignments throughout the year that will require parent participation. The instructions to these
assignments will be sent home in their homework folders as well. The students will have at least
two weeks to complete the assignments, and then share their work with their peers.

f. How will students line up at the door to leave the classroom for another part of the building
(music, lunch, etc.)?
Students will not be assigned a particular place to stand in line unless they have
behavioral issues with other students in the class. Sometimes I will call students to line up
according to their tables to help minimize congestion within the classroom. The teachers
assistant will be able stand at the front of the line, and hold doors open while going to recess or
lunch.

g. How will you manage use of the rest rooms by students throughout the day?
I will have a boys and girls bathroom pass hanging in the classroom. If students need to
go to the bathroom while working individually or in centers, they can set the pass on their desk
and go without asking. When the student returns, he or she will put the pass back to its
designated area so other students can use it. I will also have two whole class bathroom breaks
throughout the day.

h. How will you manage the use of hallway drinking fountains?
Students will also be able to use the boys and girls bathroom pass to get a drink from the
hallway water fountain. During whole class bathroom breaks, students will be able to get a drink
from the water fountain as well. Any time the students are physically active, I will take the class
to the water fountain afterwards to get a drink (unless the students are going to lunch).

i. How will you manage student use of classroom sink?
Students will be able to use the sink at their discretion. Hand sanitizer will also be
accessible to students at all time. Hand washing procedures will be posted above the sink, and
students will be expected to clean up any messes they make at the sink.

j. How will you make student use of the pencil sharpener?
Students will be expected to have three pencils with them at all times. I will have a basket
for unsharpened pencils and a basket for sharpened pencils. Students can place their unsharpened
pencils in the corresponding basket, and take a pencil from the sharpened basket. One of the jobs
for the teachers assistant at the end of the day will be to sharpen the pencils in the unsharpened
basket.

k. How will you organize and manage student Classroom Helpers- what classroom jobs will
there be? What procedure will you use to assign Classroom Helpers?
Each day, I will draw a number from a basket to select the teachers assistant. The
teachers assistant will count the number of students buying lunch, take the attendance folder to
the main office, take lunch money to the cafeteria, help with calendar activities during the
morning meeting, pass back students graded work, and sharpen pencils at the end of the school
day. For each of these jobs other than helping with calendar activities and counting the number
of buyers for lunch, the teachers assistant can select a friend to help.

l. How will you collect daily assignments from students?
I will have a turn in basket for students to hand in their assignments. Before students turn
in their work, they will have to highlight their name on their paper. This scaffolding technique
will help students remember to write their name on all of their papers.

m. As you bring the school day to a close: what are the students expected to do-and what will
you be doing-during the last 3 minutes of the school day?
At the end of the school day, students will be expected to have their chairs on their desks,
their backpacks will be packed, and the students will be sitting on the carpet. Before the students
leave the classroom, I will remind students of their homework and special announcements.
Afterwards, I will read poetry or play a game of hangman with the students as they are being
dismissed from the classroom.


Section 5. Implementation of Student Guidance Practices
a. Classroom Rules and Expectations
The students and I will create classroom rules on the first day of class. We will work
collaboratively, and discuss the significance for each rule. The rules will be written on chart
paper, and posted in the room for everyone to see. I will refer to the rules on a daily basis to help
remind the students of the expected behaviors they helped to create. Parents and guardians will
be sent home a list of the rules within the first week of school with an explanation of how the
rules were created. Parents will be encouraged to remind their students of the rules. The parents
will be held responsible for keeping their students accountable to the expected behaviors in the
classroom.

b. Level I: Some student behaviors may be off-task but not disruptive to your instruction or other
students learning [e.g. sleeping in class; staring out the window, etc.] How will you deal with
this type of student behavior?
Example: Lucy is daydreaming during a spelling lesson. In this situation, I would not
draw much attention to Lucys behavior because it is not disruptive to the rest of the class. In
order to redirect Lucys focus, I would circulate through the classroom and make a point to stop
near Lucys desk. If I notice Lucy is still daydreaming, I will gently touch her shoulder without
saying anything that would distract the rest of the students from the reading lesson.
c. Level II: Some student behaviors will be off task and mildly disruptive to your teaching and/or
other students learning [e.g. two students are chatting during instruction; two students passing
notes back and fourth, etc.]. How will you deal with this type of behavior?
Example: Sam and Michael are having a conversation while I am giving directions on an
assignment. After I had given the directions to the class, I would walk over to Sam and Michael
to privately discuss the situation. I would kneel down at eye level, and tell the boys I did not
appreciate them talking while I gave directions. I would explain to the boys it is important for
them to listen when I am speaking so they understand what to do on their assignment. I will tell
the boys in the future they can either choose to listen to directions, or choose to separate
themselves if they think it will be a problem sitting next to each other. If the boys choose to sit
next to each other but continue talking during instructional time, I will have to separate them.

d. Level III: Some student behaviors will be off-task and seriously disruptive to your teaching
and every other students learning [e.g. a student throws a soggy paper towel at you and it
splatters against the chalkboard; a student says loudly, Youre not my mother and I dont have
to do what you say! etc.] How will you deal with this type of behavior?
Example: Brian throws a tantrum and kicks over his chair. Before Brian causes any more
damage in the classroom, I would gently walk Brian out into the hall to calm him down. I would
use I-messages to explain I noticed Brian was very upset, and ask him what caused him to be
upset. Then, I would empathize with him, and explain how I felt when he kicked over the chair. I
would tell Brian kicking the chair did not fix the problem, and ask him to give some ideas of
behaviors that would have been more appropriate in this situation. Afterwards, I would inform
Brians parents of what happened, and document he incidence in Brians file.

e. Level IV. Some student [or others] behavior will pose a serious threat to the physical safety of
you and/or other students [e.g. a stranger bolts into your classroom holding a pistol and threatens
to blow you all away; a student grabs a pair of scissors and holds to point at the throat of
another student, etc.] How will you deal with this type of student or intruder behaviors?
Example: During math workshops, and intruder bursts into the classroom threatening to
kill everyone in the classroom while holding a pistol. If an intruder ever comes into my
classroom I would immediately place myself between the intruder and my students. In any
situation I would always put my life at risk for the lives of my students. Then, I would use a cue
word to indicate to the children to hide under their desks and throw objects in the direction of the
intruder. This will be a procedure the children have practiced throughout the school year, and
will know exactly what to do when the intruder enters the classroom.


Section 6. Physical Organization of Your Classroom