Mr. Limmer’s plan for classroom management

Mr. Limmer’splan for

classroom management

CEP 883Summer 2011

Table of Contents Before the first bell rings.

Starting off on the right foot.

Keeping the students on track.

Before the first bell rings.

Initiate contact with parents and students by sending them an email welcoming everyone to the class. It will include:

An introduction about myself. The long-range goals of the class. Easy ways to obtain information on:

Contacting me Each day’s activities, assignments and homework Grades

Before the first bell rings.

Before the first bell rings.

Develop a set of classroom guidelines. Core guidelines

Do your best! Be responsible! Always try! Cooperate with other! Treat everyone (even yourself) with respect!(These should be personalized by the students

later, when the year starts)

Before the first bell rings.

Guidelines in prominent

spot!

(Career Connect)

Before the first bell rings.

Organize the routines and details. Bell schedule-posted so that everyone knows when

classes begin and end. Class schedule and objectives-posted so that the

students know what they are working on that day and when.

Homework-posted so that students can copy down during the taking of attendance and know where to look if they forget.

Other-places like the turn-in bin, pencil sharpener, extra copies etc. should all be made evident.

Before the first bell rings.

Class layout. The classroom should be laid out so that it is:

Easy to navigate for both students and teacher. Able to be altered and used during testing, pair

work, and group work. Easy for students to see the board and other

objects regularly used in class.

Before the first bell rings.

Before the first bell rings.

Starting off on the right foot.

Get to know every student. Greet students in the morning and before

class. Stand in front of the class door before school

starts greeting students in the morning. Greet students as they enter the room for each

class.

Welcome

Starting off on the right foot.

Get to know every student. (continued) Have lunch with students.

Eat lunch with small groups of students. This will help to develop a strong student-

teacher relationship. It will also help students get to know each other.

Starting off on the right foot.

Get to know every student. (continued) Let students know the door is open if they

need to talk. This will help to develop a strong student-

teacher relationship. Strengthen the bond between students and

teacher. Create an environment of open dialogue that will

be helpful during class.

Starting off on the right foot.

Reach out to parents. Make contact will every student’s parents

Open House Call those parents who can’t make it to Open

House.

(Reach Out | Life Coaching for Single Parents)

Starting off on the right foot.

Reach out to parents. (continued) Update parents from time to time on the class

and students. Let parents know how their child is doing at

school. Provide information on upcoming events. Contact parents with positive feedback as

opposed to only negative information.

Starting off on the right foot.

Expectations Express the expectations clearly to the

students What they are expected to do. What they are expected NOT to do.

NO TALKING TALK QUIETLY RASIE YOUR HAND

Starting off on the right foot.

Expectations Demonstrate Provide feedback to the students concerning

expectations.

Starting off on the right foot.

Establish a good attention signal. In a quiet voice say, “Your attention please.”

This should be done while raising one hand. Keep the hand raised until the class is quiet

and attentive.

Keeping the students on track.

Use descriptive praise for good behavior and academics. Provide feedback in a timely manner. Be specific in describing to the students which

aspects they are doing correctly.

Keeping the students on track.

Correct misbehavior by following a few simple steps. Access what antecedents and consequences

are associated with the misbehavior. What activities or issues are occurring before

the misbehavior? What consequences (both positive and

negative) occur after the behavior?

Keeping the students on track.

Correcting misbehavior (continued) Observe exactly what behavior is taking

place.

Keeping the students on track.

Correcting misbehavior (continued) Collect data on the behavior over time.

Keeping the students on track.

Correcting misbehavior (continued) Implement a plan to correct the behavior.

Discuss the situation with the student Discuss strategies for correct behavior Create a contract

Make environmental changes Modify instruction Provide feedback

Final Thoughts! Effective classroom management begins well

before the first bell and lasts throughout the year. Creating an effective classroom management

plan is a complex task. It takes the community (teachers, parents,

students and support personnel) to create a positive educational experience.

It is imperative that a management plan is continuously evaluated and adjusted when necessary.

References "CareerConnect - American Foundation for the Blind."

American Foundation for the Blind - Home Page. Web. 16 July 2011. <http://www.afb.org/Section.asp?SectionID=7>.

Jones, Vernon F., and Louise S. Jones. Comprehensive Classroom Management: Creating Communities of Support and Solving Problems. Ninth ed. Boston: Pearson/Allyn and Bacon, 2004. Print.

"Reach Out | Life Coaching for Single Parents." Www.Helen-Lingard.com. 22 Jan. 2011. Web. 17 July 2011.

<http://helen- lingard.com/reach-out/>.

Sprick, Randall S., and Keba Baldwin. CHAMPs: a Proactive & Positive Approach to Classroom Management. Eugene, Or.: Pacific Northwest Pub., 2009. Print.