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Stephanie Hagger
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Classroom Management Plan (CMP)
Classroom Management Beliefs At the heart of this Classroom Management Plan are the following core principles of my teaching philosophy:
o Have clear classroom rules and procedures set. o Give students choices. o Develop relationships with students and have them develop
relationships with each other. o Promote self‐discipline and social responsibility in students. o Engage students in the material. (Bear, George article) o Incorporate cooperative learning.
My philosophy of classroom management: My philosophy of classroom management
is to have clear classroom rules and procedures set, as well as consequences with
student help. It is also to develop relationships with students and help them
establish relationships with each other. I will promote self‐discipline and social
responsibility and to keep students engaged in the material. My classroom will be a
community of learners sharing life together and learning about material that they
can take with them out to the world.
My goals of classroom management: 1. To engage students in the material being taught. 2. To let students know I care. 3. To develop a community of learners. 4. To make students feel safe and cared for.
Organization of Physical Environment Room arrangement map:
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Door
Visuals: 1.
White board Teacher desk
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2.
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3. Social Contract‐made with the help of students.
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4.
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I chose my room arrangement as such because all students can see the front
of the room, the board, and my desk, and they can work together in groups. Rick
Smith says that students should be able to see each other, all students should be able
to face the front of the room, it should be easy for the teacher to move around the
room, as well as students (Smith, 2004, 125). I also chose this classroom
arrangement because as I was observing in a high school classroom I noticed that
this was the way the teacher had his classroom set up and I loved how easily he
could walk around the room and how students could work in groups as needed. I
chose a social contract as a reminder for students of the classroom procedures they
agreed to at the beginning of the year. I chose the three visuals with quotes on them
because one of them is humorous yet wise, and another has to do with my content
area and courage. The last visual/quote is one that promotes multiculturalism and
diversity and is by Maya Angelou, who I think can be a great inspiration to students.
Students need inspiration and motivation, but not distractions when it comes to
classroom visuals (Hardin, 2012, 124). Students will have needed supplies at the
side of the room where they are less likely to distract other students. It will also not
allow them to come to class with excuses of being unprepared. The students will
always have something to do (Brophy, 1998, 42).
Organization of Social Environment Classroom rules:
• The three key rules of the classroom will be: 1) Don’t hurt others. 2) Don’t hurt yourself and 3) Don’t hurt things.
• Other rules will be decided by the teacher and the students on the first day of school through a social contract.
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• The social contract will be put up on the wall in the classroom. • Copies of the social contract will be sent to the parents of the students
and the administration and a copy will need to come back to me signed with the parent’s signature and student’s signature.
Classroom procedures:
• Activities and lessons will include an anticipatory set, something to hook students, and the rest of the time will be spent in small groups, discussion, hands‐on activities, or using worksheets/frames to help students structure their notes during a movie or lecture.
• Students will turn in their homework to a basket I have labeled with their hour on it. The homework will be collected at the end of each class and put into a folder I have specifically made for that class.
• A slip with a list of upcoming deadlines will be given to each of the students to help them know what is coming up. A schedule of the deadlines will also be put up on the board or up on the screen for them to copy down at the beginning of each class.
• If students have a question they will raise their hands or hold up a “question” card until I call on them or come to help them.
• I will gain the class’s attention by raising my hand and the rest of them will raise their hands until the classroom is quiet. We will practice this procedure at the beginning of the year.
• Transition times will be structured with music or noise bouncy balls found on a website. The balls are to help students become quiet and me to lead them into the next activity.
The three key rules of my classroom will be: 1) Don’t hurt others 2) Don’t
hurt yourself and 3) Don’t hurt things. The teacher and students will decide on other
rules together. Teacher and students, however, will need to follow school rules
about bathroom, hallways, dress, etc. The instructor will encourage certain
classroom rules such as to be respectful to yourself and others. Ask students for
examples of following the rules and put these down with the rules to remind
students of the behavior. Make sure that the rules are formed to be concrete (Bondy,
Ross, Gallingane, Harribacher, 2007, 337‐338).
A social contract will be posted up in the room and copies with student
signatures will be distributed to parents and staff. Parents will need to sign the
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student copies and students will need to bring them back to be checked for the
signatures.
