A Classroom Management Plan

A Classroom Management Plan 1
Running head: A CLASSROOM MANAGEMENT PLAN
Assignment 8.2--Submission of the Classroom Management Plan:
A Kindergarten Classroom Management Plan
Peaches M. Hubbard
Jones International University
Professor Pate
EDU523: K-12 Classroom and Instructional Management
June 26, 2010

A CLASSROOM MANAGEMENT PLAN
Abstract
Discipline is defined as, training to ensure proper behavior: the practice or methods of teaching
and enforcing acceptable patterns of behavior” (Encarta World English Dictionary, 2009).
In this weeks readings, theme two introduces us to the theories of discipline, in which the
cours textbook offers a defintion of what a model of discipline is. It is defined as, “a set of
cohesive approaches to deal with establishing, maintaining, and restoring order in the
classroom that represent a certain philosophical perspective on a continuum of low to high
teacher control” (Burden, 2009, p.17). Chapter two of the textbook: Creating a Successful
K-12 Learning Community, lists three types of discipline models: The guiding model,
interacting model and the intervening model. Rules should be set into place on the first day
of school and reinforced through out the school year. A teacher must be consistent in how
they deal with discipline in the classroom, fair, and definitive in their explanations of the
rules and how they will be enforced. Theme one also discusses the “Seven Areas of
Responsibility,” which include: selecting a philosophical model of discipline; organizing the
physical environment; managing student behavior; creating a respectful, supportive learning
environment; managing and facilitating instruction; promoting classroom safety and
wellness; and interacting with colleagues, parents, and others to achieve classroom
management objectives (Burden, 2006).

Table of Contents
Introduction Pgs. 4-7 My Model of Discipline Pgs. 91-93
The Ideal Classroom Pg. 7 Conclusion Pg. 94
Discipline Defined Pgs. 8-11
Classroom Instructional Mngmt. Pgs. 11-12 Illustrations and Examples:
Diffusing Disruptive Behavior Pgs. 12-14
Scenarios Regarding Discipline Pgs. 14-16  Illustration 1.1:
Personal Model of Discipline Pgs. 17-20 Classroom Organizational Chart Pg. 22
Physical Space
And Instructional Processes Pgs. 21-23  Illustration 1.2:
Motivational Efforts Pgs. 23-25 Sample Class Schedule Pg. 25
Becoming Acquainted with Students Pgs. 26-30
A Positive Learning Environment Pg. 30  Illustration 1.3:
How to get Acquainted Pgs. 30-33 Sample Lesson Plan-
Student Learning Processes Pgs. 32-33 Teaching the Classroom Rules Pgs. 47-48
Effective Instructional Methods Pgs. 33-34
Incentives and Rules Pgs. 35-39  Illustration 1.4:
Developing Rules and Procedures Pgs. 39-40 Sample Discipline Response Plan Pg. 54
Room Management Pg. 40
Classroom Routines Pgs. 40-41  Illustration 1.5:
Classroom Rules Pg. 42 Sam’s Needs Chart Pg. 59
Classroom Procedures Pgs. 42-43
Enforcing Rules and Procedures Pg. 44
 Illustration 1.6:
Transitions Pg. 45
Sample Student Behavior Report Pg. 71
Discipline Approaches Pg. 49
Brainstorming for Resolution Pgs. 50-53
Challenging Students Pgs. 54-56  Illustration 1.7:
The Needs of Students Pgs. 57-60 Sample Teacher Introductory Ltr. Pg. 74
Inclusion and Diversity for All Pg. 61
Learning Disabilities Pg. 61  Illustration 1.8:
Gifted and Talented Students Pg. 62 Sample Back to School Night Agenda Pg. 76
Behavior Disorders Pg. 62
ADD and ADHD Students Pgs. 63-64  Illustration 1.9:
Challenging Life Situations Pgs. 65-67 Sample Family Information Form Pg. 78
Students from Diverse Cultures Pg. 67
ESL Students Pgs. 68-69  Illustration 1.10:
Communication With Families Pgs. 69-71 Sample Open House Flyer Pg. 80
Teacher-Parent Communication Plan Pg. 72
Introductory Letter Pgs. 73-74  Illustration 1.11:
Back to School Night Pgs. 75-76 Sample Kindergarten Newsletter Pgs. 82-83
Information Sheets Pgs. 77-78
Open House Pgs. 79-80  Illustration 1.12:
Newsletters Pgs. 81-83 Sample Guardian Phone Log Pg. 85
Phone Calls Pgs. 84-85
Websites and Emails Pg. 86  Illustration 1.13:
Special Events Pg. 87 Sample Parent Teacher Conference Pg. 89
Sending Home Student Work Pg. 87
Conferences with Families Pgs. 88-90
INTRODUCTION
THE IDEAL CLASSROOM
In my own teaching experience I came to several realizations in regards to classroom
management. For example, in my teaching experience I worked as an eighth grade teacher for a
private school. Although they seemed very mature for their age, they are just kids. I realized
that this was their last year before they went off to high school and that although their curriculum
is more challenging some things could be simplified. “Center’s are for preschoolers,” that’s
what the class said, when I introduced them into the classroom. Yet, by the end of the day the
students truly enjoyed the interactivity of centers as well as the research that they were doing.
Circle time is for babies,” said the class. Once a week, I would have the students sit on the floor
in a circle, I brought tea cookies and juice and we cracked open our class literature books a read
a story, which was followed by a class discussion.
My point is that in order to ensure classroom discipline and behavioral policies you do
not have to be an overly strict disciplinary. Sometimes remembering to let students enjoy being
kids and allowing them to explore new things, in a controlled setting, can be extremely
beneficial. An educator must be respected, not by demanding respect, but through teaching and
demonstrating respectful and sincere behavior.

The course readings discuss creating your own philosophy of discipline. Educator’s must
begin the school year and end the school year with a clear vision of what the classroom dynamic
will be.
Rules should be set into place on the first day of school and reinforced through out the
school year. A teacher must be consistent in how they deal with discipline in the classroom, fair,
and definitive in their explanations of the rules and how they will be enforced. Theme one also
discusses the “Seven Areas of Responsibility,” which include: selecting a philosophical model of
discipline; organizing the physical environment; managing student behavior; creating a
respectful, supportive learning environment; managing and facilitating instruction; promoting
classroom safety and wellness; and interacting with colleagues, parents, and others to achieve
classroom management objectives (Burden, 2006).
The course textbook (Classroom Management: Creating A Successful K-12 Learning
Community) discusses some of the causes of misbehavior and gives tips for preventative
measures. In order to ensure optimal learning in the classroom I believe that the following
elements are needed:
A clean learning environment. I am a firm believer in keeping things tidy, if students are to
demonstrate order in their behavior they must not be amongst clutter. I have seen many
classrooms in which the students are lost in papers and unfinished projects, etcetera. It is
imperative for a teacher to demonstrate a positive behavior in order to have one received. A
classroom should not be bland, yet is should not be overwhelming by adding too much signage
or distractions. For instance, a teacher should have the students clean out their desk at least once
a week. This reinforces responsibility, promotes tidiness, and limits distractions such as papers,
erasers or extra pencils to play with. Much to their dismay, I always tell my own children that
“everything has a place,” hopefully one day they will appreciate this lesson.
The course text also mentions organizing the physical environment, “to create an effective
learning environment, you will need to organize several aspects of the physical space” (Burden,
2009, p. 6).
Next, A Classroom Code of Conduct, “Rules are general codes of conduct that are intended
to guide individual student behavior in an attempt to promote positive interaction and avoid
disruptive behavior” (Burden, 2009, p.6). Additionally, Having a Respectful and Supportive
Learning Environment. It is imperative for students to respect the classroom teacher; it is also
just as important for the student’s to respect each other. I believe that is a must for educators to
incorporate social skills building and team building into their classroom curriculum. These skills
will not only benefit them now, but it will benefit them in the future as well. Burden offers three
key ways to help ensure a supportive learning environment; I found number two to be very
beneficial, which is “teachers can focus student attention on appropriate classroom behavior by
helping students assume responsibility for their behavior, by maintaining student attention and
involvement, and by reinforcing desired behaviors” (Burden, 2009, p. 7).
Lastly, another key factor that the textbook mentioned, in successfully managing a
classroom is “interacting with colleagues, families, and others to achieve classroom
management objectives” (Burden, 2009, p. 7). “It takes a village to raise a child” (African
Proverb, et, al). A student needs to feel comfortable in their learning environment; they also
need to know that the adults that are guiding them are on the same page.
Having family support is a key element and benefit to student learning, it also aids the
teacher in ensuring that the days lessons are being reinforced at home. It is just as important for
colleagues to support each other. Children can easily pick up on agitation between teachers or
administrators. Therefore, each individual must act as a learning team to work to support the
student academic achievement, growth and development.
When incorporating a respectful and supportive learning environment for students it is
equally important to promote classroom safety and wellness, as discussed on page 7 or the course
textbook. In order to create a successful learning environment students must feel safe and
welcomed. This will open student’s minds to learning and be respectful. The textbook mentions
“students need to feel physically and emotionally safe before they can give their full attention to
the instructional tasks. Strategies used to manage student behavior, create a supportive
classroom, and manage and facilitate instruction all contribute to classroom safety and wellness”
(Burden, 2009, p. 7). It is important for educators to understand that they are the facilitators, and
creating a successful learning environment is up to them. The article Top Six Ways to Being a
Successful Teacher, offers these ways to classroom success: “a sense of humor, a positive
attitude, high expectations, consistency, fairness and flexibility” (Kelly, 2010).

DISCIPLINE DEFINED
Discipline is defined as, training to ensure proper behavior: the practice or methods of
teaching and enforcing acceptable patterns of behavior” (Encarta World English Dictionary,
2009). In this weeks readings, theme two introduces us to the theories of discipline, in which the
cours textbook offers a defintion of what a model of discipline is. It is defined as, “a set of
cohesive approaches to deal with establishing, maintaining, and restoring order in the classroom
that represent a certain philosophical perspective on a continuum of low to high teacher control”
(Burden, 2009, p.17). Chapter two of the textbook: Creating a Successful K-12 Learning
Community, lists three types of discipline models: The guiding model, interacting model and the
intervening model.
The discipline model that I align my teaching style with is the Interacting Model, which
is a medium control approach. The interacting model focuses on disciplining students through
discussion, counseling, and teaching problem-solving skills. I am a proponent of formative
learning and assessment strategies; the interacting model of discipline shares the same
characteristics as this model. The teacher is a facilitator whom demonstrates the behavior that
they would like their students to exhibit. Burden also provides fourteen proponents of the three
discipline models.
The key author’s that are aligned with the interacting model of discipline are: Rudolf
Dreikurs, author of Logical Consequences; Linda Albert, author of Cooperative Discipline; Jane
Nelsen, Lynn Lott, and H. Stephen Glenn, author of Positive Classroom Discipline; William
Glasser, author of Non-coercive Discipline (Reality Therapy and Control Theory); Richard
Curwin, Allen Mendler, and Brian Mendler, author of discipline with Dignity and Spencer
Kagan, author of Win-Win Discipline (Burden, 2009, p. 19).
The paper Classroom Management/Discipline Models (Durken, 2010), offers a greater
insight into the interacting model of discipline. The paper provides examples from William
Glasser and Alfred Alder. Glasser tends to focus on understanding that we all have a choice in
our behavior and that students can choose what there behavior will be (Durken, 2010). Alder’s
philosophy mimicked Glasser’s, they both believed that the student controls their own behavior,
yet Alder elaborates by stating that students act out or change their behaviors according to their
social orientation.
My goal post graduation is to work with kindergarten students. At this age it is critical to
start building self-esteem as well as promoting friendship and understand cooperation and getting
along with others. Therefore, I have chosen to discuss the author Linda Albert, the author of
Cooperative Discipline. Linda Albert’s background in education is as a teacher, counselor,
columnist and author. The article Linda Albert: Cooperative Discipline, give insight into the
model of discipline that she created. Cooperative discipline is defined as, “an approach designed
to help students feel capable and connected, which will encourage them to contribute to their
class and be successful.
It creates a class code of conduct that allows optimum opportunity for success.
Cooperative discipline also establishes a partnership with students, parents and teachers” (Bross,
Coe, Hipwell, Jenkins, 2001). The key concepts for Albert’s model are based on the three C’s,
being capable, connecting with others, and having the student’s be a contributing member to the
class.
In the paper Crisis Intervention Programs, cooperative discipline is defined as, “a way to
influence students so they will make good choices and demonstrate good social skills through
encouragement, intervention, and collaboration (Baltimore County Public Schools, et al). This
model promotes a learning dichotomy. In other words students are taught they that it is okay to
make mistakes. The student’s response to the situation will ensue their consequence. The notion
perceived by this model is that each student is responsible for his or her own actions.
Managing the Classroom Instructional Environment
The paper My Personal Philosophy on Discipline in the Classroom, discusses the goal of
Ms. Albert’s model of discipline, which focuses on the teacher and student’s working together to
create a classroom code of conduct. Therefore, if students misbehave, they are able to recognize
what they have done wrong because they had a part in creating the rules (Gowett, 2008). Linda
Albert’s model of discipline looks into the needs of the student, why did the student misbehave?
And, what does the student want. These two questions are used to figure out how to assess a
student’s behavior and resolve the conflict.
Albert’s model is based upon the theories and model of Rudolph Driekurs, who was a
psychiatrist and educator. He proposed that there are four distinct reasons that students
misbehave: (1) To gain attention. (2) To have power over others. (3) To plot revenge and (4) and
lastly, avoidance of failure (Albert, et, al).
For example, an encyclopedia reference demonstrates Rudolph Driekurs model, as
follows: “If they (students) do not receive the attention they crave through their actions (good or
bad, e.g. doing well on a paper or throwing a tantrum), they move onto seeking power (e.g. they
may refuse to complete a paper). If their power struggle is thwarted, they seek revenge. If even
revenge does not achieve the desired response, they begin to feel inadequate” (New World
Encycolpedia, 2008). Albert mentions that when students misbehave, most teachers discipline
them without explanation or discussion. Albert mentions a key to managing classroom
instruction, which is to make the student a partner in the discipline program as well the student’s
guardian(s).
The benefits of Albert’s model of cooperative discipline model is that is teaches student’s
responsibility, mutual respect, social skills and team work. In the article Cooperative
Alternatives to Discipline, the author mentions that cooperative discipline derives it’s inherent
attributes from constructivism. Some people feel that in a constructivist classroom, student’s are
out of control and that there are no rules and boundaries. This truly is not the case; the article
mentions key points regarding constructivism.
“[Constructivist teachers are highly active in their efforts to facilitate children's self-
regulations. Their activity, however, does not take unilateral forms, to enable children to
construct convictions and follow their own social and moral rules that are independent of adult
coercion. Children's self-constructed social and moral rules are rooted in their everyday personal
experiences. These personal experiences with peers and adults lead them to construct cause-
effect relations between their actions and the reactions of others]” (DeVries and Zan, 1994).
The downsides to cooperative discipline include: cooperative discipline can take up
important class time in trying to resolve behavior concerns. Educators must use time
management skills effectively. Another negative aspect of collaborative discipline is
maintaining respect. Initially when the school year begins students are eager to work on the
classroom rules, yet as the school year progresses, students may not be as receptive to the rules.
Therefore, teacher must be clear and concise in their needs for classroom behavior. Teachers
must be repetitive and enforce the classroom rules fairly and consistently.
Diffusing Disruptive Behavior

