Management and Discipline Planning Questionnaire

Classroom Structure

Sprick (2009) defines a classroom management and discipline plan as “a framework that supports a variety of rituals, routines, rules, consequences, and motivational techniques” (p. 107). This framework is essential as the techniques can be used to ensure that students are academically engaged and emotionally thriving. Educators should consider every aspect of their classroom management and discipline prior to school starting and then make adjustments based on their students’ unique needs.

Level of structure is the first aspect educators should reflect on- “will you need to develop a low-, medium-, or high-structure management plan by taking into account your personal needs and the collective needs of your students?” (Sprick, 2009, p. 108). Sprick states that these two factors shape the level of structure which would best work in a classroom. On a personal note I had a bit of hesitation when I first read this. Sprick focuses a great deal on ensuring that the educator’s personal needs and preferences are considered. He does reason that an educator must be a positive and energetic force and can only do so if they are comfortable in the classroom. However I am reluctant to place as much priority on this factor as it could potential keep the student from receiving the true level of structure they need. I would then say that these factors do not necessarily hold equal weight, but rather the students’ needs take priority. This argument errs in a similar trajectory to the age-old question, what comes first the chicken or the egg, as it is hard to unpack which factor should be considered first. Regardless, I agree with Sprick’s notion that educators should constantly be reflecting on their own pedagogical beliefs and personal preferences.

In completing Sprick’s (2009) Classroom Management and Discipline Planning Questionnaire (Figure 3.1, p. 111), it confirmed my own reflections that as an educator I can would be able to respond to the  demands of a low-structure management plan. I then completed the Management and Discipline Planning Questionnaire (Reproducible 3.1), which will follow this post. This questionnaire was completed based on the fictional classroom context posted previously. The results of this questionnaire state that my risk factors are medium and my students would benefit from either a medium-structure or high-structure management plan. It is important to consider which level of structure to first implement as it is much easier to move to a lower structure than to try an add structure. In this classroom context I would plan to begin my school year with implementing a high-structure management plan. I would then frequently reflect on the structure and plan to evaluate my students’ needs for structure at least once a month to ensure I am providing them with the appropriate level of structure necessary optimize growth.

Teaching Expectations

“Security comes from a feeling of being able to deal effectively with anything life may have to offer.” - Rudolf Dreikurs

                                                                    

The next few consecutive blog posts will further cultivate my understandings of classroom management by using Sprick’s book, CHAMPS: A Proactive and Positive Approach to Classroom Management (2009), as a lens for reflection and practice. Previous posts have concentrated on how an educator can structure their classroom for success by developing a clear vision and organizing routines and procedures. This week’s readings provided educators with tools to develop a systematic classroom management plan and clarified how the CHAMPS acronym can be used to effectively teach behavioral expectations. Through teaching these expectations educators must also be sure to connect student expectations to the bigger picture by inspiring and motivating them to strive toward the classroom vision and its guidelines for success. Literature strongly supports the use of explicit, well taught expectations and further associates these expectations with teacher success and student success. Dreikurs’s quote above complements this concept by further suggesting that students may be more likely to feel secure in their school and classroom environment if they are aware of expectations and able to effectively, independently or with support, self-regulate as different situations arise.

Help! Strategies Clarified

I felt that I should further clarify and explain how students ask questions or receive help during independent time. Students will use the Help! Strategies as a checklist for getting help. They will first be problem solvers and try to find the answer independently by checking the board, looking at the examples or guided practice, and then asking a neighbor if the still need help. Students will then be able to write their name on a designated place on the board to let me know they need additional assistance. This is the best signal for me as it is nonverbal, I will be able to see which students need help and in which order, and I will also see students walk to the board which will be helpful as I walk around the classroom assisting students. I love the idea of having a symbolic object at their desk, however I feel as though they might be less noticeable and easier for students to misplace.