Activities and lessons will be structured to engage students and keep them
active. Activities and lessons will include an anticipatory set, something to hook
students, and the rest of the time will be spent in small groups, discussion, hands‐on
activities, or using worksheets/frames to help students structure their notes during
a movie or lecture. Multiple intelligences will be considered and included within
each lesson. Students will turn homework into a basket that I have provided with
their hour labeled on it. The more engaged students are in class time, the less
disruptive they will be (Brophy, 2010, 41). Directions will be made clear and
everything will be organized ahead of times for the class so that transitions run
smoothly and I am not scrambling to find what I need (Rimmer, 1989, 64).
Students will be given deadlines in their packets or on their worksheets, but
a schedule of deadlines will also be up on the board for them. A slip of paper with
the deadlines will be given to them every couple of weeks to help them get
organized and look ahead.
If students have a question, they will raise their hand or hold up a “question”
card, which will mean that they have a question they would like me to answer. I will
also allow students to give me feedback on how the class is going and any questions
that they have about the material being covered.
To gain the class’s attention, I will raise my hand and students will raise their
hands as well. At the beginning of the year, I will model the procedure for them and
practice it with them. I will have music playing and will stop the music when it is
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time for the class to begin. During class I will move around the classroom in order to
have proximity with the students. I will involve the students and pause when
students are talking out of turn. I will use eye contact with students if they are
talking out of turn (Smith, 2004, 93‐98).
Clear transitions will be provided with music and tools to control the noise
level will be used such as the noise bouncy balls (found at
http://neave.com/bouncy‐balls/)
Rick Smith says that “procedures come before content” (Smith, 2004, 82). In
order to be able to teach my content these procedures must be taught to the
students first. I want my students to have a safe atmosphere that they can come to
where they know what will be happening for the day and that their questions will be
answered. I chose the procedure of the hand raising to get the class’s attention
because it makes them feel responsible for their behavior. I chose the procedures of
moving and eye contact that Rick Smith suggests (2004, 95‐96) because I have
found this to be effective in my own field placement. Students who know you are
near them or know that you are making eye contact with them will disengage from
the inappropriate behavior and revert to the right one. Once you move away from
them again, though, they may go back to the same behavior. Pause to let students
know that they are disrupting the class (Smith, 2004, 95). I chose the noise balls
online and stopping the music as ways to start the class and get their attention as
well because I think it provides a nice transition and allows students to see if they
can get the balls to completely stop. If it engages them and gets them to stop talking
so that I as the instructor can begin, that is key. Establishing the expectations and
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rules and procedures will be important with the students because students will
need to come in to class every day knowing what to expect. After the procedures
have been established, students will not have an excuse as to not knowing what to
do when they come in or during established reading times, class time, etc. (Bondy,
Ross, et al., 2007, 338)
Classroom Incentives
• Students will be supported both individually and as a group through me scheduling class time to make sure that all student perspectives are heard and that the students communicate with each other.
• Multiculturalism will be implemented into lessons and throughout the classroom décor (i.e. posters, quotes, etc.) to make all students feel included and to make sure that my incentive system is fair to all students. Students will receive nonjudgmental feedback and I will use the question and answer system as much as possible.
• Students will learn my system of Preferred Activity Time (PAT) by completing a required task to earn this time. Students will receive time to make a choice of the educational activities they prefer if they complete the required amount of work first.
• Letters will be sent home with the students to parents and the administration informing them of the structure of the Preferred Activity Time. My contact information will be given to them so that if there are any questions they can feel free to talk to me about it and what exactly it entails.
• The Preferred Activity Time will require me to bring in word games such as Bananagrams or Boggle, crossword puzzles with vocabulary incorporated into it, a classroom library, and other activities that students would enjoy while also still learning.
Classroom incentive narrative:
I will support students both individually and as a group by making sure to
take the time to hear different student perspectives and I will make sure that the
whole class hears them. The goal in my classroom will be to build a community that
supports each other both in life and learning. To establish this community, I will
provide opportunities for community service learning, peer review both for
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studying and editing, give classroom jobs, put students into groups, and give
students time to share about themselves (Hardin, 2012, 146‐148). Multiculturalism
will be implemented to make all students feel included in the classroom. I, as the
instructor, will take an interest in all students and their backgrounds, their prior
education, and the culture’s norms (Weinstein, 2003, 270). Students will be asked
for their opinions and high expectations and goal will be set for students
individually as well as a group (Miller and Pedro, 2006, 295).