“Student behavior must be dealt with immediately”, say’s Linda Albert. The author
suggests three strategies for diffusing disruptive student behavior. All of the strategies are used
to target an area of the four reasons of misbehavior created by Dreikurs. The first strategy is
based on attention; educators must give the student the attention that they are trying to acquire,
even if the student is not seeking the attention from them. A majority of the time, when a student
is seeking attention from their peers they will act out.
To diffuse this situation the author suggests that a teacher should look directly at the
student to let them be aware that they are doing something off beam. The author also suggest to
stand close to the student and proceed with the lesson by redirecting a lessons question to the
student or pose a question by using the students name. In addition the author suggests giving
praise to the other students who are following the lesson and staying on task (Albert, et, al). The
author goes on to suggest other helpful tips to diffusing misbehavior, such as: giving a student a
choice in their punishment, refraining from direct confrontation and harsh punishment in the
classroom, positive reinforcement, and acknowledging successful behavior vs. only
acknowledging misbehavior.
I believe that Albert’s model is very complimentary to my own personal beliefs regarding
discipline. I mentioned that my goal is to work with kindergarten students post-graduation, and
I believe that Albert’s model works extremely well with this age group. In most cases of harsh
punishment, students are scared into making affirmative decisions, but are they truly learning the
lesson? Students must learn from their misbehaviors, teachers and parents ask students all the
time “Did you learn your lesson”? Although a child may reply “yes,” is that he truth? In most
cases the student is only telling you want you want to hear in an attempt to avoid more
punishment. It is imperative for educators to give explanations as opposed to barking out orders;
to focus on the needs of the students, as opposed to only focusing on their misbehavior; and to
truly understand the underlying reasons as to why students act out, as opposed to having an
indifferent attitude and only caring about ones own beliefs of right and wrong.
SCENARIOS REGARDING DISIPLINE
Scenario one: Susan is a quiet child in your classroom. She doesn’t like to socialize with
other students and rarely disrupts lessons. However, she refuses to do her work. She does not
complete assignments and rarely turns in homework. (Myers, 2010). In referring to Albert’s
model I would address this situation by “acknowledging the students power” (Albert, 2008). Let
the student know that you can not force them to complete an assignment, yet inform them of
what is expected of them by giving them specifics on how and when the task should be
completed. Also, “use affirmative statements,” explain to the student that their okay but that
their behavior is not. Lastly, “revoke a privilege,” if necessary. (Albert, 2008).
Scenario two: Tommy is a nice boy who participates in class activities and does his work.
However, he cannot seem to stop himself from talking with other students, especially during
independent assignments. You have to constantly remind him to stop talking, which often leads
to his losing his temper. (Myers, 2010). In this situation, Albert’s would likely suggest standing
near the student to keep him on task. “Changing the activity,” Albert notes that doing something
unexpected; such as initiating a class discussion regarding the lesson can lend a hand in having
the student refocus (Albert, 2008). Another method that the theorist may suggest would be to
“use cooperative learning groups frequently” (Albert, 2008). We all learn differently and we all
excel at different things, this is what makes us unique. Tommy may have a difficult time
working alone, and although he must learn how to complete solo activities, providing the class
with frequent collaborative assignments may help this student. In this way he may not feel the
need to get attention from others if he is working with other students to complete a task.
A CLASSROOM MANGEMENT PLAN
Scenario three: Zachery is the loudest student in the classroom. He always has to be the
center of attention, which he accomplishes by being the class clown. He talks back, makes sound
effects, and has unlimited sarcastic remarks. The other students fear him and put up with his
behavior. This scenario presents a more extreme case of behavior because the student is
potentially impeding the learning process for all students. The author may suggest a few
techniques in regards to Zachery, such as: “giving praise to other students. This is done in an
attempt to show the student the behavior that they should be demonstrating. Acknowledging the
student’s power, yet explaining that their behavior is not acceptable and that they must complete
their work or that there will be consequences. “Use time out” and give the student a choice of
their punishment. And if the misbehavior continues the school personnel and students parent
should be involved.
Scenario four: Marcia is an angry girl who brings her personal issues to class. She never
follows directions, annoys the other students, and is openly defiant with you. She has temper
tantrums without any provocation and changes the atmosphere in the classroom. You are actually
happy when she does not show up for class because you know you will accomplish more with
the other students. Marcia is another extreme case, but in kindergarten class about fifty percent
of the students act out just as Marcia does. It is obvious that Marcia needs to be nurtured; yet a
more forceful approach is necessary. Some suggestions that the Albert would most likely
suggest include: involving the parent’s, since personal issues seem to fuel her behavior, some
type of intervention may be necessary.
Involve school personnel, because Marcia cannot be allowed to impede the learning of
the other students with temper tantrums and uncalled for behavior. Marcia may have to be
removed to the office or another classroom until she clams down. Using positive affirmation
followed with time outs, focus on improvements and correct behaviors, listen to the student in
order to gain insight into what is troubling the student and revoke her privileges until her
behavior improves.
Although, students must learn to follow rules, they must be taught why these rules are put
into place and be a part in making them. Teachers are placed in school’s to teach, if that were
not true we would simply place our students in prison or the military to be disciplined. Just as
with all other things in life, discipline takes time to learn and develop. Students will learn to
follow rules because it is necessary when being a productive citizen in our society. Sometimes it
is how we as educators and parents, go about the process of enforcing the rules that can make all
the difference. There will always be difficult students, but there is nothing more gratifying as to
have those same students come back to you years later and thank you for believing in them, as
opposed to just talking at them and listening to them, as opposed to punishing them. If we could
all just listen more, so many tribulations could be avoided.
PERSONAL MODEL OF DISCIPLINE
My view on teaching control is that an educator can be a disciplinarian without being
intimidating, forceful and without provocation. I align myself with the interacting model of
teacher’s discipline models. This model is derived from the developmental and social
psychological behaviorisms of a student. The interacting model is relates to constructivism,
which allows the student to be apart of the learning process. Therefore, students assist in
creating the codes of conduct that will guide them.
If the student has a part in creating the rules there should be no miscommunication
regarding their actions and the consequences that go along with misbehavior. The course
textbook mentions that the interacting model of discipline allows for educators to counsel and
advise students, to guide students to make the correct choices regarding their behavior. This
method also allows students to: understand that they will make mistakes, yet the goal is to teach
them how to avoid these mistakes in the future. The process also allows the student to figure out
why they act out; what triggers their behavior and corrective behavior methods (Burken, 2009).
“No one has yet fully realized the wealth of sympathy, kindness, and generosity hidden in the
soul of a child. The effort of every true education should be to unlock that treasure” (Emma
Golmam, et, al).
My view on the degree of student control is equally balanced between medium and low
level. Although, I strongly believe in cooperative discipline, I also feel that children must
understand the rules, that rules should be enforced, and that students should show respect
towards adults; regardless if they agree with the rules or not. “Rules are meant to be broken,”
this statement is true to a certain extent. Just as curriculum can be modified so can rules and
regulations. Some educators are stern and feel that the rules must be enforced the same, for all
students, regardless of the situation.
I believe that a gambit of situations can arise as an educator, and as there should be a
clear and concise disciplinary model set into place, the consequence depends upon the situation
and the outer lying circumstances. Both the interacting and intervening models of discipline
stress the fact that students develop from both external and internal forces (Burken, 2009--table
2.1, p. 18). Therefore, it is imperative that students take time to understand why they are
behaving in the manner that they are. It is equally important that educators attempt to recognize
why students act out and develop a personalized plan to assist in controlling the student’s
behavior.
There are wide arrays of preventative measures that are suggested to teachers. In
researching for the assignments of this unit I tend to lean towards the methods of Dreikur and
Albert that list four core reasons as to why students misbehave. These theorists also provide
ways to diffuse the student behavior for each method.
A CLASSROOM MAMANGEMENT PLAN
I am a firm believer in giving it all that you’ve got, meaning that it is important to take
methods and philosophies from various theorists, when compiling your own disciplinary plan.
Some preventative measures that I have used in the classroom include: weekly classroom
discussions, in which the students have a chance to voice their opinions, as well as discuss
anything that may have bothered them; arguments or miscommunications. Another preventative
measure for classroom behavior is listening exercises. Sometimes students talk over each other
or the teacher to try to prove their point. I always have each student listen in silence. Sometimes
in trying to prove our own points we tend to overlook what the other person is trying to convey,
which causes a disconnect. That disconnect can sometimes easily be repaired if we learn how to
listen effectively. Lastly, I focus on team-building and social skills starting the first day of class.
In the classroom the student’s and teacher are a team. It is important to nurture that relationship.
Children can be cruel and it is imperative to teach students to not just have respect for adults, but
to have respect for each other.

Three main approaches that I would use to intervene if problems occur include: parent
and family communication. Sometimes the disciplinary measures focused at students do not
provoke the necessary behavior modification. Bringing in parents/guardians and other family
members, such as older siblings, aunts and uncles can make the difference. The students know
that they each individual is a part of a team to help promote positive behavior. The process of
having rules, regulations and codes of conduct do not just stop at school, this is something the
students will face in their everyday lives.
Having parents and students create their own similar code of conduct at home can help
reinforce disciplinary efforts. The second approach that I would use to intervene is role-playing.
Setting some time aside to meet with the student one-on-one and letting them demonstrate how
they feel, then demonstrating their behavior and how it affects the entire classroom. This method
in itself can be effective; it also allows the student to speak freely without his or her peers
listening. This promotes self-esteem and can aid in preventing unnecessary teasing from other
students. The third approach is involving other teachers, working together with teacher’s as a
collaborative tam is beneficial to both the students and the teacher’s. A student may benefit from
being placed in another classroom for a designated period of time, even if it includes them
completing their work there, or simply listening to the classroom instruction.
“A model of discipline is a set of cohesive approaches to deal with establishing,
maintaining, and restoring order in the classroom that represent a certain philosophical
perspective on a continuum of low to high teacher control” (Burden 2006, p.17). In a classroom
a teacher must have a set of clear and concise rules and codes of conduct that students are to
adhere to. Teachers must be firm but fair, supportive and attempt to diffuse behavioral issues
immediately. I believe a hodgepodge of the three disciplinary models create an accurate model.
A teacher should pick and chose which techniques work best for him or her and their classroom.
PHYSICAL SPACE AND INSTRUCTIONAL PROCESSES
Creating a warm and organized classroom for students is important to the learning
process. The paper, Series on Highly Effective Practices: Classroom Environments by
Catherine Hoffman Kaser, M.A. highlights the following two points regarding clean
classrooms. “Research on the classroom environment has shown that the physical arrangement
can affect the behavior of both students and teachers” (Savage, 1999; Stewart & Evans, 1997;
Weinstein, 1992). “Well-structured classroom tends to improve student academic and behavioral
outcomes” (MacAulay, 1990; Walker, Colvin, & Ramsey, 1995; Walker & Walker, 1991).
Storage: Teacher's Blackboards

Bulletin Board Instructional Guides
Art Supplies Locker Bulletin and Chalkboard Bookcase
Trashcan
6' 4"
File Cabinet AdditionalTextbookStorage
D ouble Sink with ENTRANCE/ EXIT
D rinking Fountain
Trash can
Window
er
Teacher's Desk
rn
Co
s
Disciplinary Seating
r'
he
STUDENT SEA TING

A RTS AN D CRAFTS CORN ER
STUDENT CUBBIES
ac
Three Students to a Desk

Te
Trash can
Storage
Math Textbooks Storage

MATHEMATICS CENTER
Computer Lab Bulleting Board

Activity Mat
Computers & Chairs 1,2 and 3

COMPUTER LAB
Blackboard
Window
Mathematics Bulletin Board
Computer Paper
Printer
and Supplies
Two Drawer Storage Unit
Bookcase
SCIENCE CENTER
Paired desks for partner reading 1 & 2
Reading Corner/Literacy Center

Window
Reading Circle Rug
Science Center Rug
Chalkboard/Bulletin Board
Science Bulletin Board
Two Drawer Storage Unit
Science Textbook Storage
Bookcase
Storage Unit
Classroom Television Storage Unit

DVD and Video
ENTRANCE/EXIT Storage
FREE PLAY AREA

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Classroom Organizational Chart for a Kindergarten Classroom
(Peaches M. Hubbard, Organizational Chart, 2010).
Above is the classroom map that I have created for a kindergarten classroom. The
classroom is a center-based design. The centers include: mathematics, arts and crafts, science,
reading, and a computer lab. The center of the classroom is the hub or focal point, by which
each center is easily accessible. It can be used to complete a center based activity or an area to
teach interactive lessons. I have attempted to include several storage units and make a warm,
inviting and organized classroom environment.
The first week of school for kindergartners can be intimidating; the students are going
through a lot of big changes. The first week should be fun, have ease and a flow to lessons and
activity’s, and cover the basics. The first week should be repetitive with constant review of the
rules and lessons. Please see page five, table 1 for a sample schedule for the first day of school
for a kindergarten class.
Motivational Efforts
Preschool to kindergarten is a big leap for students, thus, it is important to give them a
concise overview of what to expect. During the first week of school it is important to
review the class schedule, as well as do introductory mini-lessons for all core subjects.
Mini-lessons should be used during the first week in an attempt to not overwhelm the
students, to gage student skills and abilities, and to give students a general idea of what they
will be doing from day to day. Kindergarteners are extremely eager to learn, full of energy,
and very helpful. It is important to assign tasks to students, and to make certain that every
student has a classroom duty. Two activities that I would incorporate to motivate students to
learn are learning games and teaching songs/nursery rhymes. Simply things such as having
student line up and march to their desk can refocus them for a task and keep them alert for
the next activity.