Help! Strategies

Independent Student Work Time Chart

Independent Student Work Time in My Classroom

When assigning independent student work time in my classroom I am going to keep in mind the following questions which have been adapted from Sprick (2009):

• Can the students complete the task assigned independently?
• Will independent student work time and this amount of time maximize their on-task behavior?
• Did I provide teacher-directed guided practice on the task for 10 -50 percent?
• Have I a clear vision of what student behaviors should look like and sound like during work times? And, have I taught students these expectations?
• What specific system to I have in place that enables students to ask questions and receive support during independent work times?

The last two questions should be considered prior to beginning the school year. Both relate to teacher expectations and the effective implementation of a cohesive classroom management plan. In the next blog post I will outline and describe what student behavior looks and sounds like during independent work periods using a classroom visual I created. This visual would have been created during a teacher-facilitated discussion in which the teacher prompted students to think of this prepared list of behaviors. Following that, I will also post a visual I have created which shows students how they can ask questions/or receive support during independent work periods.

Managing Student Assignments

Receiving completed student work/homework is often a common frustration teachers experience at all levels (Spick, 2009). The intent of homework and class work is often to provide students with the practice needed to achieve understanding, transfer skills, and mastery. Implementation of a system to manage student assignments is another essential component of classroom management as it could help to alleviate teacher frustration and set students up for success. Part of this means much of the first few weeks of school will consist of teaching these routines through interactive modeling.

Assigning Classwork and Homework – In my classroom part of the board will be dedicated to a section called TDL (To Do Later), which will contain all assignments given throughout the day. Students will be taught to use this section of the board as a resource to know what we are currently working on, and what they may go back to at other points throughout the day. Additionally students will be give verbal instructions, a separate written agenda for that subject, may ask a neighbor, and then can ask the teacher for clarification. Students will be taught how to figure out the class assignment by utilizing these functions (in order from what they can do independently to asking for help). Homework will also be recorded on the TDL list and will be identifiable by placing a funny symbol (that was also taught) next to it. At the end of the day students will record their homework in their agendas or a comparable method. I will also record the homework daily on my class website. Additionally supports will be used if needed.

Collecting Completed Work – Once again, students will be taught classroom routines for handing in homework using interactive modeling. Students will turn in class work most frequently by groups, or they may use the designated turn in place depending on the task. Students will also turn in all homework in the designated turn in place. To keep students accountable for their homework, they will be asked to personally check their name off (their own personal homework checklist to avoid competition) after turning in assignments. This way they will be able to visually see their progress or area of improvement.

Keeping Records and Providing Feedback – Providing feedback to students is very important to me. I will always give students feedback by the next day. I will also record students progress/work daily, both whether assignments were turned in and how students did. This will allow me to give students ongoing feedback and to also reflect on my own instruction and see how I can better set up learning opportunities for students to gain deeper, more comprehensive understandings. Information collected will also be used to inform students and create short –term/long-range personal goals based on areas of improvement.

Missing/Late Assignments - This idea of bulldog paws was one teacher’s system which was implemented to combat the everlasting late homework dilemma (Bailey, 1993).  In this system the teacher gave each student 5 paws (a bulldog was the school mascot) and explained to the students that each paw could be turned in with an assignment late and the assignment would be accepted.  This allowed each student to have 5 chances which they could use in case of an emergency.  If a student decided to use them all in the first week then they would learn that it is their responsibility to turn in the work the remainder of the year.  I found this idea very interesting because it allowed students to take ownership and responsibility for their work and took some of the late paper stress off of the classroom teacher. I would implement like to implement this system into my classroom. I would, of course, teach students what it looks like through the use of interactive modeling and setting up scenarios. I would also use a late policy for students who do not use a “paw”. These students would fill out a form similar to the “no assignment form” Sprick (2009) mentions (p. 99).

Beginning and Ending Classroom Routines

“Effective and efficient beginning and ending procedures create an inviting and supportive environment; they communicate that time is valuable and will not be wasted.”

 (Sprick, 2009; Babkie, 2006; Emmer et al., 2003; Marshall, 2001)

Classroom management consists of many interrelated procedures and components which work as an effective system if each is planned and implemented appropriately. Designing effective and efficient routines for the beginning and ending the day of school is one set of these crucial classroom procedures. As the quote mentions above, these routines offer consistency to the school day and tremendously influences the classroom climate. As an elementary classroom teacher I would plan these routines ahead of time and be prepared to begin implementing them and teaching them on the first day of school. Below is a list of times throughout the day when routines might be necessary.