To make sure that my incentive system is fair to all students, they will be
given feedback with nonjudgmental comments and the teacher will use statements
and questions as much as possible (Miller and Pedro, 2006, 294‐295) I will be
explicit with my instructions for students and make sure that students are involved
in conversations about the classroom norms that are put into place. The most
important piece will be to make clear exactly what I expect since some students
cultures’ will be different from a “typical” American classroom (Weinstein, 2003,
271‐272).
My system will give students choices and to teach students this system, I
would use the Preferred Activity Time (PAT) where students will complete a
required task in order to earn this time. These preferred activities can be
educational activities within the classroom that the students can do. This is a system
that should be included within the classroom daily and students will need to work
together to make sure that every student in the class is successful with this (Hardin,
2012, 72). This also plays into the classroom respect component and students
helping each other to succeed (Miller and Pedro, 2006, 297). I chose the Preferred
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Activity Time incentive because I think it is important for students to have choices
and to make learning a fun option instead of a “have to” thing for school. The
Preferred Activity Time also allows students to practice different skills and
participate in different activities that they may not be able to during normal class
time. By rewarding them with educational activities for good behavior, I hope to
encourage them with a positive experience (Hardin, 2012, 72). Because I will be
working with middle school and high school students I feel that it will be hard to put
a different reward system or positive consequences system into place for them. As a
high school student I still liked to personally play games and I also would have loved
to have the option of reading time for good behavior. The PAT also provides a
structured learning environment that students can participate in without the
traditional feel of the teacher lecturing and students sitting (Bear, 1998, 5). It gives
students the chance to be actively involved in the learning process and also allows
them to use their multiple intelligences. The system allows for choices within limits
which Fay and Funk say are good because without certain limits people can develop
anxiety, which would defy the “safe” factor we are going for in the classroom (Fay
and Funk, 1995, 142).
To make sure that students understand the behaviors they are supposed to
be eliciting I will make sure to repeat requests and I will deliver consequences with
a calm voice. I will refer to my PAT system whenever necessary to remind students
that they will lose their choice time for classroom educational activities (Bondy et al.,
2007, 342).
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Teacher praise will be used to help with this system, especially with students
(Musti‐Rao and Haydon, 2011, 94). My incentives will be proposed to parents and
administration and letters will be sent home with the students introducing the
students. Self‐discipline will be emphasized and this will be made known to parents
and administration (Leriche, 1992, 79). If students earn a lot of Preferred Activity
Time a letter will be sent home informing parents of their students’ progress. It is
important to let parents know positive news as well as negative news about their
student.
My system may require some educational games such as Bananagrams,
which I already have, but also some other word games, which I would probably buy
with my own money because I like word games. However, many free word games
can be found on the computer, as well as printable word games that the students
could pick from for their educational activities. A classroom library will also need to
be built, which will probably be mostly from garage sales, used book sales, and
Amazon so that reading is always an option for students.
Responding to disruptive behavior
Definition of “disruptive behavior”: I agree with Allday’s description of disruptive
behavior, which is “talking out of turn, distractibility, and disobedience” (Allday,
2011, 296). Disruptive behavior is anything that takes away from productive
learning for both the student doing the disruptive behavior and the students around
them.
Action steps for responding to disruptive behavior:
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• Students will receive one warning for their behavior. • All students will start on green. • After one warning, student will go to yellow. • After students have misbehaved a second time they will go to red and
logical consequences will follow. • Logical consequences will be tied to what the behavior was. • Student will be given choices of consequences and choose one. • Students in a group who are having problems getting along will use
mediation. • Parents will be notified when there is positive behavior, but they will
also be notified when there is negative behavior. If students had several issues during class time or the behavior was an extreme case then the parents will be notified. Parents will also be notified when there is poor academic performance.