Theme two of module two of this course introduces us to the four dimensions of motivation.
The dimensions include: interest, relevancy, expectancy and satisfaction (Burden, 2010, p.125).
The article, Motivating Learning in Young Children, offers ways to assist in these efforts.
Some additional ways to motivate students that the article offers include: providing an
active environment with tangible features, being consistent in all efforts, give students the
opportunity to evaluate their own accomplishments and not using excessive rewards (Carlton,
2003). On the following page you will find a sample

Illustration 1.2: Sample Kindergarten Class Schedule
Students enter the classroom.

8:15 a.m.
Students put their things away.
8:15 to 8:20 a.m.
Morning Greetings: attendance, lunch count, calendar, good morning song, restroom break.
8:20 to 9:00 a.m.

Getting to know your teacher, teacher introduction.
9:00 to 9:15 a.m.
Getting to you know your class. Assign seats, distribute supplies, and name groups.
9:15 to 9:40 a.m.
Getting to know each other, student introductions and game.
9:40 to 9:55 a.m.
Pass out snacks and students line up.
9:55 to 10:00 a.m.

Recess.
10:00 to 10:20 a.m.
Bathroom break.
10:20 to 10:30 a.m.

Let’s explore: A visit to each learning center.
10:35 to 10:55 a.m.
All About Me workbooks, pages 1-3.
11:00 to 11:15 a.m.

Mathematics.
11:15 to 11:30 a.m.
A visit to the reading center, circle story time.
11:30 to 11:45 a.m.

Get lined up for lunchtime.
11:50 to 12:00 p.m.
Lunch.
12:00 to 12:20 p.m.

Recess.
12:25 to 12:45 p.m.
Bathroom Break
12:45 to 12:55 p.m. Language Arts.
12:55 to 1: 20 p.m. Free play and Explore.
1:25 to 1:45 p.m. Class activity: movement, song and dance.
1:50 to 2:10 p.m.
Clean up, pack-up, and goodbyes.
2:15 to 2:30 p.m.
School Ends
2:30 p.m.
Kindergarten Class Schedule

Class Schedule for the First Day of Class
(Hubbard, 2010)
A CLASSROOM MNGEMET PLAN
BECOMING ACQUAINTED WITH YOUR STUDENTS
How much of yourself should you share with your students? Where do you draw the line?
As an educator we are more than just mere teachers, we hold several unofficial titles and wear a
multitude of hats. When students express personal problems we act as their counselors; when
students are aspiring to achieve new goals, we act as their mentors; and when students are faced
with the concerns of distinguishing the difference between right and wrong, we serve as the
example. Bonding with a student happens in such a short span of time, yet it is important to
remember that K-12 students are children. As with any other child it would be inappropriate or
not in good taste to divulge information that is not directly related to learning, to a class lesson,
or information that is simply not acceptable for school.
Course readings offer insight in becoming acquainted with your students, explaining that
it is all right to share information about yourself with your student, but information such as if you
drink alcohol is not an appropriate topic for discussion. An example of this is one from my own
experience, I attended a private school and in the seventh grade our teacher became the schools
principal and in the middle of the school year we got a new teacher. Our new teacher was fairly
young in her early thirties and very eccentric; she was a former actress who had some success
starring in a few recurring roles. She loved to talk to us about her personal life, such as the five-
karat diamond her husband bought her, her travels, past acting jobs, and ultimately her
impending divorce, which she was quite bitter about.

Reflecting on this as an adult I realized that these things were truly inappropriate for a
teacher to share with a class college students let alone a group of seventh graders. But as a child
it all seemed very luxurious to hear about her life.
My point is this I believe that it is important to give students a sense of who you are
personally. I also, believe in the term TMI (too much information). It is important to make
certain that you share fun things with students, such as you like to go to the beach on the
weekends or you can roller skate. However, it is not appropriate to mention things such as your
favorite clubs or that you party late every weekend. It is a lot like going to a job interview, you
might be asked to share some of your hobbies, yet you would not want to divulge anything edgy
regarding your personal life. Young students, especially, are very impressionable. It is our
responsibility as educators to promote student well being, as well as set an example to our
students. “Research studies on classroom management highlight the importance of having
positive teacher– student relationships in promoting appropriate student behavior” (Marzano, et
al., 2009). Additionally, it is imperative to instill the notion in our young students that we, as
educators; strive to be their role models and mentors, not their buddies.
What would you do to get to know your students better? How would you gather the
information? There are several strategies to getting to know your students better, theme one in
this week’s module suggests asking the students questions, interviewing students, playing getting
to know you games and class meetings. Some ways that I would get to know my students
include reference materials, such as, first day questionnaires and all about me packets.
The website Inspiring Teachers, comprised a list in which several teachers gave tips on
how to get to know your students. Two tips that I found very useful are teacher student journals
in which the students and teachers correspond. Going to some of the after school activities of
your students, such as student sporting events, dance recitals, or plays (Inspiring Teachers,
2010).
Additionally, readings suggest eating lunch with your students. When I began teaching
some of the elder teachers mentioned that they were against sitting with students at lunch, while
others considered it to be a nice gesture. You can’t please everyone, and I believe that every
now and then it is a great gesture to sit with students at lunchtime or to play a game with them at
recess.
Figuring out how to get acquainted with your students is an important task, and even
more important is how to help your students get to know each other. I believe that a classroom
environment should be a team environment. It is natural for students to have their own set of
friends, but they may not take the effort to get to know students out of their inner circle of
friends. Some tips on team building skills, which allow the students to learn about each other.
These tips included: two games called the “Name Chain and Student Bingo”. In addition, the
suggestions from theme one involved, a fact sheet entitled “Getting to Know Your Classmates
and Student Interviews” (Jones & Jones, 2004, pp.128-135).
In my past teaching experiences I have used several techniques to encourage students to
get to know each other and work as a team, one technique is “writing a letter to my friend”. I
partnered up all of the students with students that they do not usually socialize with.
Next, I asked the students to write down three qualities that they like about the student
and write down three tings that they would like to know about the student and discuss them one
on one. After, I would have the students read the letters out loud in front of the entire class and
have the students respond to the questions. In this way all of the students can get to know about
each other.
It is especially exciting when the students notice that they have similar interests that they
were not aware of. Some additional team building activities include giving the students a
problem to solve in groups, project partnering, and personal class discussions. Some topics for
discussion can include: culture, traditions, and extra curricular clubs and activities.
Bonding with your students is a somewhat new technique. In the past teachers were far
more reserved than the teacher’s of today, it was thought that a teacher should lecture and
discipline but keep their distance emotionally from students. The difference today is that
teachers can show emotion; they can care and nurture their students, while monitoring discipline
and teaching efforts. Educators are human too, and students should know this. When previously
working with pre-kindergarten and kindergarten students one of the students just assumed that all
of the teachers lived at the school. It is important for students to see that teachers are productive
citizens; with families and lives outside of the classroom and interests of their own. With this
said, educators must not divulge too much information. Keep personal things personal is the
philosophy that I adhere to, not only in the classroom, but also in the workplace entirely.
CREATING A POSITIVE LEARING ENVIRONMENT
It is my opinion that a positive learning environment is one that consists of a well-
balanced curriculum, an environment of mutual respect and a collaborative essence. In
which students are provided with the ability to be a part of the classroom rules,
instruction and assessment. In a positive learning environment a positive student teacher
relationship is key. Peer-to-peer relationship development is also an essential to creating
a positive learning environment. It is vital for social skills and team building to be
imbedded in the class infrastructure. In a positive learning environment mistakes are
accepted and guidance is key; students feel safe and are contributing members to their
learning goals and objectives and students are urged to be reflective and self-monitoring.
How to Get Acquainted?
It is a must for teachers to get acquainted with students quickly. Once the school year
begins the time seems to fly by and the process starts all over again with a new group of students.
The course textbook offers the following statement to express the need of a positive student
teacher relationship: “Research studies on classroom management highlight the importance of
having positive teacher– student relationships in promoting appropriate student behavior”
(Marzano, et al., 2009). With this said in order for teachers and students to become acquainted
there are some key factors that must be addressed, such as an organized and tidy classroom, to
increase effective learning. Clear and concise classroom rules and learning objectives are
immensely important as well.

The course textbook “Creating A Successful K-12 Learning Community,” offers a few
key ideas to get to know your students. One idea that I find to be very useful is, taking a
personal interest in students. This can include going to extra-curricular activities, such as
sporting events or dance recitals. Another way to get to know your students is speaking
informally to students. This can take place during recess of lunch periods, by singling out a few
students a day or week and talking to them about their likes and dislikes. It does not have to be a
serious conversations, it could be something such as what are there favorite types of book,
movies, or food.
Just as it is important to realize that students in a K-12 environment are children, it is
equally important to realize that although they are children they have their own voice, opinions,
likes and dislikes. Students may be the best indicator or what learning styles and approaches
benefit them the most as well as their behavioral triggers. Therefore, it is important to take the
time to get to know each student. Ultimately, this will help greatly in providing a positive
learning environment.
Children can be very inquisitive, and in working with students everyday a teachers
becomes a formative member of their life. With this said students want to know more about their
teachers. Letting students get to know you can be a somewhat worrisome task. As an educator
you do not want to divulge too much information, yet most teachers want to maintain a fun and
interactive learning environment. It is imperative for teachers to find a balance when attempting
to create a positive learning environment.

Some examples of information to share with students could be that you enjoy sports,
camping, fishing, and etcetera. You can even mention the extra-curricular activities that you
were involved in as a youth along with fun hobbies that you partake in now. Class parties, an
active class website, exploring activities and virtual field trips are another great way to bond with
students. Additionally, be creative; encourage students to enter contests, to attempt to set a new
world record, or to volunteer once a month as a class. These tips are all ways to create a
respectful and positive learning environment.
It is also vital for students to become acquainted with each other. Consistent and
respectful peer-to-peer interaction is another component in having a positive learning
environment. Some activities that can aid in this quest are: class retreats that focus on team
building strategies. Other ways include: daily or weekly lessons in social skills that are attached
to the class curriculum, student pairing and class discussion forums.
The Process of Student Learning
One major process of student learning is making students responsible for their own
learning. After all, the ultimate goal as a teacher is to have students begin to form their own
opinions, to research and explore and to reflect and elaborate on specific matters and tasks. The
course textbook offers five key ways for students to demonstrate responsibility for their own
learning, which include: (1) a well-formed grading system. (2) Assignments with clear
requirements and goals and (3) setting work completion requirements. (4) Monitoring the
progress and completion of assignments and (5) providing feedback (Burden, p.198, 2009).
Another practice to hold students accountable for their own learning include: journaling,
in which students can discuss what they learned, what they liked or disliked about the days
lesson, and demonstrate lesson knowledge. This process will enable students to determine what
method of learning works best for them, it teaches problem-solving and self-reflective skills and
practices. This journal can also be something that is signed by the parent, to keep the parent
aware of what and how their student is learning. This will also allow parents the opportunity to
know what happening with their student and help them reinforce the rules and lessons from the
classroom.
Effective Instructional Methods
In order to keep students motivated in learning there are several instructional strategies
that can be utilized. Keeping students motivated can be a somewhat daunting task for teachers.
It is imperative to provide an active learning environment for students and a stimulating
curriculum. Students also need feedback and positive reinforcement to help them achieve their
learning goals and objectives. It is equally important to adhere to a daily classroom regimen.
Everything cannot always be planned for, or a discussion may take a lesson off track every now
and then, yet the students need to have a daily routine to keep them on task. I find that taking
virtual field trips, and if possible, I would incorporate watching a DVD when introducing a new
book. Online scavenger hunts are a great way to introduce and reinforce a lesson. Scavenger
hunts create an interactive learning environment, and promote self-monitoring and problem
solving skills.
The course textbook mentions providing students with a daily review of the lessons. I
think this is a great idea, I find that wrapping up the last five minutes of each lesson with a
review is very beneficial. In the primary grades you do not provide the students with a syllabus,
therefore, it is important to write the days lessons on the blackboard. At the end of the day the
students can discuss at least one thing that they have learned from each lesson. In the past, I
have let the student who responded first about what they have learned put a check next to that
day’s lesson. Another benefit of the end of the day review is that when the parents pick their
students up the days lessons are fresh on the student’s minds. This enables parents a better
chance to reinforce learning and feel like an active participant in the student’s academic well
being.
Providing a positive learning environment can be a challenging task, especially in today’s
weakened economic climate. Teachers are mad, tired, overworked and frustrated. There are so
many schools plagued with teacher layoffs, lack of program funding, old textbooks and crowded
classrooms. Along with this, students are faced wit far greater pressures in today’s society,
sometimes the student’s home lives are in complete chaos. In order for students to learn
effectively they need an environment where the feel comfortable, one in which they can clear
their minds and focus on the day lessons and tasks. It is vital for a teacher to have a strong
instructional plan before the school year begins and remain consistent until the last day of the
school year. In the classroom the teachers are the leaders, therefore, I would like to end with a
quote that refers to leadership “Real leaders are ordinary people with extraordinary
determination” (Unknown).
INCENTIVES AND RULES
“Where do you stand on the issue of rewards and consequences?” Both from articles and
from my own personal experience I believe that rewards can work in some cases, at certain
times. I also believe that if a student is given constant positive praise and constant rewards that
they will soon grow to expect this response, and that the intended goal of achievement will lose
its merit. For instance, in working with younger students in the primary grades rewards can be a
very motivating tool. For example, in kindergarten, students are still learning about actions and
consequences, right and wrong, and classroom rules and discipline practices as a whole. At this
age students can be motivated in knowing that they will receive a reward for staying on task. Is
this the same for an eighth grader? No. It is my opinion that by this grade level students know
right from wrong, or at least should be aware of rules and consequences.
I believe that it is important for students to be rewarded for a job well done, but it must be
done in moderation. The following are scenarios that describe the reward systems of two
different teachers that I have worked with professionally. Teacher A, gives her students pizza
parties every month if all of the students in her class get above a ninety percent or above on their
weekly spelling tests, for the whole month. Teacher B gives her students a dance party every
month regardless of grades. The only students who are not allowed to come are those students
who have misbehaved frequently throughout the month. Which one do you agree with? Teacher
A clearly provides rewards for achievement for hard work and determination, while Teacher B is
simply providing entertainment. There are no clear goals, no set obligations and no merit behind
the reward given by Teacher B.