Student Arrival

 As students enter my classroom my goal for them is to feel welcomed and to independently begin adjusting to the school day. I would have the classroom set up and ready to go with their morning task as well as music playing. I student taught in a classroom where the teacher chose a musician to study each week and played that music each morning and each afternoon. This is something I very much enjoyed and would like to incorporate into my own classroom. With the classroom set, music playing, I would then stand at the door and greet all of my students as they entered the room. This greeting would consist of briefly communicating with students such as asking how they are, how their night/weekend was, or about any other life event I was aware of. Sprick (2009) supports this concept, “greeting students as they enter provides a subtle but powerful message that you are aware of students and what they are doing from the minute they enter the classroom, not just after the bell rings” (p. 80). Students will know to put their things away, turn in any necessary paperwork, and then begin their morning task (which in the case of my fictional 3^rd grade classroom would relate to math as it is our first subject). Once students independently finish their morning task they would know to select their lunch choice and then read quietly until everyone has finished. Students would continue to work on this morning task until after school-wide announcements.

Student Dismissal

My previous blog titled, classroom schedule, factored in twenty minutes at the end of the day due to the importance of having enough time to make sure it concludes on a positive, relaxed note. This time will be dedicated to cleaning up the classroom/organizing supplies, clarifying homework and its goals, and student reflection of their day. During this time I would keep the climate relaxed and consistent by playing music that is similar to the morning choice. I will also implement a few additional techniques to make it more of a fun and positive transition, see below. Lastly, I would say good-bye to each student and if possible, walk them to their dismissal location.

Mystery Object- at the end of the day clean up can often be hard to do, but with this technique I hope to motivate students to appreciate their classroom while working together to clean it. I will ask students to look for a mystery object that we should put away/clean up/dispose of, then I will give students a set time (2-3 minutes) and see if we can work together to accomplish the goal.

Student Reflection  - I also want students to know that I appreciate their honesty and feedback. Through a 3- 5 minute reflection I will ask students to think about their day through a variety of questions. My goal would be to keep the questions somewhat consistent from day to day, but they would look somewhat like this:

• Did you meet/exceeded our guidelines for success today? Explain with examples.
• What did you like about school today? What was one challenge you had?
• How can I better help you learn tomorrow?

Classroom Attention Signal

Another important decision to make before the school year begins is what signal will be used to get and hold students’ attention. This signal will help me to transition students from activities, volume levels, and to gain students’ attention to make an announcement. However it is important to keep in mind that this signal should be able to be given from any location and has both auditory and visual components. The attention signal I will use is the clapping, students will listen to how many claps (i.e. clap once if you can hear my voice) and repeat the number show they are ready.

Implementation of the attention signal requires time and patience, yet a crucial part of this management technique. I plan to implement this technique by using interactive modeling to teach my students. First I would demonstrate the behavior with another teacher. I would then have a discussion immediately following the modeling and ask students to point out what they saw and what they heard. Then I would ask several student volunteers to demonstrate the behavior and we will constructively discuss what they did well and what could be improved in a similar manner to before. We will then practice multiple times as a class until we all understand. Additionally, positive praise and corrective feedback will be used as need. Interactive modeling can also be used if students need more practice further into the school year. 

Below is a youtube video that shows what implementation of this attention signal might look like. My suggested implementation plan would be more comprehensive than this video.

Classroom Map

Daily Classroom Schedule

First Letter To Parents

Guidelines for Success

Guidelines for Success

Accept Responsibility   

Be Problem Solvers

Encourage Each Other

Treat Everyone with Dignity and Respect, Including Yourself

Always Do Your Best

These guidelines for success are not my classroom rules. Rather they are brief phrases that describe values, beliefs, and goals to strive toward.  Each of these guidelines has been identified as important in order for my students to succeed in my classroom and in their lives. As a teacher I hope to instill these guidelines in my students through direct instruction and interactive modeling. Sprick (2009) states how students can “especially benefit from the direct teaching of attitudes and traits that will help them succeed” (p. 35). Not to mention these guidelines have also been shown to benefit all students and decrease the number of supports needed (Sprick, 2009; Fairbanks & Sugai, 2007). Without having a true school as the context, I did not have school guidelines to work with. If I were creating these in an actually school setting I would be sure they were consistent with the school guidelines for success.