• The administrator will be involved when there is an issue of respect or the student cannot be calmed down enough to talk about the behavior.
Disruptive Behavior Narrative
Students will receive one warning for their behavior. Although Fay and Funk
say that multiple warnings do not usually improve the behavior, I believe that some
students just need one chance to do what is right and they will stop (Fay and Funk,
1995, 11‐12).
All students will start on green, and after one warning they will go to yellow.
After they have misbehaved again, they will go to red and logical consequences will
follow. Logical consequences will be tied to what the misbehavior was and the
student will be able to have a choice of what they want their consequence to be
(Hardin, 2012, 88). Identify the misbehavior and go over the student options for
consequences. Also, show empathy when discussing the problem. Saying something
like, “I’m disappointed that you felt it necessary to walk around the room and not
listen. How can we work on that?” shows that you as the instructor still care about
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the student and want to see them do the right thing (Fay and Funk, 1995, 162).
Using a system of green, yellow, red, will give the students reminders of where they
are at behaviorally within the classroom. I have seen this system used many times
and I like how it works because it helps students of all ages to visually look at their
behavior. I also like it because it allows students to take control of their behavior.
Fay and Funk wrote a chapter called “Shared Control” in Teaching with Love and
Logic. In this chapter they talk about how students need to have choices in the
classroom as well as with their consequences. If students feel that they have shared
control in the classroom, they will respond better and the behavior is more likely to
disappear after a period of time (Fay and Funk, 1995, 138‐140).
Students need to participate in self‐discipline, and as the instructor I need to
help them with that. I will be firm and we will go through a written behavior and
consequence form that both the student and myself will sign. If students see that I
am firm in my consequences they are more likely to be happy and engaged in the
classroom time (Leriche, 1992, 79). It will be important to focus on the norms rather
than the rules because norms are correct and acceptable behavior, which is what we
want to get our students to. If the students are using disruptive behavior then we
need to use rehabilitative behavior over punishment for them. Rehabilitative
behavior would be for example, if a student broke a school window doing something
they were not supposed to be doing the student could work in the school to pay for a
new window and work with someone to replace the window (Leriche, 1992, 80).
The student will be removed from the activity, the participation points will
be lowered for that day, or the student’s individual privileges will be taken away for
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the rest of the day. (Smith, 2004, 176). Students in a group will use mediation to
discuss the problem at hand and will be assisted by a neutral third party (the
instructor, administrator, parent, or peer student). They will work together to
resolve the problem with the help of the instructor who will provide step‐by‐step
mediation for the students. The students could also use negotiation to discuss the
problem without assistance of a third party. Another option will be for students to
participate in consensus decision making where the students will make a plan of
action that all people involved support and agree to (Hardin, 2012, 220). I will
conference with the student about their consequences and choosing them because it
allows them to think about society outside of school and why we have rules then
(Smith, 2004, 181). As a student in high school I did not often break rules, but when
I did, I was doing it because it was fun and it felt good. However, in society if I broke
a rule because it was fun and it felt good, I could still end up paying for it, being
arrested, or doing community service hours. Students need to know how the
consequences apply to their lives outside of school and not just in school.
We also must move students up the scale of social responsibility. Acceptable
behavior would be Democracy and Cooperation/Conformity whereas unacceptable
behavior would be Bullying/bothering and Anarchy. This helps both the teacher
identify the problem behavior and where they are at on the scale. The student and
teacher as well as parents and administrators can ask how they can get the student
to move to the acceptable behaviors (Hardin, 2012, 158‐163).
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By teaching guiding students towards the correct behavior through
rehabilitative behavior, shared control, and a democracy in the classroom, we can
create a better community for learners and take care of the problem behaviors.
Parents will be involved both when there is positive behavior to report for
students and negative behavior. If students have been behaving exceptionally well
and doing well with their grades, the parent(s) will be called. If, however, the
student has had several issues in class time and poor classroom performance the
parent(s) will need to be called and possibly even met with for a conversation with
them and the student at the same time (Smith, 2004, 29). Because the parent knows
the student better than we do, it will be helpful to ask the parents for how we can
better help the student.
The administrator will be involved if the student is being disrespectful to anyone
or to the instructor or if they cannot be calmed down enough to discuss
consequences (Hardin, 2004, 188).