I believe that for any grade rewards can be appropriate, it should not diminish the role of
learning or hinder disciplinary measures. Students seek motivation like any adult. Many adults
receive bonuses for Christmas for a job well done throughout the year or a commission bonus if
they go out of their way to assist a customer. Is this a bad thing? When there is a credible
reason for a reward, the reward can be very motivating. It allows one to show appreciation to
another to a job well done, and provides the individual receiving the reward that their hard work
is valued. As with food, “it is all good in moderation”. Rewards can motivate a student or class,
and can bring success.
It is important to acknowledge student achievement, and the rewards do not always have
to involve treats and prizes. The rewards can be ten minutes of free time at the classroom
computer. By doing this way the student receives a reward, which is motivational and
educational. Another type of reward is a class store, in which at the end of the week the students
redeem tickets for a treat of prize, only if they have completed assignments and behavioral goals
effectively. As I stated earlier, I generally believe in rewards, not necessarily for motivation but
as a way of showing appreciation for students for a job well done without having to be told to do
so. In regards to giving rewards for motivation I have mixed feelings, there re several variables
to take into account. What grade are the students in? Is the reward going to be used to actually
motivate the students or is it just a bribe to get them to behave? And, What are the true goals and
desired outcomes, and did the student(s) fully meet all of the objectives?
The article Should We Reward Good Grades With Money And Prizes, discusses the
downfalls of offering money to students for motivational efforts. It is obvious that giving money
to students is not a very good idea.

This leads to the question what prizes are acceptable? In supplying students with rewards
it is important to remember to follow the rules of the school. If the school focuses on healthy
snacks it is not a good idea to give the students chips and candy. If the students witnesses the
teacher not following the rules the students will feel as if they can bend the rules when they deem
necessary. Therefore, the rewards could be apple dippers or apple chips instead of suckers and
cheetos. Also, a reward should be positive and educational. Students can also be rewards with
activities such as a virtual field trip on a topic voted on by the students, a walking field trip to a
local park, or free-play time at the weeks end.
It is a great idea for student to work towards their reward. If students need to be
motivated show them that it takes more than just good grades, that it takes perseverance,
dedication and serious effort. Students, especially middle school and high school students
should be encouraged to really put forth effort towards their goals. For example, at the
beginning of the school year have the students work together to solve a problem, to create
something, to volunteer or enter a contest. If they meet their goal let them have a class party.
Although students need motivation they must also learn that they cannot take things for granted,
and that they must work hard to get rewarded. As I have said time and time before, please allow
kids to be kids, whether they are in kindergarten or high school. It is okay to allow students to
have fun and learn; if there is a well-established classroom discipline plan both the students and
teacher should fair well.

I am a proponent of using a variety of resources, techniques, philosophies and
methodologies to educate our students. With this said, the model of discipline that I align myself
with is the interacting model, medium control approach. This model focuses on logical
consequences, cooperative discipline, non-coercive discipline and disciplining with dignity. This
method focuses on giving students the opportunity to have a stake in creating their discipline
plan. It also focuses on teaching students responsibility and decision-making and problem-
solving skills (Burden, 2009). I believe that this approach would agree with using rewards to
boost self-esteem, provide encouragement and teach student responsibility. The students will
learn that they will be given incentives or motivators on the condition of meeting their
educational objectives.
It is imperative to reward only when it is deserved and only to who is deserving of the
reward. It is important to give appropriate rewards and to make rewards educational. For
instance, a decorative pencil or stationary set, stickers, folders, and calculators could replace
items such as: whistles, toy soldiers, and bouncy balls. The latter items will easily distract
students during class time. Items such as “Apple Dippers”, “Go!gurts (yogurt)” and string
cheese, can easily replace, chips and candy. It is equally important to not give rewards in excess,
and to match the reward to the rule or achievement. In addition a reward does not have to be
tangible, sometimes a good talk or positive feedback and praise can be just as rewarding. I
attended a private elementary school grades K-8 and of course the eighth graders had seniority.
Once a week, if the eight graders followed the class rules, stayed on task and did their
assignments in a timely fashion, they were allowed to assist the teachers in the lower grades for
one class period. Not only did the students take this as a reward, it was a motivator to do a good
job during the week, as well as taught us students’ responsibility.
Lastly, I would like to end this paper with two quotes that I believe sum up this week’s
lessons: “Before the reward there must be labor. You plant before you harvest. You sow in tears
before you reap joy.” (Ransom, et al). Obviously, the latter part of this quote does not have to
be taken literally, but it is the belief behind what is said which is beneficial. The next quote is:
“You get what you reward. Be clear about what you want to get and systematically reward it.”
(Nelson, et al). It is my personal belief that as educators we must be careful, we trust in our
intrinsic abilities, our merit and our devices, as opposed to motivational techniques that rely on
gimmicks and rewards without just cause.
DEVELOPING RULES AND PROCEDURES
KINDERGARTEN CLASSROOM MANAGEMENT PROGRAM
PHILOSOPHICAL STATEMENT
I truly enjoy working with kindergarten students. It is wonderful to see their eager faces
ready to learn. I am a believer in providing students with a variety of assessment methodologies,
practices, strategies and techniques for learning. Also, I strongly believe in making lessons fun
and interactive. I encourage parents/guardians, siblings, and close family members to play an
active part in each student’s learning process.

It is imperative for teachers and parents to work together in order to give students the best
chance at academic achievement. I encourage cooperative learning in the classroom, which
helps in reinforcing social skills.
Room Management
The room that I have arranged provides students with an open classroom setting; the
classroom environment is kid friendly. There centers for each of the core content areas, as well as
a computer lab. Each center has a blackboard for problem solving and lesson information.
There is ample storage around the classroom for pedagogical use, and cubby storage for each
student. The student’s desks are arranged in a crescent shape, in order to allow each student to
have a clear view of the board and teacher. The students are seated three to a desk, and each
desk has storage. The classroom rules will be placed in the front of the classroom as well as the
teacher’s corner bulletin board. Each center will have a sign on the wall, which explains the
procedures for that particular center.
Classroom Routines
Each morning school starts promptly at 8:15 a.m. Students line up outside and are
escorted by their classroom teacher and teacher’s aide to the classroom. As the students walk
into the classroom they are reminded to walk in quietly by placing their index fingers over their
mouths. The students are to walk to the large rectangle rug in the center of the classroom floor
and sit in the specific order in which they were assigned on the first day. The students are then
called by their rows, which are comprised of three students.

Once a row is called they are asked to place their belongings in their cubbies. Next the
morning attendance and lunch rooster are taken and sent to the office. Next, the morning rituals
are presented. The students sing the alphabet song, have counting practice, discuss the mornings
weather and have the discussion about how are you feeling today?
DISCIPLINE MODEL
My discipline efforts focus on cooperative discipline, which explores: self-esteem
building, teaching students about their behavior and develop an understanding as to why they are
acting out and what triggers their behavior. I am a proponent of the Interacting Model of
Discipline, discussed in the textbook, “Classroom Management: Creating a Successful K-12
Learning Community (Burden, 2009). The interacting model focuses on medium control
approaches to discipline, with logical consequences. In order to enforce the rules I will turn
them into a fun song or rap that we will sing everyday.
I believe that the interacting model of discipline will greatly benefit kindergarten
students. This model will teach students about the rules and principles of discipline, while
exposing them to self-reflection practices, which will enable the student to understand their
behavior. This model focuses on guiding principles, which assist in leading students to
successful behavior.
Classroom Rules
The classroom rules and procedures will be implemented the first day of school.
Students will be given a daily review of the rules in the morning. A copy of the rules and
procedures will be sent home in the students’ homework folders. The rules and procedures will
be posted on the walls in the classroom, in the monthly kindergarten newsletter and can always
be accessed on the class website. During the first week of school the students will be asked to
come up with three of their own class rules.
The rules will be voted on as a class and the rules will be added to the classroom code of
conduct and placed on a sign entitled “student-made rules”. The classroom code of conduct for
my discipline plan is comprised of five general rules; they are as follows: (1) Always be kind to
others. (2) No yelling or screaming in the classroom. (3) Always raise you hand before asking a
question. (4) Keep your hands, feet and other objects to yourself, at all times. (5) Listen, and
follow directions.
Classroom Procedures
Because the classroom design is center-based there will be procedures for the class as a
whole, as well as procedures for each center. Each center has no more than three procedures.
The centers include a science center, mathematics center, reading center, computer center, and
arts and crafts center. The procedures are the same for both the science and mathematics centers,
which include: Listen carefully during lessons.

Do not talk to students across the classroom, put all workbooks and supplies away before
you leave the center. And, wait to be called upon before you leave a center.
The procedures for the reading center include: There is no talking at the reading center
and there may be no more than six students at a time. Choose only one book at a time and take
care of the books. Lastly, be sure to place books back on the bookcase. The procedures for the
computer center include: there are only three students allowed at a time at the center and students
must remain seated while they are at the center.
Also, students are to use the headphones provided in order to not disrupt their classmates.
At the arts and crafts center, students are to not make a mess with the art supplies, throw away all
trash, and return art materials to the proper area. The daily classroom procedures are as follows.
Procedures for the closet and cubbies: When called to the cubby, please put all book bags and
jackets on your assigned hook(s); Always place your lunch box in your cubby.
Procedures for walking outside and in the corridors: Line up in two straight lines, one
line for boys and one line for girls. Stand quietly, and when exiting the door place your index
finger over your mouth. Walk at all times, no running or pushing. Procedures for the restroom
include: The class will go to the bathroom and come back from the bathroom together or with a
partner. No loud talking in the restroom, always flush the toilet and wash your hands before you
leave the restroom. Do not play in the water when washing your hands and only get a small
amount of soap. The cafeteria procedures are to walk to the cafeteria quietly, in a straight line, as
a group. Always have you lunchbox or lunch card with you before you line up.
Additional procedures include: Raise your hand for Kleenex and only get one sheet at a
time. Always have a partner when going to the restroom, to the office, or to another classroom.
When visitors enter the classroom stand up and greet them. For example, if the principal enters
the classroom—stop what you are doing, stand and say good morning Ms. Goodwell. When
lining up, make sure all pencils, trash, and books are put away. Next, stand up and push your
chair in. Lastly, always write your name on your paper.
Enforcing the Classroom Rules and Procedures
Having a clear and concise code of conduct and classroom procedures is essential in
forming a well-established discipline plan. A teacher must also have a plan for handling
violations of the classroom rules. My discipline plan involves a three-step plan for misbehavior.
Each student will be given a daily behavior card, which will be sent home and must be signed by
a parent or guardian. The card will be divided in three sections for each day: morning, noon and
class dismissal. The student will receive a remark or symbol for each section. The symbols used
on the cards are smiley faces, if good behavior is exhibited by the student then they will receive a
happy face, if a warning was issued or their were a few concerns regarding student behavior the
student will receive a face with a frown and a brief explanation. If the student has misbehaved
they will receive a sad face with a detailed explanation of their behavior.
Each student will receive warnings about their conduct. If a student misbehaves the first
step is a warning, the second step is to place the students name on the board, if the students
conduct does not improve they will receive up to three checks by their name. If a student
receives a check by their name they will get a note on their behavior card. If the student’s
behavior does not improve other measures will be taken such as: being benched during recess
and time outs in the classroom. If the behavioral concerns do not improve the student will need
to visit the principals office and/or have a parent—teacher conference set up.
Transitions and Emergency Preparedness
When students are transitioning to the various classroom centers they are make sure all of
their things have been put away, and they are sitting quietly. Each student needs to be
called to line up before they transition to the next center. There will be weekly fire and
earthquake drills in the classroom. The students will practice where to line up and how to
line up by being quiet and walking, not running. The student’s will be introduced to the
classroom emergency plans during the first week of school, the information will also be
sent home and placed on the classroom website. I will also encourage parents to make
their own emergency plans at home to reinforce what the student’s are learning in the
classroom.
A successful discipline plan not only addresses the classroom rules and procedures, it
teaches students about right and wrong and that there are consequences to their actions.
Theme one of module four touches upon the effectiveness of discipline plans, stating that
“Efficient teachers do things right; effective teachers do the right thing.
Effective teachers manage the classroom; ineffective teachers discipline the classroom”
(Myers, 2010). I believe that the best plans are created from a blending of traditional and
alternative methods. The article Top Ten Tips for Successful Classroom Discipline and
Management, offers some great guidelines for successful classroom management, they are as
follows. Begin the school year with a strong discipline plan; be fair to students; deal with
disruptions with little classroom interruption; avoid confrontations; use humor to diffuse
situations; have high expectations; over plan; be consistent, make the rules clear and concise and
start fresh everyday (Kelly, 2010). Below I have included a sample lesson plan, illustration 1.3
(continued on pages 47 and 48) that is geared towards the kindergarten grade level. The focus of
the lesson plan is to teach the students about the classroom rules.
Illustration 1.3: Sample Lesson Plan

Teaching the Classroom Rules
Lesson Plan Protocol

Pre-Lesson Planning, Plan for Lesson Implementation and Post Lesson Implementation Reflection
May 30, 2010
Lesson Planning Information

Teacher Candidate Name: Peaches Hubbard Date: May 30, 2010
Sponsor Name: Angela Scurry
JIU Professor Name: Professor Pate JIU Course Name and Session: EDU523: K-12 Classroom and
Instructional Management
Grade: Kindergarten
Content Area (e.g., reading, writing, math, science, social studies, arts, etc.): Reading and Language Arts.
Group Size: Whole Class Instruction
Pre-Lesson Planning
ACEI
Standard
n/a The goal for this lesson is to teach the kindergarten class the general classroom rules.
Objectives:
 For students to learn and be able to accurately and independently recite the five core classroom rules.
 For students to have an understanding of why the rules are in place and the consequences to their actions.
 For students to demonstrate through singing the classroom rules song.
4.0a,b State how this lesson aligns with grade-level standards and/or prior assessment results. This lesson aligns with the model content
standards in reading and writing.
Standards:
 Standard 1- Students read and understands a variety of materials.
 Standard 2 – Students write and speak for a variety of purposes and audiences.
3.2c State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional
needs.
I will differentiate instruction by taking time to work with students who need extra help in memorizing the rules.
3.1b List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based
3.5b technologies, etc.) that will be used in this lesson. Include those that you will have to create.
Materials:
 Sentence Board with the classroom rules listed.
 Pointer
3.4b List strategies that foster student engagement in learning and self-motivation.
 Echo reading and recitation.

