Classroom Managemen1

Classroom Management
By Heather Finlay
Rational
I will continue to use the pre existing routines and management strategies already
developed by my practicum sponsor teacher. This will create as little disruption to the
students learning environment and will be an easier transition for all. I will also adhere
to Colquitz Middle Schools code of conduct and its policy to have consequences be
restorative and appropriate to the situation. Furthermore, I will use the Colquitz staff
handbook to guide my school routines and expectations for students. I foremost will
continue to build a rapport with the learners in my classroom and look forward to some
time to really build a community of learners. I do this by greeting the students every
morning and by taking windows of opportunity to check-in and discover more about my
learners. I also make sure when I am planning to incorporate some choice in activities
and have taken some direction from students on what they would like to do. I also plan
a lot of collaborative and small group work to establish a true sense of community
learning and to foster more engaging and meaningful learning opportunities.
Classroom Set-up
I will keep the desk placements and management of materials the same to avoid
disruption of the regular classroom routines. The classroom has some room for one-
one work and the pod has space for group and collaborative work. The materials are
nicely organized and labelled in the classroom cupboards and the students know where
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to find anything they need. Students have a binder that is divided into subject areas to
keep notes and learning materials. Students also have lockers within the classroom to
keep belongings. Coats and backpacks can be hung up on hooks or kept on the back
of chairs. I will also maintain the system of bins: the hand-in bins for each subject and a
bin with extra copies of assignments but will create my own so that I can keep the work I
do with the students separate and organized. I will also continue using the while you
were away folder to keep missed work accessible. My sponsor teacher also uses an
app called remind to send out messages to both parents and students about homework,
tests and assignments. I will also use Google Classroom to make criteria and
instructions accessible at home.
Classroom Routines
Students enter and exit through the only classroom door. There is some unstructured
time in the morning as students arrive early for school before advisory. During this time
students often drop off their things and are in and out of the classroom. It is a nice time
to check-in with everyone and to welcome everyone for the day. Our classroom is used
by two divisions. When divisions switch classrooms they line up along the board at the
front of the classroom. Before breaks and lunch students wait quietly in their desks.
Students are expected to tidy up their desks by putting all materials away, unfinished
work in to their binders, completed work into the hand-in bin. There are two students
that clean up the classroom at the end of the day and are responsible for stacking
chairs, sweeping and putting away any missed materials. These students rotate
weekly. Students are expected to properly hang up coats and backpacks on the hooks
by the lockers or on the backs of chairs.

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When we transition to the lab or gym students are expected to use a quiet voice so they
do not disrupt other classrooms. The students and parents sign a computer code of
conduct and adhere to the school rules around the responsible, safe and proper use of
computers. Any students that do not adhere to these expectations lose computer
privledges. The gym is shared between four classrooms and can be quite busy.
Students come in and change into PE strip if they have it. Those that do not change
often help with gym set up. Students meet and sit in the centre of the gym. There is
usually a warm-up consisting of a short run or instant activity. Everyone collaboratively
cleans up the gym and changes if needed before leaving. Teachers use whistles to
gain students attention.
Students ask permission from the teacher to go and get water or to go to the washroom.
The students are well established in the recurring daily routines like morning advisory
and attendance. At the beginning of math class (often first thing in the morning or after
a transition) students work on the math warm-up on the front board. There is a daily
schedule up on the board and a breakdown of each block.
Expectations
I expect that students will be respectful and kind members of our classroom. This
means that we take turns speaking, listen attentively to others ideas, express respectful
dissent and work, problem solve and learn together.
I expect students to respect our thinking time and to participate in partner shares and
classroom discussion activities through speaking, listening or active engagement.

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I expect and will encourage students to seek help when needed either by using
classroom resources, asking a peer or myself.
I will make the learning intentions clear and our learning plan and activities clear. I will
provide a variety of modes to explore topics and I will provide meaningful and specific
feedback to enrich student learning.
Management Strategies
I gain student attention by standing at the front of the classroom, doing a five second
countdown. Often the classroom quiets when my practicum teacher starts talking.
When students behaviour is not conducive to the classroom expectations I will ask
them at first politely to stop or use another low-level management strategy like proximity
or eye contact. If behaviour continues I will attempt to speak briefly one on one with the
student to make sure there is not any other underlying issue and to make sure they are
okay. I hope to also have engaging lessons that explore content in a variety of ways
and that keep the lesson moving. I also hope to incorporate some choice in who
students work with and the type of work they do. I believe the CALM approach to
classroom management helps maintain a positive learning environment by forcing
educators to consider behaviour and use the least intrusive response; only acting if the
behaviour disturbs the learning environment, (EDPB 513, Class Handout). If student
behaviour persists or a student becomes too overwhelmed or unable to self-regulate I
will firstly offer a break to the student. I will also check-in one-on-one with the student in
a private way and work through a restorative process in order to maintain and or repair
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the relationship and to problem solve strategies for the student. If ever needed I can
also mediate the restorative process for student conflict.

Classroom Managemen1

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Classroom Management

learning and to foster more engaging and meaningful learning opportunities.

instructions accessible at home.

by the lockers or on the backs of chairs.

usually a warm-up consisting of a short run or instant activity. Everyone collaboratively

gain students attention.

schedule up on the board and a breakdown of each block.

dissent and work, problem solve and learn together.

classroom discussion activities through speaking, listening or active engagement.

classroom resources, asking a peer or myself.

feedback to enrich student learning.

classroom management helps maintain a positive learning environment by forcing

behaviour persists or a student becomes too overwhelmed or unable to self-regulate I

also mediate the restorative process for student conflict.

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