The students have the right to due process and cannot be discriminated by
religion, they cannot be searched without good reason, and they cannot be
discriminated against for any reason. Only students in public schools are under the
law of due process. All students have the rights of freedom, justice, and equality and
teachers are required by law to practice these in their classrooms (Hardin, 2012,
234‐238). Students should not be punished by grades and special education
students should not be punished for behavior related to their handicapped
condition (Fay and Funk, 1995, 233‐234).
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There are four compelling state interests that allow teachers to deny rights to
students: property loss and damage, threat to health and safety, legitimate
educational purpose, and serious disruption of the educational process. Educators
have an authority and responsibility to report these state interests if they suspect or
know something about students (Hardin, 2012, 236‐237). The teacher has the right
to respect of personal belongings and property. I have the right to respect not
because I am a teacher, but because I am a person and part of a respectful classroom
is respecting everyone, including the teacher (Miller and Pedro, 2006, 296).
Building community
“Community” in my classroom will mean respecting each other and making
sure that students feel included and safe (Miller and Pedro, 2006, 294). Students
will be asked about their lives and multicultural and diverse students will be
accepted by sharing stories with each other. The teacher and students will admire
each others’ talents and strengths and will lift each other up instead of bringing each
other down (Weinstein, 2003, 272).
Fostering a community in my classroom will mean that students will know
that it is okay to make mistakes and ask questions. They will feel capable of doing
things and learning things and they will feel empowered to contribute to the
classroom discussion or activity (Hardin, 2012, 89). Creating a sense of community
will also mean connecting classroom activities and lessons to students’ lives and
honor students’ birthdays and accomplishments. Allow students to display their
interests and their stories.
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Students will be involved in establishing the rules and consequences and
asked to give opinions about class or global issues (Smith, 2004, 70‐74). Students
will contribute to the community by actively participating in conversations, hands
on activities, and community projects. Parents can be involved by providing supplies
for students to bring in and share about themselves, providing food for a classroom
potluck day, or even sharing a little bit about their student from their perspective.
Community communication: Sample letter sent home explaining the social contract (see next page)
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Stephanie Hagger School Address School Address
E‐mail Date Here Dear (Student’s parent(s) name here), Hi, my name is Stephanie Hagger and I will be (Student Name)’s teacher for ELA (Grade here) this year. I am excited and ready to dive into learning. For the first day I and your student, as well as the rest of the class have decided on some classroom rules. My three key rules that are non‐negotiable are 1) Don’t hurt others 2) Don’t hurt yourself and 3) Don’t hurt things. The rest of the rules that I and the rest of the class agreed on are as follows:
• Rule here • Rule here • Rule here • Rule here • Rule here
These rules have been posted in the classroom under the name “Social Contract” and your student has signed it as an agreement. We have also gone over the consequences should any of these rules be broken. I am looking for your support and signature to show that you have seen these rules and understand what your son/daughter has agreed to. We are looking to create a classroom community and want you to be a part of it too. Feel free to contact or see me if you have any questions, concerns, or suggestions. I look forward to having (Student name) in class this year and seeing their progress! Sincerely, Stephanie Hagger ____________________________ Please tear or cut off this section of the letter and send it back with the student to class. Thank you! I have read and understood the classroom rules that (Student Name here) has agreed to for Miss Hagger’s ELA classroom. Parent Signature______________________________ Date___________________ Student Signature_____________________________ Date___________________
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Building Community Narrative:
When building a classroom community I believe it is important to include all
students no matter what in the planning of rules and consequences, classroom
discussions about big ideas, classroom community projects, and learning about each
other. Students should be treated equally and preference should not be given to one
student over another. As the teacher I will treat the students the way that I would
treat my child if I had one (Ullucci, 2005, 42). I will give students the benefit of the
doubt and remember that every day is a new day. I will not bring up students past
mistakes and make sure that they know it is okay to make mistakes in my classroom,
because this is part of learning in life (Hardin, 2012, 89). However, the classroom
will need to be managed in an authoritative style because if it is not run this way
then I run the risk of my classroom becoming a breeding ground for bullying (Allen,
2010). In order to help my students show respect for each other’s background
stories and cultural heritages, I will model this by putting up posters about diversity,
multiculturalism, and acceptance. I will also include multicultural literature in the
classroom library (Weinstein, 2003, 272).