 Singing and Chanting.
 Movement.
3.4b,c List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning
environment.
 Class discussion regarding the rules.
 Each student gives a rule that they feel is important.
3.5c State how you will help students learn active inquiry and communication strategies (i.e., self-monitoring, restating ideas and/or drawing
connections).
N/A
n/a Possible challenges that may arise may include: behavioral concerns.
Plan for Lesson Implementation

ACEI
Standard
3.5d Describe how you will communicate the lesson objective through oral and/or written discourse.
I will communicate the lesson objectives by discussing the need for classroom rules as well as discussing why rules are important in
our everyday lives.
3.1d Describe how you will relate the lesson to prior student learning/experience.
I will relate the lesson to prior student learning/experience engaging the students in a conversation about a time when they did not
follow a rule or a time when they did follow a rule and was rewarded for it.
n/a State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you
estimate each stage will take.
I will present the lesson content by first reviewing each rule and stating why each rule is important. Next, I will read through the rules
and have he students repeat after me in reciting each classroom rule. Lastly, I will sing the rules and have the students sing along
and repeat after me. We will practice the song everyday and I will send the rules home on the first day of school. Along with other
performances, the students will sing the rules to parents at the first quarter open house.
3.5d State how you will support classroom collaboration through oral and written discourse.
I will support classroom collaboration through oral recitation of the rules and through singing and movement.
3.1d List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world
3.3b issues.
I will relate the lesson to prior student learning/experience engaging the students in a conversation about a time when they did not
follow a rule or a time when they did follow a rule and was rewarded for it.
3.3a List questioning strategies you will use to (1) check for student understanding, (2) evaluate students’ ability to problem-solve and
critically think about the lesson content (e.g., Bloom’s taxonomy), and (3) determine if all students can summarize what they learned.
Each day I will ask a student to come up and read a particular rule, then I will ask the students to sing the rules song together as a
group.
Post Lesson Implementation Reflection

ACEI
Standard
4.0a,b State how you assessed student learning and whether or not student learning occurred.
4.0b State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student
learning, or (2) indicate a need to provide challenge opportunities to extend student learning.
5.1e Describe an area of professional growth for you to target to improve student learning and/or student engagement.
5.2c Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being.
Notes
APPLYING DIFFERENT APPROACHES TO DISCIPLINE
The case study “Hang in There,” examines the need for intervention. The scenario: [As
a teaching coach for probationary teachers, Nancy's job is to support and assist new teachers in
their first two years. She becomes concerned when one of her promising young teachers,
frustrated by severe behavior problems in her classroom, confides that she is thinking about
quitting. (USF, 2000).]
It is clear with this case study that an intervention is truly needed. I too myself have been
placed in a somewhat similar predicament. I have worked for inner city schools and cases like
this arise more frequently than not. First let’s look at why these behavioral concerns are more
prevalent in inner city schools. Students in inner city schools re usually faced wit more complex
matter than those of their counterparts. A lot of times students are plagued with stressful
situations in every aspects of their lives, more than any child should have to deal with. Students
are faced with living at or just above the poverty line, absentee parents or lack of parental
involvement or supervision, excessive peer pressure, poor educational foundations and negative
outside influences.
Children in urban, inner city schools also often take on the districts problems, such as:
overcrowding, lack of resources, lack of updated textbooks, fewer teachers and minimal funding.
Although these may seem like “grown up problems,” the students are affected. With all of the
problems inner city students face behavioral issues are sure to be increased. With this said it
does not mean that at all urban schools students are plagued with these issues, although the
number is drastically increased versus suburban schools.
BRAINSTORMING FOR RESOLUTION
The classroom teacher Allison is faced with several dilemmas, first as in many schools the
teacher was provided a mentor to guide her through her first years of teaching, yet she has
been placed in an impossible situation. I have seen many teachers quit because of these
same concerns. In this case study it seems as if the teacher has minimal support from both
the school’s principal and the other teachers do not appear to be working as a collaborative
team of professionals. In theme one of this weeks course readings, I noticed a tactic for
misbehaving. The tactic is to reinforcement of others, although this sounds good on paper
and in the early primary grades this can have the opposite affect for Ms. Allison’s situation.
For students in the type of environment this can be a dangerous tactic. It can increase the
agitation of the student not in compliance, and also make them lash out or begin to bully the
student who receives the teacher’s praise. It is important to remember that not all tactics
work in all environments and situations.
How can Allison’s situation be improved? First, Allison has to get the parents, guardians,
siblings, and/or extended family members involved. After all, “It Takes a Village to Raise a
Child (African Proverb). Many times both parents are working or there may be only one
parent at home that handles everything. In schools, sometimes parents are the last to know,
while educators try not to be bothersome. Being on advisory boards and PTA’s a major
concern for parents is not being informed. I find that it is a great idea to have a family
contract at the beginning of the school year. It is also important to be able to correspond
with parents. I would set up a class web page and email for parents to contact me.
A MANAGEMENT PLAN
Instead of punishing s student give them something challenging to do. So many times
teachers give students standards; unfortunately students are not fazed by this method of
discipline. In fact, in past teaching experiences I’ve noticed that students seem to almost
enjoy the repetitively after a while. I believe that in everything a student does except for
recess and lunchtime, students should be learning. I would suggest getting a large dictionary
and having the student start writing words and definitions for a page or two, explain to them
that they must know three new words and be able to define those words. Have the student
take the pages or pages home to be signed by their guardian. It is also a great idea to have
the students write a formal letter to their teacher. Give the students five vocabulary words
that they must include in the letter and make sure that they check for punctuation and
spelling.
Working collaboratively with the other teachers is a great technique to help both teacher and
student. Teachers must keep a united front; too many times students overhear teacher’s bad
mouthing one another. The student uses this to there advantage. It is important to set
common classroom rules throughout the grade levels. Have school pep rallies to review the
school rules, which should relate to all of the grades classroom rules. Have pop quizzes in
which the teachers visit other classrooms and test the students on the rules; the students who
win receive a prize. At school assemblies have each grade perform a skit or dance about two
school rules or learning expectations.
Teachers can work together by being able to send a misbehaving student to another
teacher’s room, or by having another teacher talk to the student about the rules. Sometimes a
situation can be diffused with talking instead of punishment. Ask another teacher if “Johnny”
for example, can help her by stapling papers for five minutes. This gives the classroom teacher a
break, assists the other teacher, and gives the student a cooling off period.
For older students it is a good idea to have the students relate current events to their
classroom rules. Some ways to do this include having the students find current events that deal
why a particular classroom rules is needed? Or what happens if a rule is abused? You can also
have students work in groups to create skits or set aside some time for a mock trail for opponents
and proponents of a particular rule. Both the text and this week’s themes encourage teaching
social skills. I think that teaching social skills is very important in the classroom. Some believe
that students will learn these skills at home but that is just not the case. Implementing social
skills activities is fundamental in a student social and academic development. In past teaching
experiences I planned a class dinner in which the students had to demonstrate the etiquette skills
that they learned. With middle school and high school students I implemented life skills
activities such as: mock job interviews in which I had the students dress up in business attire.
Being able to relate to your students is another beneficial tasks that teachers must acquire.
In implementing class discussions students are given barriers and rules for the discussion, yet
they are able to express themselves. Sometimes just being heard can do wonders, and students
can discuss frustrations, dilemmas, and concerns in an inviting format.
Burden offers a three-tier process with minimal intervention, which demonstrates teacher
responses for misbehavior (Burden, 2009). Step one of the three-tier response plan offers some
great approaches. Since I will be working with a kindergarten class in the fall the approaches
that I believe will be most beneficial include: removing distracting objects and reinforce
appropriate behaviors. In tier two, standing near the student and reminding the student of the
rules are two great response methods. And tier three, which is the moderate response tier offer
two other responses that I find favorable. The responses are changing the students’ seat and
withdrawing privileges. The method that I align my disciplinary views with is tier two, mild
responses.
Both, Allison and Nancy have a dilemma. Before either can succeed the administration
needs to be on board with their teachers’. Communication is key, between the principal and
staff, between the teachers, and between the school community as a whole. An intervention
technique that I think is great is to have a room grandparent. When I taught for a private
Catholic school I headed a tutoring clinic for students. The clinic was made up of
parishioners who were retirees in the field of education. The volunteers enjoyed working
with the students, and the students grew to respect them and enjoy seeing them after school.
Asking a grandparent ore retired educator to assist in the class with overall tasks and
disciplinary needs can be a wonderful experience. This is great for school that does not have
enough of a budget to hire a teacher’s aide.
On the next page I have provided my sample kindergarten classroom discipline response
plan, illustration 1.4.
DEALING WITH CHALLENGING STUDENTS
KINDERGARTEN CLASSROOM DISCIPLINE RESPONSE PLAN
Teacher Mild Response Moderate Response Severe Response

Response
Purpose To assist students in To enforce the rules to To gain involvement
learning the rules and ensure and maintain a from both guardians
demonstrating safe learning and administration
positive behavior environment for all in creating a plan of
through positive students. action for student
reinforcement. behavioral
modification.
Sample Actions  Giving verbal or  Moving the  Setting up a
visual cues for the students’ desk to parent-teacher
student to change the front of the conference.
their behavior. class.  Establishing a
 Actively reviewing  Giving the student behavioral plan
the classroom a time-out and/or for the student.
rules. Possibly taking away  Send the student
have the student privileges. to the principal’s
partner up with a  Send the student to office.
student who another teacher’s

demonstrates classroom for a
exemplary minimal period of
behavior. time.
The course readings have presented a variety of information about behavioral
intervention tactics and strategies. Theme one of module five discusses responding to rule
violations. This section is broken down into the categories of: tactics for gaining attention,
tactics for preventing misbehavior and tactics for correcting misbehavior. Out of the tactics for
gaining student attention that I find a combination of pausing and tuning to be very useful. In
teaching I have used both of these tactics effectively. This method is the least distracting during
class time and it alerts the student that there is a concern with their behavior.
Highlighted tactics used to diffuse misbehavior are all favorable, they include: scanning,
I-messages, prepping and positive framing. I believe that using these techniques in conjunction
with one another is key in having a well-balanced discipline plan and a successfully managed
class. The last techniques described in theme one focus on how to handle misbehavior. In this
section there are two tactics that I would not use in a classroom setting. The first tactic is
ignoring a student’s behavior; this is something that I would not tolerate in the classroom. I
believe that in ignoring a students blatant disrespect a teacher is not only doing a disservice to
their selves, they are doing a disservice to the other students. In addition this tactic will usually
frustrate the student further and make them act out even more.
Another tactic that I do not agree with is the reinforcement of other student’s behavior.
Although I agree with giving praise to students who stay on task I do not believe that it is a good
idea to point it out as a means to get others to behave.
This tactic could be beneficial in the early primary grades, yet I would not feel
comfortable using this tactic past the first grade. I feel that this tactic is somewhat spiteful and it
also can cause the students who are being given that praise to be bullied or teased. With this said
there are two methods that I feel are very appropriate in correcting misbehavior, which are:
proximity control and private discussion. There are times when students simply need someone
to listen to them and to hear their needs, without provocation.
Three tactics that I believe to be very beneficial in this area are: Teaching social skills
and problem solving, as well as implementing crisis management systems (Burden, 2009). I
believe that this is imperative in having a successful classroom environment, as well as a
successful classroom management plan. Another positive tactic is to get parents involved in both
their student’s academic progress and disciplinary concerns. In order to have a well-managed
classroom a teacher must have a strong discipline plan, but utmost they must have the strength to
enforce that plan. A well-balanced discipline plan requires focus, determination, consistency and
flexibility. I would like to end this paper with a quote that I believe sums up the need for
discipline: “One-half of life is luck; the other half is discipline - and that’s the important half, for
without discipline you wouldn’t know what to do with luck” (Carl Zuckmeyer, et, al).
THE NEEDS OF STUDENTS
The sponsor that I work with is no longer a classroom teacher since she is retired. Most
summers I do volunteer work with students in the primary grades. Two students that I worked
with during the past summer and that I would like to discuss are Mary and Sam. Student
Background(s): Mary and Sam are sister and brother who are currently in the first grade. Before
I began work with the pair one of the lead classroom teachers gave me some background into the
personal and learning development. Both Mary and Sam were born premature and with
developmental delays, although Mary is more advanced than Mary. Mary gets along well with
others, she has an upbeat personality she is very respectful and likes school. Although Mary
always completes her class work and class activities, she always finishes after the other students.
Mary also needs directions rephrased and simplified, she is very meticulous with her studies and
she takes a while to start work and activities.
Sam’s work habits are different. Sam often rushes into his class assignments without
listening to or reading the directions. Sam’s developmental delays are more extreme than Mary,
he is delayed in all of the major areas: cognitive, communication, social and emotional skills, as
well as fine and gross motor skills. Sam often scribbles all of his answers and has a lack of
understanding both oral and written directions. Sam requires one on one attention for most class
assignments. Sam’s personality is usually quiet and removed but during playtime he become
very alert and happy, he loves to play. Sam can also become agitated easily and can become
rough during playtime and has tantrums on occasion when he does not understand something.
Sam is the primary focus for this discussion topic because his developmental delays and
behavior issues make it more difficult to function in the classroom.
Illustration 1.5 Sam’s Needs Chart
Student Needs Strategies for Success