Implementation Plan: These guidelines for success would be implement in various ways, similar to the long-range goals. However these guidelines would be discussed in much more detail with students and would be posted with much more visual emphasis. I would want these goals to stand out within the classroom to give students a constant visual remind of the values and beliefs we strive toward. Similarly, I would provide praise when I observe, or catch, students exhibiting the guidelines. If needed I will also provide corrective feedback and/or reteach guidelines using interactive modeling to provide additional support.

Long-range Classroom Goals

Long-Range Classroom Goals
All Students will:

• Develop a strong sense of self-awareness and manage their emotions.

• Develop an awareness of other peoples’ emotions and perspectives.

• Learn to use positive communication and social skills to interact effectively with others (including working in groups to complete a task).

• Learn to set and achieve goals (including planning four mid-range products).

• Master basic math concepts, including addition and subtraction, and be able to use those operations when doing computation and problem solving.

• Develop writing skills that allow them to communicate in both narrative and expository styles.

• Develop a deeper understanding of history and science concepts.

The long -range classroom goals listed above were decided upon based on the developmental trajectory of students this age and common core standards. As a teacher I will be sure to set aside time to reflect daily on these goals to ensure that I am incorporating them throughout each day. These long-range classroom goals would be implemented in various ways. First the goals would be posted in a visually appealing way within the classroom. Parents would be informed of the goals during the first open house. The goals would also be discussed and defined in a whole-class during a teacher facilitated discussion.

Classroom Context

The following classroom description provides a context for which the classroom management products have been created.

Classroom Context

Classroom Context

·         Urban area

·         Title 1 inner city school district

·         Elementary Classroom

·         Grade 3 Inclusive

·         18 students

o   10 girls, 8 boys

o   Students are 8/9 years old

o   Racially and culturally diverse demographics
                      - 7 African American, 5 Hispanic/Latino, 4 Caucasian, 1 Asian

o   3 Students with Speech or Language Impairment

-  Limited English proficiency

-  Leave the classroom for Speech/Language Therapy: small group, 30 minutes, 3 days/week

o   2 Students with Learning Disability

-  One student leaves for Corrective Reading : 1:1, 30 minutes, 2 days/week

·         All other students remain in class for the full day

·         I have a mix of my students, however most students have a lower SES

·         The majority of my students learn best through visual/spatial, kinesthetic, and linguistic activities

·         Students’ academic ability follows that of a bell curve

·         Most of my students are at grade level but a few students are below or above grade level.

                        

Classroom Vision

“Exposing all students to the best circumstances can foster positive behavior and high levels of motivation [in all students]. Behavior can be changed.” (Sprick, 2009, p.17)

The main focus of the first reading, Chapter 1, this week was to create a vision of our ideal classroom. As a general rule teacher should spend more time promoting positive, responsible behavior while recognizing that misbehavior occurs for a reason. Teachers must be sure to take this reason into account when determining an appropriate response. Sprick (2009) argues that teachers will be most effect in classroom management if they are “able to focus the majority of their time and energy on three main categories of teacher-based actions for promoting responsible behavior” (p. 20). This means that as a teacher I should concentrate more on the three variables that affect behavior; conditions, the behavior itself, and consequences. Classroom procedures which mostly closely relate to these three variables are long-range classroom goals, guidelines for success, and communication with families. My next few blogs will further describe each of these components and give an example product I have created.

Introductory Information

This blog will be used for class purposes. Any information posted will relate to class discussions, assignments, and personal reflections. All of the classroom descriptions and information provided on this blog have been made up to create a classroom context which will inform classroom management decisions. Thank you and enjoy!