In my professional and personal life I have done better and seen better
results when I am in a classroom where the students and instructor supports me
and the rest of the class supports me. When I feel comfortable with classmates and
the professor more learning takes place because I know that I am in a safe
environment. For me this is important because I am a private person and do not like
to share about my life very often. I had teachers in high school who gave me advice
about boys, friendship, and schoolwork. I knew that they were not my friend, but my
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teacher and mentor. I agree with Rick Smith’s suggestions of visiting homes of
students and holding class meetings (Smith, 2004, 79).
Working with families is especially important for both classroom
management and classroom community whether or not they are part of your
multicultural student population or not (Weinstein, 2003, 273). Last summer I was
an intern teaching a small group of students in a small community. Because it was a
small program and I had a small classroom I was able to form better relationships
with the parents and we were invited over for dinner to most of the students’
houses to discuss life and student progress. When it came time for pick up it was
nice to know that I had the support of the parents. One of the moms told me up front
from the beginning that her son had ADHD and to let her know if he had rough days
behaviorally. The communication with the parents helped me to establish better
classroom management with my students.
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References/Resources Allday, R. A. (2011, January 19). Responsive management: Practical strategies for
avoiding overreaction to minor misbehavior. Intervention in School and Clinic, 46(292), 292‐298. Retrieved April 7, 2013, from SagePub.
Allen, Kathleen P. (Spring, 2010). Classroom management, bullying, and teacher practices. The Professional Educator, 34 (1), n.p. Retrieved April 16, 2013.
Bear, G. G. (1998). School discipline in the United States: Prevention, correction, and
long‐term social development. The School Psychology Review, 27(1), 14‐32. Retrieved April 7, 2013.
Bondy, E., Ross, D. D., Gallingane, C., & Hambacher, E. (2007). Creating environments
of success and resilience: culturally responsive classroom management and more. Urban Education, 42(326), 326‐348. Retrieved April 7, 2013, from SagePub.
Brophy, J. (1998). Classroom management as socializing students into clearly
articulated roles. Journal of Classroom Interaction, 33(1), 41‐45. Retrieved April 7, 2013.
Fay, J., & Funk, D. (1995). Teaching with love & logic. Golden, CO: The Love and
Logic Press, Inc.
Hardin, C. J. (2012). Effective classroom management (2012). Boston, MA: Pearson.
Leriche, L. (1992). The sociology of classroom discipline. The High School Journal, 75(2), 77‐89. Retrieved April 7, 2013, from JSTOR.
Miller, R., & Pedro, J. (2006, April). Creating respectful classroom environments.
Early Childhood Education Journal, 33(5), 293‐299. Retrieved April 7, 2013. Milner IV, H. R. (2008). Disrupting deficit notions of difference: Counter‐narratives
of teachers and community in urban education. Teaching and Teacher Education, 24, 1573‐1598. Retrieved April 7, 2013, from ScienceDirect.
Musti‐Rao, S., & Haydon, T. (2011, July 29). Strategies to increase behavior‐specific
teacher praise in an inclusive environment. Intervention in School and Clinic, 47(91), 91‐97. Retrieved April 7, 2013, from SagePub.
Rimmer, J. H. (1989, May). Confrontation in the gym: A systematic solution for behavior problems. Journal of Physical Education, Recreation, & Dance, 60(5), 63‐65. Retrieved April 7, 2013, from ProQuest Research Library.
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Smith, R. (2004). Conscious classroom management. San Rafael, CA: Conscious Teaching Publication.
Ullucci, K. (2005). Picking battles, finding joy: Creating community in the "uncontrolled" classroom. Multicultural Education, 12(3), 41‐44. Retrieved April 7, 2013, from ProQuest Research Library. Weinstein, C., Curran, M., & Tomlinson‐Clarke, S. (2003). Culturally responsive classroom management: Awareness into action. Theory into Practice, 42(4), 269‐276. Retrieved April 7, 2013, from JSTOR.
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