Learning Disabilities and Developmental Varying classroom expectations and task
Delays: variation by making accommodations, such
as:
Reading and Mathematics
Maximizing input and output.
Limiting the quantity of work and adding extra
time to complete assignments.
Increasing the level of teacher/student support
and modifying student-learning goals.
Increasing the use of manipulatives and
graphic organizers.
Preferential seating.
Using a variety of instructional materials and
varied evaluation methods (Myers,
2010).
Paraphrasing directions.
Provide examples of specific steps to
accomplish a task (CDI, 2010).
Using repetition in speaking and tasks.
Increasing activities to enhance gross and fine
motor skills such as drawing, cutting, and

playing with a ball (WebMd, 2010).
Emotional Needs  Frequent breaks.

Cooling off periods.
Behavior cards. (LDAT, et, al).
Peer partnering or buddying.
“According to the U. S. Department of Education, about 13 percent of the school
population is enrolled in special education programs” (Buren, 2009). The term “learning
disability” is defined as, such conditions as perceptual handicaps, brain injury, minimal
brain dysfunction, dyslexia, and developmental aphasia (Salend, 2008). Chapter nine of
the course textbook gives insight into the difficulties that students face due to their
disabilities. Sam falls under the area of multiple challenges, he faces three out of the four
difficulties in the areas of: learning and academics, language and communication,
perceptual and motor difficulties (Salend, 2008). Sam’s difficulties in the area of learning
and academics include: poor memorization; he does not respond to verbal and written cues
(independently); he has trouble in expressing himself and does not maintain attention on
tasks and activities.
Sam’s language and communication skills are extremely delayed, it is hard for him to form
complete sentences, every now and then from sheer frustration he grunts or points in order
to not have to put sentences together. Sam perceptual and motor activities are delayed as
well. I gave Sam an assignment in visual perception in which he had to draw the missing
half of a shape or copy a drawing of a shape or picture. The packet was comprised of five
pages and Sam had a very difficult time with this assignment. After attempting to
complete the first page Sam decided to just draw a line down each page and when asked to
color he scribbled around the page.
Speech disorders are defined as: “difficulty with the verbal means of communication”, and
language disorders are defined as: “difficulties with content (the meaning of words and
word combinations), form (the sounds of language, the rules of language, and grammar),
and use of language in a social context (Vaughn et al., 2007).
The course textbook offers the following strategies to assist with these challenges, which
include: “ (1) Model appropriate language use at all times. (2) Design instruction and select
instructional strategies that promote language development. (3) Give students many
opportunities to speak without interruption or pressure. (4) Ask open- ended questions and wait
for responses. (5) Listen attentively to what students have to say. (6) Model acceptance for all
students (Vaughn et al., 2007).
What can be done to help Sam? Sam’s classroom experience was designed to help him;
it offered several of the strategies for improving academic success. Due to Sam’s language and
speech delays a private speech therapist visited Sam a couple times a week. Both Sam and Mary
had early intervention services provided to them, as well as being placed at an early education
center prior to starting kindergarten. Early intervention is key to helping students with special
and exceptional needs. Too many times students are diagnosed with disabilities later on. This
makes everything a struggle for the student and leads to poor grades, behavioral issues, and
dropping out as the student gets older.
Sam’s learning difficulties will most likely continue through out elementary and possibly
beyond. Therefore, I would recommend that Sam be placed given a one-on-one aide to work
with him through out the day. Many people say that there are more and more children who are
deemed special needs these days, I say that we all finally started looking at student needs and I
think that we have figured out that all students are special and not to overlook a student in need.
INCLUSION AND DIVERSITY FOR ALL
Students with mild learning disabilities
The web page Strategies for Teaching Students With Learning Disabilities, mentions,
“There are many types of learning disabilities as one person vary from another. Some of the
situations commonly found are dyslexia (inability to read), dyscalculia (inability in math
reasoning), dysgraphia (difficulty with syntax, visual, and audio difficulties). Generally, a person
with learning disabilities experience difficulties in study skills, writing skills, oral skills, reading
skills, math skills, and social skills” (WVU Eberly College of Arts & Sciences, 2005). Teaching
methods for students with mild learning disabilities include the use of instructional devices, the
use of graphic organizers and partially filled out study guides. Student partnering and various
other accommodations and modifications are useful as well.

The paper Special Education for Inclusive Classrooms, gives a variety of accommodation
strategies to incorporate in the classroom for students with disabilities. Some of the strategies in
the paper include: giving alternative ways to complete assignments and vary instruction, test
modifications, extra time to complete assignments, present study and organizational skills to
students, and create a warm and inviting learning atmosphere (Price, Mayfield, McFadden and
Marsh, 2001).
Students who are gifted and talented
The book Gifted Children, sheds some light on gifted and talented children in mentioning
that “there is a myth that gifted children are better adjusted, more popular, and happier than
average children. The challenging reality is that more frequently, nearly the opposite is true”
(Ellen, Winner, 1996). In the article entitled, “Joy and Loss: The Emotional Lives of Gifted
Children, the authors discuss gifted students. The article mentions that a majority gifted and
talented students tend to feel isolated because their thoughts and rationales differ from their
peers.
Students with emotional or challenging behavior disorders
According to the Individuals with Disabilities Act, Emotional Behavior Disorder is
defined as problems such as behavior inappropriate to the circumstances or pervasive unhappy

moods, that adversely affect a child's education performance and cannot be explained by
intellectual, sensory, or health factors (Sternberg, et al, 178). The paper Emotional Behavior
Disorder (Curtis, et, al) identifies two main types of behavioral disorders: internalizing and
externalizing behavior disorders. With internalizing behavior disorders students are usually
plagued with avoidance issues and are often withdrawn. Externalizing behavior disorders are the
opposite, student with these types of disorders are very demanding from both teachers and
classmates. They tend to be more aggressive, rude, and constantly act out.
Students with Attention Deficit and Hyperactivity Disorder
Students with Attention deficit disorder (ADD) and hyperactive disorder (ADHD) can be
very troublesome to a classroom teacher. This is why it is imperative for educators to be aware
of the strategies and have the diversity skills to assist students with these disorders. Many times
children with ADD and ADHD can be gifted students, as well. These dual factors together can
hinder the learning process further. Many time teachers are unaware that an ADD or ADHD
student is gifted because of their behavior, but sometimes this is what leads to the behavior in the
first place. The student may be bored or feel unchallenged, which results in poor classroom
behavior.
As I have previously mentioned I have a son who has ADHD, the diagnosis process and
IEP process itself took years. This led to frequent school changes, getting expelled from various
summer camps and programs, and tremendous stress on our family. As an educator I have
worked with other students who have ADD and ADHD and I have talked to numerous parents,
who in turn have shared their own personal battles. It is a common misconception that
ADD/ADHD can be turned off. I once saw a comedian on television state ”Every parent now
day’s thinks that their child has ADHD. I had ADHD when I was a child, I couldn’t be still and
my dad beat it out of me with the belt, and the ADHD was gone” (Sinbad, et, al).
Of course this is a stand up comedian whose humorous views should not be judged on
such a serious topic but I mention it because it truly is the view of so many people. Time and
time again I was told, “oh he’s just being a boy, he’ll grow out of it”, when I clearly knew that
there was more to his behavior.
Another misconception regarding ADD/ADHD is that the inattentiveness or hyperactivity
is not the only symptoms associated with this disorder because this is not the case. The article
“Ensuring Success for Students with ADD, lists seven strategies that educators can use to assist
learners with ADD/ADHD. These strategies include: “(1) seating the student near you. (2)
Making sure that the student is listening and giving clear instructions. (3) Teach and model
organizational skills. (4) Build on the student’s strength, for example, if the student is fidgety ask
them to be your helper in the classroom. (5) Provide positive feedback and acknowledge
appropriate behaviors. (6) Assess the child’s progress regularly. (7) Work closely with parents.
(Anusavice, 1995).
Some additional strategies/accommodations that I find effective are: removing
distractions, such as pencils, erasers, etc. Have more frequent breaks and stretch periods for the
entire class, incorporating all of the students can reduce ridicule, and give well-deserved break to
the other students as well. Learning games and interactive activities, visual aids and organizers,
as well as teaching social and organizational skills are all beneficial techniques to helping
students with ADD/ADHD. Also, it is imperative to have a strong discipline plan and classroom
routine. Repeat key instructions, emphasize the main points in a story, and have a strong
classroom management/behavior plan, with clearly defined rules. It is equally important to make
sure that students understand the rules and that as an educator you enforce the classroom rules.
Students with challenging life issues
Students with challenging life issues seem to be the majority these days. Challenging life
issues can be severe issues such as: homelessness, abuse, and neglect.
Some additional challenging life issues that students are plagued with include: peer
pressure, academic pressures (personal and parental), and unstable home lives. In today’s fast
paced society students are faced with numerous of stressors that they deal with on a daily basis,
these issues and complications can make it difficult for anyone to focus on schoolwork. For
students with severe life issues there are several strategies and alternatives to assist them, yet the
strategies vary from situation to situation. Severely challenging life issues will most likely need
some type of intervention to occur. With the weak economical climate poverty is a challenging
life issue that plagues many students and their families.
Chapter three of the textbook, Creating Inclusive Classrooms: Effective and Reflective
Practices, discusses the poverty rate and its affect on learning. The text gives the stark statistics
that follow, “While nearly 20% of U. S. children live in poverty, these percentages are higher for
African American children, 30%, Latino/a children 38%, and children with disabilities 28%
(Madrick, 2002; Park, Turnbull, & Turnbull, 2002). The harmful effects of poverty often
interact to affect all aspects of a child’s life, including cognitive development and school
performance (Rothstein, 2004).
According to Barton, Children from lower socioeconomic backgrounds often live in
substandard housing; lack health insurance; are more likely to be victims of hunger, poor diets,
lead poisoning, child abuse, and neglect; usually enter school with fewer skills than their peers;
and often attend schools that have limited funds and high teacher turnover rates (Barton, 2004).
Homeless children do not have a regular and adequate residence and may be living with
others, in cars, motels, bus or train stations, campgrounds, or shelters (Council for Exceptional
Children, 2003). Sadly, approximately 1.4 million children, or 2% of the students in the United
States, are likely to become homeless during the school year (Bernstein, 2000). Some ways to
assist learners with life struggles include: incorporating guardian and family involvement.
Simply involving the guardian is not always enough, after all, it is said to “take a village to raise
a child”. If possible involve older siblings, aunt and uncles or another family member who is
committed to seeing the student strive and flourish academically.
Classroom environments that are safe and trusting can enhance learning. [“Environments
should be high in challenge and low in threat. An atmosphere of relaxed alertness should be
maintained. The living environment of many poor children is high-stress, so one of our
immediate concerns should be to keep the stress level and perceived threat in the classroom at a
low level. Fear and threat can cause the brain to downshift. Downshifting is biological response
that focuses solely on survival needs. Poor children often have a feeling of helplessness, low
self-esteem and may be fatigued. Thus, when their brains downshift they will not go any further
than addressing survival needs. New information and experiences will be shut out.
Attention will be affected because the brain keeps repeating thoughts or unresolved
emotional issues” (Teachnology, 2010)]. Abuse and neglect are also very challenging life issues
that many students face. “Among the different groups of maltreated students, child neglect was
associated with the poorest academic achievement” (Lowenthal, 1996, p. 22).
Other concerns for students include bullying and cyber-bullying, it is important for
educator to first, recognize the signs for all of these challenges, concerns and issues. Once this is
done steps to assist the student(s) can occur. In severe cases it is important to report these issues
to your administrators. It is important to speak to the student in a kind and non-judgmental
manner.
Students with different cultural backgrounds
Classrooms today are filled with diversity; therefore, it is imperative for
teachers to have the skills and techniques to handle diverse students and
families. Culturally responsive pedagogy is defined as “facilitates and
supports the achievement of all students. In a culturally responsive
classroom, effective teaching and learning occur in a culturally supported,

