Classroom Management & Expectations Nicole George

INTASC Standard Description and Rationale Standard #8 Instructional Strategies The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Name of Artifact: Classroom Management Assignment Date: March 18, 2014 Course: EDUC 240 Brief Description: For this assignment, I gave my summary of classroom management and safety philosophy. My reaction to the Authors’ philosophy for helping students be responsible for their behavior is one of agreement. In addition, gave a detailed plan of classroom management routines and a bullying prevention plan. Through this assignment I will design organizational routines and strategies for my students. Rationale: To document my understanding of Standard #8, Instructional Strategies I will collaborate with my students and create a caring community with our classroom and gymnasium time. We will establish organizational routines, implement consequences for inappropriate behavior, teach social skill for students to monitor their own behavior. To achieve this task we must create a caring community and have shared responsibility to provide meaningful connections among the students.

Agenda Classroom Management & Safety Philosophy Reaction to Author’s Philosophy Our Classroom Management Routine Our Bullying Prevention Plan

Classroom Mgmt. & Safety Philosophy Teacher and/or Students’ will: Create list of class behaviors Create an organizational routine for physical/movement education Create a list of consequences Create a shared responsibility environment Create an emergency plan Value and respect students Be our brother/sister’s keeper My classroom management and safety philosophy is to establish a routine of what we will do, whether we are entering the classroom in the morning or going to the gymnasium. I will incorporate a stop, look and listen, as well as add the word set, when necessary to manage time. I will collaborate with students to post signs around the class to say what appropriate behavior. We shall also create a list of consequences for inappropriate behavior. I will create an emergency plan for when there is an accident or illness in the classroom or gymnasium. We as a group create a responsible environment, where students will monitor their own behavior and look out for the safe of their fellow classmates.

Reaction to Author’s Philosophy Major ideas and concepts: Develop a personal relationship with students Student’s take ownership of their classroom Provide emotional support to students Share laughter with students Take on responsibilities in the gym and classroom Teach to solve own behavior problems Develop personal connections among the students (Kovar, Combs, Campbell, Napper-Owen & Worrell, 2012) My reaction to the Author’s Philosophy regarding students choosing responsible behavior, is that it has many valuable strategies for creating a safe and secure environment. I have taken some key concepts I agree with and pointed them out on my point power, they establishing a caring community in classroom and gymnasium settings. There are a couple of key concepts and ideas I would implement in my classroom. I like the idea of the Repair Box, where the students have to work out the arguments and hurtful behavior, this could reduce and help prevent any physical altercation. Creating consequences versus punishments would seem to be much more effective, because it allows the students to reflect and gain an understanding of their own behavior. When you give responsibilities it gives student’s a sense of self-efficacy, which can become a lifelong trait. So, in short, I agree that the author’s philosophy on student’s choosing to be responsible for their behavior is viable. However, while this will work for the majority of students , there may be some who suffer from social or behavioral disabilities where accommodations or modifications may need to be implemented.

OUR CLASSROOM MANAGEMENT ROUTINE For the gymnasium: When students enter gym they run two laps Sit on circle in the center of gym Review last class objectives Go over today’s class lesson Have student’s stand; transition to formation Prepare for calisthenics Give instruction and demonstration Walk around gym as they perform Safety purposes & assessment Repeat for next calisthenics Perform the Stop, Look & Listen Get drink of water, run a lap Sit in circle and get feedback Call by group to line up and go back to classroom

OUR BULLYING PREVENTION PLAN “Bullying is when a person hurts, embarrasses, or frightens another person on purpose over and over again” (Beane, 2011). Signs of Bullying in Our Classroom: Stealing or breaking someone’s things, Leaving others out, Making: rude hand signals, threats, and put-downs, Sending: mean notes, email or text messages, Verbal behaviors: teasing, rumor spreading, telling lies, calling names, Physical behaviors: hitting, tripping, pushing, kicking, tripping, pinching What To Do If You Are Bullied Do: If you don’t feel safe, walk (or RUN!) away. Remember – telling isn’t tattling Buddy up! Stay close or go to teachers and other adults. Stand up for yourself.

OUR BULLYING PREVENTION PLAN What To Do If You Are Bullied Don’t: Fight Back Threaten or call the kid who is bullying names Cry Ignore bullying How Bullying Will Be Stopped I will: (Information cited from stopbullying.gov) Intervene immediately and it is okay for you to get another adult to help Separate the kids involved Make sure everyone is safe Stay calm Reassure the kids involved, including bystanders Meet any immediate medical or mental health needs

REFERENCES Kovar, S., Combs, C., Campbell, K., Napper-Owen, G., & Worrell, V. (2012). Elementary classroom teachers as movement educators. (4th ed.). New York City, NY: McGraw-Hill Companies, Inc. Beane, A. (2011). The new bully free classroom. Minneapolis, MN: Free Spirit Publishing, Inc. Retrieved from http://www.doe.in.gov/sites/default/files/stude nt-services/bully-free-mini-guide-elementary.pdf Health & Human Services, U. D. (n.d.). Stop bullying on the spot. Retrieved from http://www.stopbullying.gov/respond/on-the- spot/index.html