Lynda Grasso's Classroom Management Plan
First Impressions
It is my belief that proper planning can prevent many disruptive or inefficient learning situations in a classroom. I begin the year with a very organized classroom with clear expectations starting on minute one of school day one, so that I set the right tone with my students for the rest of the year.
When students enter my room on the first day of school, they will find me, their teacher, dressed professionally and stationed near the doorway welcoming them and directing them to pick up papers that are in the marked trays by the door and to read the seating chart projected on the board to see where they will sit and read the day’s agenda and opening directions, to start filling out their “getting to know you” handout. Checking for handouts and finding their seat and reading the agenda on the board. This is how they will start class every day.
On the first day of class, I will also let everyone introduce themselves. I will also introduce myself by sharing my background, my interests, and the reasons that I decided to become a science teacher. I will also familiarize my students with the classroom rules, expectations, and with what they can expect to gain from taking the class. I will provide a syllabus that explains the purpose, objectives, outline, grading scale, and tips for success in the course.
Physical Setting
In my ideal science classroom, students will sit in rows at lab tables. Each lab table seats two students. Students sit at the tables during classroom instruction as well as during labs. This will facilitate lab work as well as allow students to work on their own, in pairs, or in groups of four. While working on group projects, every other row of student may turn their seats to face the row behind, thus creating groups of four students who are facing each other.
The teacher's desk will be in the front of the room, along with my personal computer, a white board, and a projection screen. There will be one wastebasket located next to the door and another placed next to the pencil sharpener. The pencil sharpener will be installed in a low-traffic area. One the sides of the room, I will have storage space for supplies and for text books. Near the door, there will be a table for students to pick up handouts from when they enter the classroom each day. This table will also hold the make-up work folders for students who were absent.
On the walls, I will display news articles related to science, interesting science posters, a calendar, and student work.
Classroom Rules and Procedures
Room Use
Students are allowed to use the pencil sharpener and wastebaskets before class and during seatwork, however, they are not to use the sharpener while the teacher or anyone else is speaking to the whole class. At times, students will be allowed to use the class computers, microscopes, sinks, and other equipment, but only with permission and they will need to follow proper usage guidelines. In conjunction, students must pass a lab safety quiz, administered at the beginning of the school year, before they are allowed to participate in laboratory activities.
In an effort to maximize instruction time and to keep the hallways clear of students during class time, I strongly encourage students to use the restroom before class. If for some reason they were not able to go, they may request permission to leave. However, they are not allowed to disrupt class to ask. (Exception: if the student is about to be sick-- he or she should exit as quickly as possible!) I will not allow students to leave class to visit other areas of the school unless they show a valid pass to me.
Instructional Time
During large-group discussion, students should raise their hands if they wish to speak
Papers (such as out-going handouts, or incoming homework assignments) will be passed down each row of tables, in a consistent direction and manner, or else handed in to the "inbox" at the front of the room.
Prior to setting students loose to work on classroom activities, I will make expectations and procedures clear. I will verbalize directions and also provide written copies, either on the board or on handouts. To check for understanding of instructions, I will call on students, at random, to describe the steps of the activity in their own words. While students are working, I will circulate around the room to ensure that students are focused and to answer any questions that they may have. On top of providing clear directions; when I assign group work, I require each group to delegate specific tasks to each member. Delegation obliges each and every student to be accountable for the group’s output.
If students complete seatwork early, they may use the extra time to sit quietly and work on homework from other classes, read ahead in their science book, or free-read. They are not allowed to distract their classmates!
Transition Time
During passing times, I will stand near the doorway of the classroom to greet students as they enter.
Class ends when I dismiss students, not necessarily when the bell rings.
I will be available in my classroom before and after school to help students with assignments.
Other
I will use verbal and written praise to acknowledge and reward proper behavior and academic achievement. I will attempt to prevent misbehavior. For example, I will firmly state my expectations and use eye contact and proximity control to preempt misconduct. However, if repeated or severe behavior issues arise in spite of my actions, I will work to correct the behavior through discipline. I will work privately with students to help them understand the consequences of their actions so that they can make better choices in the future. I will also collaborate with parents.
I will explain fire and other disaster drill procedures at the beginning of the school year and as needed throughout the year. I will also prominently post a map of evacuation routes near the classroom door.
Accountability Procedures
I will record attendance at the beginning of every class. I will follow school policy regarding consequences for tardiness and truancy. I will also provide role sheets and seating charts in my substitute teacher folder, so that role can be accurately taken in the event of my own absence.
Grading work (either by the teacher, other students, or self) is a primary method of providing feedback to students. I also post grades on a school website for parents to view, and also send out quarterly progress reports. I will also provide students with verbal and nonverbal feedback. Additionally, I will furnish students with opportunities to set their own goals and examine their own accomplishments.
If I am concerned that a student is doing very poor work or is facing some other sort of significant problem, I will start out by pulling the student aside to ask them to explain to me in their own words what is going on. I have solved many conflicts this way. For example, a student may request to move to a less distracting part of the room, or just wants to be heard and listened to and taking the time to talk with them builds rapport and helps them be more invested in my class. If needed, I will contact the parents/guardians as soon as possible so that we may seek solutions. I might also speak to the student’s counselor and other teachers to seek suggestions on alternative strategies that may benefit the student, especially if the student is receiving services in an ESL or SPED program.
In order for me to stay updated on student learning, on a daily basis I will dispense short assignments, “tickets-out-the-door,” or quizzes to monitor comprehension. I will also challenge the class with “check for understanding” questions, and call on members of the class, at random, to answer.
Students have two days for each day they are absent, to make up their work (unless school or department policy states otherwise). I will be available before and after school and during my planning period to answer any questions that students have about missed assignments and to let them make up any tests, quizzes, or labs that they may have missed. I will post weekly assignments on a board in the room, and on a school website if one is available. I will also stock a make-up work folder for students who have been absent from class.
Maintaining Student Cooperation
I will model respect to my students by speaking to them politely at all times and by respecting their time by providing well-planned lessons with stated objectives and outcomes, each day.
I will decorate the room to create a stimulating, but not visually overwhelming environment. I will make bulletin boards and hang posters, news articles, and student work. I will also have novel items around the room, such as my stuffed microbe collection.
When praising students, I will be specific in identifying what they have done well.
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