learner-centered context, whereby the strengths students bring to school are
identified, nurtured, and utilized to promote student achievement” (Richards,
Brown and Forde, 2006). In addressing the issues of diversity the course
textbook offers several tips to create a positive and supportive learning
environment. One important strategy is to celebrate diversity by using fair
and relevant curriculum and differentiating curriculum materials (Burden,
2009). Some other ways to celebrate diversity include having cultural days
in which all students’ cultural backgrounds are celebrated.
The classroom celebration can be accompanied by having the class
research and learn about various cultures, and share the information that
they learned via classroom presentations.
Students with limited English proficiency
The term (ESL) or English as a Second Language Learners are a growing population in
schools. Because phonemic awareness relates to the distinguishing of phonemes in a stream of
speech, this presents particular issues to children who come from a linguistic background other
than English who are attuned to hearing and producing sounds different than those used in
English (CSUSM, 2010). Some strategies for working with second language learners include:
encouraging students to read constantly, books that interest them. Incorporate learning through
repetition, chanting, song, art, and pantomime. Incorporate cooperative learning and set aside
one on one time to discuss the day’s activities and give the students information before the rest
of the class to give them an opportunity to better stay on task. Teachers should modify their
speech by speaking slower and using less complex sentences (Mongalia County Schools, 2008).
Additionally, teachers can create more social activities for students to freely speak English.
According to the North Central Regional Educational Laboratory, “The diversity of
students in today's classrooms underscores the importance of developing curricula, teaching
strategies, and policies to help all students succeed in school. Efforts to welcome, understand,
and affirm all students--and to treat their cultural and linguistic backgrounds as equally valid and
important--should be reflected in every facet of the school environment”(Willis, 2000). In
conclusion, today’s classroom teachers and administrators wear a variety of hats.
Although creating an inclusive, diverse, cooperative, interactive and warm learning
environment sounds like an overwhelming and daunting task, it can be done.
It is important for educators to plan ahead, stay organized, and to anticipate the needs of
their students. “If at first you don’t succeed, try and try again,” just as learning is a process so is
teaching.
COMMUNICATION WITH FAMILIES
Scenario
Jenny a very bright kindergarten student, she strives to be the best at everything. Today
the school had its monthly awards assembly for students who have demonstrated improvement or
citizenship. Usually Jenny wins an award, but this time there were two students who have made
tremendous strides in the classroom and they received certificates and a prize at the assembly.
One of the students who received an award at the assembly just so happened to be Jenny’s friend
Sierra. Jenny was not very happy that she did not get a certificate or prize. At recess Jenny
would not talk to her good friend Sierra, Sierra tried several times to talk to her and the last time
she tried Jenny pushed her down. Sierra was not hurt but some of her classmates ran to tell me
what occurred.
The method of communication that I would use to address this situation would be to write
Jenny’s parents a note on her behavior card. Symbols are used to describe to student’s behavior
and is broken down into morning, mid-day, and the end of the school day. For example, if the
student does well in the morning they will receive a smiley face and if they misbehave towards
the end of the day they will receive a sad face. Children’s pushing each other comes with the
territory of being a teacher or parent.
In kindergarten students are still learning rules, morals and value systems. For this first
misconduct I would send a note on the students behavior card, which is sent home nightly and
must be signed by a guardian and returned the next day.
The message that I would send Jenny’s parent would simply explain what happened, I
would also explain that due to Jenny’s actions she will she will be benched for the following day
at both recess periods. Lastly, I would mention to the parents that I reminded Jenny of the
classroom rules, especially “keeping your hands to yourself.” I would ask the parents for their
support in discussing this matter further with Jenny at home, and end the note with a Thank you.
I have provided a sample form on the next page.
The reason for alerting the student’s parent is discussed in this week’s readings, theme
one. According to Henderson and Berla as cited in Burden (2007, p. 65) “parental involvement
has been associated with better attendance, more positive attitudes and behavior, greater
willingness to do homework and higher academic achievement.” It is imperative to work with
parents at all grade levels. It is especially important in the primary grades, at this age students
are still formulating and deciphering the rights and wrongs and do’s and don’t of the world. At
the kindergarten grade level, following rules are not just being enforced at school, but they are
being enforced at home too. This is why imperative that both teacher and parent(s) work
together as a team to reinforce rules.
Illustration 1.6: Sample Progress Report
Students Name:
Daily Progress Report
Monday Tuesda Wednesda Thursda Friday
y y y
Morning
*Please see the remarks for Tuesday, below.

Mid Day
Afternoon/
Dismissal
Mrs. Thompson,
Today at our monthly awards assembly Jenny was not very happy that she did not receive an award.
Two of Jenny’s classmates received certificates, one of which is her friend. At recess Jenny
pushed her friend down because she was upset that she did not win an award. The other
student was not hurt but I did have a discussion with Jenny regarding the classroom rules and
friendship and she apologized to her friend. Due to her behavior Jenny will be benched for
recess tomorrow. Please take some time to discuss the matter with Jenny in further. Thank you
in advance for your support inn this matter. Mrs. Hubbard
Please feel free to write any comments or questions that you may have in the space above. You can
also reach me by email at pmhubb@.com.
TEACHER-PARENT COMMUNICATION PLAN
The ability to communicate effectively with parents is a skill that is invaluable for a
teacher to have. Educators will commune with diverse parents; some parents will be extremely
active in their child’s educational processes while others will be standoffish. Educators must
also tackle the responsibility of dealing with rude or confrontational parents. Some parents are
more involved, while others drop pf their child and leave everything, until the dismissal bell
rings, in the teachers’ hands. Whatever the situation may be, being to communicate effectively
is a necessity both inside and outside of the classroom.
In the course readings I came across a very important except, “Family involvement is
important because it acknowledges their importance in their children’s lives, recognizes the
diversity of values and perspectives within the community, provides a vehicle for building a
collaborative problem-solving structure and increases the opportunity for all students to learn in
school” (Banks & Banks, 2007, p. 446). Just as it is important to communicate with parent
effectively, it is also important to be aware of the students cultural background because cultural
can also determine how a parent/guardian will respond to a discussion.
“Culturally responsive teaching involves teaching minority groups or immigrant students
the same basic curriculum taught to other students. By doing so, the teacher will use forms of
communication and social interaction that are familiar to the students and incorporate some of
their culture (Good & Brophy, 2008, p. 251).
Teachers who have learned culturally responsive pedagogy are more effective in
classroom management and instruction. According to Weinstein et al. (2004). Culturally
responsive communication is just as important when communicating with parent(s) as it is in the
classroom. I will present my teacher-parent communication plan. Since I will be working with
kindergarten students I will present the plan for parents/guardians of kindergarten students.
Introductory letter
An introductory letter is one of the most important letters that you will send out as a
teacher. This is the way that most parents may get to meet you until back to school night. Fist
impressions can be unforgiving; it is imperative to put your best foot forward when sending an
introductory letter. Teachers should keep a positive and upbeat demeanor in the introductory
letter. The letter should be a letter of intent, it should share the overall learning goals for the
year; information that gives insight into the teacher’s teaching style, the teachers hobbies, and a
brief background on the teachers skill set. The letter should also mention what the teacher is
looking forward to through out the school year.
Illustration 1.7: Sample Introductory Letter
Dear Kindergarten Families,
My name is Mrs. Hubbard and I will be you’re your student’s kindergarten teacher. I
would like to take this opportunity to extend my warmest welcome to the kindergarten class
of 2010 and their families. This will be my fifth year working as the kindergarten teacher at
ABC elementary. I truly enjoy working with children and helping them develop into little students.
I hold a Master’s degree in elementary education and a multiple subject teaching credential. I
have ten years of working in education, grades pre-kindergarten through kindergarten. During my
summers I am a volunteer tutor at a local community center. In my spare time I enjoy reading,
traveling, writing poetry, visiting museums, and writing a Blog for teachers, and most of all spending time with my
family and friends. I also enjoy walking field trips with the students, and we can always use parent volunteers.
My teaching philosophy is that all students can learn and that every student is a unique learner.
Our classroom uses the center-based approach to learning. Center based learning meets the
curriculum and standards of LAUSD, while providing students with an interactive learning experience. Inclusion is
key in our classroom and diversity is embraced. Creativity, individualism and cooperation are guiding principles
for the classroom.
I am looking forward to meeting all of our new kindergarten student’s and families and I know that this
year will be great. My goal is for parents and myself to work together as a team. I try to make myself as accessible
as possible so if you have any questions please feel free to email or call me and I will get back to you promptly. So
without further ado, “Let the School Year Begin”, Thank you.
Mrs. Hubbard
phubbard@www.com
323.555.5555
(All clipart is provided by google images, 2010).
Back-to-School Night
Back to school night is a night where the teacher and parent finally unite, face to face.
Back to school night is a poignant event for teachers because it allows you to greet parents and
get to know them better, share with parents what their students’ have learned thus far and
elaborate your classroom goals for the year. From my personal experience I can suggest three
insightful tips for teachers: (1) Be Prepared. It is important to stay organized and provide
parents with an agenda for the night. Have all students’ work placed in portfolios and ready to
view. (2) Keep it Simple. You do not want to bore or overwhelm parents; keep a positive
outlook for the school year. Make speeches concise and create a flow of movement through out
the classroom. (3) Lastly, Have Fun. Back to school night can be a frantic time for teachers, yet
it is important to meet and greet parents, get to know them, tell a few jokes or funny stories about
something a student said.
Usually parents bring their students’ to back to school night with them. Have fun get to
know you games for the parents and students to partake in. This will also help the parents get
acquainted with each other. Snack’s help too, I always bring refreshments for all to enjoy.
Having an agenda is a great method of keeping organized on back to school night, therefore I
have provided a sample agenda, please refer to illustration 1.2 on page eight for this example. In
addition, many schools may also want a teacher to include a feedback form to be filled out by
parents.
Illustration 1.8: Sample Back-to-School Night Agenda
Kindergarten Classroom Agenda

Mrs. Hubbard
6:00 pm Parent sign in.
6:05 pm Meet and greet and refreshments.
6:20 pm Teacher introduction, classroom philosophies and practices.
• Curriculum Overview
• Classroom Procedure: Rules and Regulations
• School Year Supply List
• What We Are Learning Now
6:30 pm “Q and A”, Question and Answer session.
6:40 pm Classroom tour and work portfolios.
A Visit To Our Centers:
• Science Center, Arts and Crafts Center, Mathematics Center, Computer
Lab, Audio Visual Center, and Reading Library.
6:50 pm Student performance.
6:55 pm Closing.
7:00 pm Good-byes

I sincerely thank you for your participation this year’s Back-To-School Night -- Mrs. Hubbard.
Information sheets
Usually, prior to the beginning of the school year parents receive enrollment packets, in
which contact and student information is sent to the office. I find it beneficial to send out a form
at the beginning of the school year, in order to have parent contact information readily available.
The personal parent contact form collects pertinent contact information as well as fun family
facts, cultural background information, family rituals and family structures. Illustration 1.9
follows on the next page, for which I have created a sample family information form, as follows.
Illustration 1.9: Sample Kindergarten Family Information Form
(To be filled out by a parent or guardian.)
Student Name:
Parent/Guardian 1 Name:
Home Address:
Home Phone #:
Parent/Guardian 1 Mobile Phone#:

Parent/Guardian 2 Mobile Phone#:
Family Nationality:
Favorite Family Dinner Dish:
Favorite Family Time Movie:
Favorite Family Activity:
Did you son or daughter attend preschool?
What are your child’s strengths?
What are your child’s weaknesses?
Does your child have any siblings? If so, how many and what are their ages?
What is your child’s favorite color?
What is your child’s favorite hobby, sport, etc.?
What is your child’s favorite food?
Thank you for taking the time to answer each question, all information will remain confidential. Please write any additional
information, comments or questions in the box provided below.
Open house
Open house is another event where parent and teacher meet face-to-face to focus on
students’ learning experiences. During open house parents are given a look into what their
student has learned, not just by being told by the teacher, but by walking around and seeing
student work that is exhibited through out the classroom. The website Teaching Heart, a Blog
site where teachers can share ideas, provides some great ideas and activities to incorporate into
an open house. Some ideas that I found interesting is: having parents do a scavenger hunt
sowing off specific things in the classroom, have the students write a note to their parents, and
having a raffle (Gallagher, 2010).
Some suggestions that I find complimentary would be to have a theme for the open
house, have students perform a song/rap about important facts that they have learned from each
subject or the core content areas, or if you can find the time, video-tape the students in your class
completing assignments, at break time, etceteras and play it for the parents. In doing so the
parents get a more interactive feel of what and how their student is learning. An article by
Education World, gives a few tips for planning an open house. The article suggests using the
three P’s: publicity, planning and preparation (Education World, 2010). On the next page
illustration 1.10 shows a sample of an attention-grabbing flyer to entice families to come to the
open house.
Illustration 1.10: Sample Open House Flyer
Calling All Families!
Kindergarten Open House 2011
RAFFLE! RAFFLE! RAFFLE!

FREE REFRESHMENTS
ENTERTAINMENT/STUDENT PERFORMANCES
Parents and Families,
You are cordially invited to the Open House of the kindergarten class of 2011. This is
sure to be a fun-filled night, including games for the family, refreshments and treats,
informative learning discussions, classroom tours, and ending with an action packed
performance by our kindergarten students. Come one, come all families are welcome.
Please be sure to sign in and I look forward to seeing all of you there.
Mrs. Hubbard
Newsletters
According to an article by the North Central Regional Educational Laboratory
"Classroom newsletters are an excellent way to keep in touch with parents and help them be a
part of their child's education” Frequent and regular class newsletters enable parents to sense the
feeling and momentum of the class and gain insights into what their child is learning” Chrispeels,
Boruta, and Daugherty (1988). A newsletter is another significant tool, used by teachers to
communicate with parents. I’ve found that monthly newsletters work great, sometime weekly
newsletters can become a burden for teachers since they have to maintain hectic schedules.
The length of a newsletter is usually determined by the information that needs to be
shared, but it is important to keep newsletters clear and concise. On the next page illustration
1.11 provides a sample open house flyer.
Illustration 1.11: Sample Kindergarten Newsletter
September 6, 2010
September Kindergarten Family Newsletter
“September is here and it’s a perfect time for sharing.”
Dear Parents,
This will be a very exciting and slightly overwhelming time for your little scholar. During this first
monthof school the students will demonstrate tremedous progress through learning the classroom
rules and general classroom ettiquete and social graces. Students will learn where to line up, the
flag saluate, lunch procedures, and more.
Language Arts
This month the students will focus on their alphabet, both orally and written. The students will also
learn about the sounds that each letter makes. Students will also learn about their basic colors and
review their first set of dolch sight words, which include: all, am, are, be, but, came, did, do, get and
good (Kidszone, 2009). Students will also learn the days of the week (orally), this month.
Mathematics
This month the students will focus on counting and writing their numbers from 1 to 10, then 1 to 20.
Students will also work with recognizing, differntiating and drawing their basic shapes, such as:
circles, squares, triangles, rectangles and ovals.
Pg. 1
Science
Students will begin the exploring and invesitgation process by learning about their five senses, the
weather, and animals. Students will take virtual field-trips to aid in the learning of each topic.
In addition, students will work on making drawings using shapes, using the kindergarten
computer software to reinforce what they are learning in their core subjects and learn. Students
will also get a chance to enjoy our reading library and kindergarten playhouse.
Please take a moment to look at our classroom web page where you can find the classroom
schedule, upcoming events and family assemblies, the classroom rules and progress updates on class
curriculum and projects. Also, remember if you have any questions, comments or concerns—please
feel free to contact me via phone or email and I will respond promptly. Thank you.
Sincerely,
Mrs. Hubbard

Pg. 2
Phone calls
As a teacher you will make and receive many phone calls. Each phone is important and it
is necessary for teachers to stay organized and to keep track of parent calls. Therefore, I am
providing a sample call log. The call log can be a great reference when having to make a follow
up call, you can record contact information, as well as the time, date, and concern for each phone
call. This is a simple and great reference tool for teachers to have readily available any time they
make a call to a parent/guardian. A sample organizer has been provided in illustration 1.12 on
the next page.
Students Name:
Parent/Guardian I Name:
Home Phone #: Mobile Phone #:
Home Phone #: Mobile Phone #:
Phone Log
Date Time Conversation Record
Illustration 1.12: Guardian Phone Call Log
Additional Comments
Additional Comments
Websites and e-mails
Staying abreast of the latest educational technological trends is another important tool
that any teacher should have in their bag of tricks. Class and school websites and emails are a
useful tools to keep parents updated of the goings on in the classroom, as well as upcoming
activities, projects or events. For many people email is the easiest and fastest way of
communicating. For teachers who are willing to do so, emailing can be a great form of contact.
Other technological features such as Skype and Free Conference are two additional methods for
keeping in touch. They can also aid in eliminating scheduled after school conferences, which if
not regarding a serious disciplinary issue, can be bothersome to both the parent and the teacher.
The article Using a Classroom Web page to Communicate With Parents sheds some light
on the positive effects of web pages and emails in the classroom, stating “Kathleen Eveleigh
gathers her first-grade students on the floor in front of her to write a summary of the school day’s
events. Many classes set aside time for daily news. The difference in Kathleen’s room is that
rather than writing student’s sentences on the board or a piece of chart paper, she types their
news into a computer keyboard connected to a wall-mounted TV screen. These daily summaries
are immediately posted to the classroom web page. Kathleen began posting these daily
summaries last year when her current students were her kindergarteners (she “loops” and follows
her kindergarteners each year to first grade). The positive response from families was
immediate. Working parents tell Kathleen that they check the site each day before going home or
picking up their child from school” (Brown, et, al).
Special Events and Informal Contacts
I believe that teachers try very hard to get information to parent on time, giving them
adequate notice of upcoming events and changes. Yet, there are always tings that are out of the
teachers control and event may occur that was not anticipated. The school’s office will usually
send out information that deals with any events changes or additions. In order to help alert
parents to activities, sending out monthly classroom calendars are a great idea. The calendar can
be attached to the newsletter and even downloaded onto a class website, if available. Teachers
can also add information about testing, special projects and quizzes. Parents can refer to the
calendar to keep track of the upcoming events for their students as well as for themselves.
Sending home student work
Sending home student work can be a somewhat daunting task, but accumulating mounds
of papers can be worse. When I first began teaching I tried to grade each and every assignment
with a letter grade and record it, needless to say it did not work. It is important for parents to see
the level of work that their student is completing. It is also not always necessary to grade every
single paper, you can send papers home with a comment, a suggestion, a symbol, a sticker, or
even pose a question. Sending papers home are another means of keeping parents informed. My
daughter’s teacher sends a folder home everyday that includes: a behavior card, a weekly
newsletter, announcements, and any completed and/or graded work. I find this method very
effective.
Conferences with Families
Through out the school year there will be a couple of planned parent-teacher conferences.
Of course not all parent-teacher conferences are planned, sometimes a students conduct can
warrant the need for a parent-teacher conference. And, sometimes a parent has concerns that
need to be discussed, in which they will ask to set up a conference. It is important to take notes
regarding the topics discussed by the parent, therefore I have added a graphic organizer
(illustration 1.13) that will help teachers keep track of what has been discussed in a conference.
Illustration 1.13: Sample Parent/Teacher Conference Log A Classroom Management Plan 90
PARENT-TEACHER CONFERENCE LOG
PARENT’S NAME:
STUDENT’S NAME:
DATE:
TIME:
LOCATION:
REASON FOR THE CONFERENCE:
WHO WAS IN ATTENDANCE AT THE CONFERENCE:
PERTINENT FACTS OR INFORMATION DICUSSION:
NOTES:
FOLLOW-UP? YES NO
There is a great need for parent to be involved in their child’s learning and development,
regardless of their age. Communication is key in providing teachers with insight into their
students and vice versa. The process of learning does not stop once the student leaves the
schoolyard; it is a constant and never ending process. I have heard many times that parents do
not know what is happening in their student’s school life and they want to be involved. As an
educator we must build a bridge of communication, to keep parents informed about their child’s
learning progress.
Sometimes parents feel that the teacher can handle everything, yet this is not the case. It
is just as important for parents to create an open dialogue with the teacher and to work on
reinforcing what the student is learning in school, at home. Lastly, being flexible is key in
communicating with parents. So many parents are overworked and tired, and although they may
want to be more active in their child’s learning, time constraints can sometimes get in the way.
The article Teacher-Parent Communication: Tips for Developing a Positive Relationship With
Parents, offers two additional ways to communicate with parents: parent surveys and parent read
alouds. It is also a great idea to incorporate other family members. I guess the question is not
how can we communicate, the question is how can we communicate effectively?

MY MODEL OF DISCIPLINE
The last course module really forces us as educators to define our discipline models; there
is no gray area. The theme discusses the two types of discipline models: obedience and
responsibility. The model that I have aligned myself with is the responsibility model, I find that
in order for students to behave we must first teach them why it is important for them to behave in
a certain fashion. There are those students that are just model students; they go through their
schooling without any disciplinary blemish, but as an educator that is only a small segment of the
students that you will deal with. Positive or well-mannered behavior is not an innate quality, it
can be learned, and in many cases it has to be learned.
We are in a very self-regarding society, and children pick up on this frame of mind at a
very early age. There are so many variables that go into if a student will be well behaved, yet
media and peer pressure usually play an important role in shaping the attitudes of adolescents.
With this said, most of the time, these outlets are not sending a positive message to our youth.
The responsibility model of discipline has structure and enforces consequences yet encourages
students to learn responsibility and the value of positive behavior.
I am a firm believer in the notion that children need discipline and structure. Certain
boundaries need to be established in order to teach children right from wrong. Some children’s
behavioral concerns stem from lack of guidance. Children need strong role models both at home
and in school. I also believe that children need strong guidance, simply telling children that they
must follow rules is not enough. Children are inquisitive by nature. I believe that it is important
to explain why the rules are important and the reason the rules need to be implemented.
The teacher control model that I have aligned myself with consists of medium teacher
control. Yet, I believe that their needs to be a balance between all levels of control in order to
maintain a truly effective discipline model. I do not agree with the “Do what I say, not as I do
mentality”. Although, students should not be rude and challenge their teachers, they should be
given the opportunity to voice their concerns. The amount of student control that I believed
should be allowed in the classroom varies, depending upon the grade level of the students. For
example, in the primary grades I believe low student control may be the best approach, because
theses students are still learning about rules and the process of right and wrong. In the more
adolescent age groups I believe that students should have a low to medium level of control
because at this age students need to be able to express their needs, wants and concerns.
When problems arise with student behavior I believe that it should be dealt with
immediately. In working with younger students if the situation is not handled right away,
the student may not understand what they are being disciplined for. It is important to
actively discuss the rules and explain why rules are necessary. Repetition is key, the
students should know the rules and be able to explain them using their own words.
Another key component in preventative measures for behavioral concerns is to keep
parents actively involved.
When students misbehave it is important to deal with the problem immediately, to be stern,
yet take the time to explain to the student why their behavior is unacceptable. Standing
close to misbehaving students or looking at them and taking a pause can get students back
on task. Sometimes there is a need for more drastic interventions such as disciplinary
action, getting assistance from the principal and behavioral contracts.
My personal model of discipline consists of several key factors: parental/guardian/family
involvement in learning, teacher guidance for students, high student expectations, cooperative
discipline, preventative disciplinary measures and logical and consistent consequences.
Classroom rules should be established on the first day of school and should be reiterated
throughout the school year. Students need structure and they also need guidance to help them
succeed. The article Elementary Classroom Rules and Management, sums up the needs for rules
in the classroom. The author states “Elementary classrooms can become better learning
environments when teachers have rules, classroom management skills, and a belief that each
child can be successful.
Rules help create a predictable atmosphere that limit classroom disruptions and
encourage children to use self-control. Children need to be taught that it is their responsibility to
make appropriate choices and that they will be held accountable for their actions. Teachers may
decide to establish rules or allow their students to assist in formulating them. Teachers who
involve their children in the rule making process contend that students are more likely to follow
them” (Leah, 2007).

CONCLUSION
In conclusion, teachers wear a variety of hats and in order to stay on tasks teachers must
prepare. On a daily basis a teacher can do the duties of a parent, a guidance counselor, a cook or
facilities attendant. Teachers are thought to know all, and although that may not be true, teachers
should be prepared. An effective classroom management plan is imperative for any teacher.
There are elements that any management plan should have, for instance, it should be clear and
concise in nature, logical and flexible, as well as confident and assuring. I am a advocate for the
saying “If you fail to plan, you plan to fail,” this has been I guiding mantra through out my adult
life. Life is unyielding and overwhelming, that is why it is important for a teacher to have a solid
classroom management plan.
Teachers will run into various types of students and parents, therefore, it is imperative for
teachers to be able to not only have a solid management plan, but also to be able to deliver this
information astutely. Teachers must be able to communicate effectively both though written
works and orally. A classroom management plan should focus on the needs of the students,
should exemplify the integrity of the teacher, and should exhibit the educational goals and
objectives set by the teacher. As teachers we are continuously learning and continuously
developing as educators. Lastly, I would like to end with a quote “To be persuasive we must be
believable; to be believable we must be credible. To be credible, we must be truthful.
(Edward R. Murrow, et al.)
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Jones International University
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A Classroom Management Plan 1

Running head: A CLASSROOM MANAGEMENT PLAN

Assignment 8.2--Submission of the Classroom Management Plan:

A Kindergarten Classroom Management Plan

Jones International University

EDU523: K-12 Classroom and Instructional Management

June 26, 2010

A CLASSROOM MANAGEMENT PLAN

classroom that represent a certain philosophical perspective on a continuum of low to high

Responsibility,” which include: selecting a philosophical model of discipline; organizing the

physical environment; managing student behavior; creating a respectful, supportive learning

environment; managing and facilitating instruction; promoting classroom safety and

management objectives (Burden, 2006).

A CLASSROOM MANAGEMENT PLAN

THE IDEAL CLASSROOM

In my own teaching experience I came to several realizations in regards to classroom

a story, which was followed by a class discussion.

demonstrating respectful and sincere behavior.

A CLASSROOM MANAGEMENT PLAN

discipline; organizing the physical environment; managing student behavior; creating a

respectful, supportive learning environment; managing and facilitating instruction; promoting

classroom management objectives (Burden, 2006).

The course textbook (Classroom Management: Creating A Successful K-12 Learning

elements are needed:

A CLASSROOM MANAGEMENT PLAN

involvement, and by reinforcing desired behaviors” (Burden, 2009, p. 7).

classroom is “interacting with colleagues, families, and others to achieve classroom

A CLASSROOM MANAGEMENT PLAN

student academic achievement, growth and development.

When incorporating a respectful and supportive learning environment for students it is

attitude, high expectations, consistency, fairness and flexibility” (Kelly, 2010).

A CLASSROOM MANAGEMENT PLAN

discussion, counseling, and teaching problem-solving skills. I am a proponent of formative

A CLASSROOM MANAGEMENT PLAN

Kagan, author of Win-Win Discipline (Burden, 2009, p. 19).

The paper Classroom Management/Discipline Models (Durken, 2010), offers a greater

Cooperative Discipline. Linda Albert’s background in education is as a teacher, counselor,

class and be successful.

A CLASSROOM MANAGEMENT PLAN

Managing the Classroom Instructional Environment

student’s behavior and resolve the conflict.

A CLASSROOM MANAGEMENT PLAN

lastly, avoidance of failure (Albert, et, al).

For example, an encyclopedia reference demonstrates Rudolph Driekurs model, as

them without explanation or discussion. Albert mentions a key to managing classroom

mentions key points regarding constructivism.

A CLASSROOM MANAGEMENT PLAN

The downsides to cooperative discipline include: cooperative discipline can take up

management skills effectively. Another negative aspect of collaborative discipline is

Diffusing Disruptive Behavior

is seeking attention from their peers they will act out.

A CLASSROOM MANAGEMENT PLAN

classroom, positive reinforcement, and acknowledging successful behavior vs. only

A CLASSROOM MANAGEMENT PLAN

SCENARIOS REGARDING DISIPLINE

their behavior is not. Lastly, “revoke a privilege,” if necessary. (Albert, 2008).

A CLASSROOM MANGEMENT PLAN

type of intervention may be necessary.

A CLASSROOM MANAGEMENT PLAN

all just listen more, so many tribulations could be avoided.