Middle East Technical University
2019-2020 Academic Year Spring Semester
EDS 304-Classroom Management (03)
Mohamed A. Rashad
Teacher Name: Mohamed A. Rashad
School: Ankara, Cankaya
Subject Area: Computer
Grade Level: 6th Grade
Student Profile:
Learner Characteristics:
According to Piaget’s Theory of Cognitive Development, 6 th grade
students are in concrete operational stage.
According to this stage there are major characteristics and
developmental changes to consider:
During this stage, children begin to think logically about
concrete events.
They begin to understand the concept of conversation.
Their thinking becomes more logical and organized.
They begin using inductive logic, or reasoning from specific
information to general principle.
Possible Risk Factors:
Student-Based Factors:
- Preschool aged.
- Below grade level academic performance.
- Limited proficiency in English.
- Family factors
School-Based Factors:
- high students to teacher ratio
- Low levels parental/family involvement
Community-Based Factors:
- Low community involvement or investment in education.
Determining Student Needs and Establishing Relationship
Good teachers bring to the school each day a love for their work
and passion for their subject (Alley & Henson, 1999). I believe that
teachers should invest themselves in their students to create a
positive atmosphere in the classroom that enhance the relationship
between teacher and students to make them feel important.
As a caring teacher, I would consider the following needs of my students:
- Extra learning activities
- Inspiring models
- Feedback (not judgment)
- Safe learning environment
- Socialize with others
And the ways to address these needs:
- Achieve positive teacher-student relationships by observing
student’s behavior, implement engaging instruction, and use
preventive management strategy.
- Provide more active learning strategy and cooperation work.
- Develop caring community.
- Promote autonomy in sharing responsibility.
Physical Environment:
The classroom will incorporate security and shelter, symbolic
identification, social contact, task instrumentally, growth, pleasure,
and community.
Seat arrangement:
Desks will be arranged in pods in a way that allow all students to
see the front board, and easily work with another student as a group
so that the desk don’t have to move often as shown below.
a Bulletin board will be provided for students to display their own
likes, interests and background. Also, I will have “This month’s
birthdays” on the wall, and this will be displayed at the back of the
classroom to avoid any distractions.
Starting the School Year Right:
On the first day, it is important to make time for social activity to
develop a caring community among the teacher and students. The
activity I will apply is called “Name Planes” which aims to get
students to know each other’s, each student will create their own
paper airplane with their names and habits, then send them soaring
through the class and use them to make students introduce each
other.
Rules:
Rules are chosen based on student’s characteristic, learning subject and grade level.
Rules of the classroom:
- Respect your friends
- Come to class prepared
- Listen carefully and follow directions
- Raise your hand before speaking
- Surf safely with computers.
Consequences for breaking classroom rules:
First infraction
White Card Warning
Second infraction Loss of 10 minutes of
Yellow Card recess.
Third infraction Loss of recess – note home
Blue Card to be signed by parent
Fourth First infraction After school detention -
Red Card note home to be signed by
parent
Rewards:
I will have a treasure box to give the students a prize each week if
they follow the rules.
How will you teach them?
In our first meeting, I will teach students my expectations in a clear
and organized way, then I will show the rules on a poster and
distribute small papers that include the same rules. I will use
serious body language while explaining the rationale behind each
rule and providing some examples, afterward, I will show the
rewards and the consequences and explain the colored cards.
Routines:
For routines, I will make a poster and put it at the back of my
classroom.
Additionally, I will do each routine by myself to show what I’m
expecting.
Enter quietly and politelty; dont interrupot
1- Entering the classroom other students and go directly to your seat.
Take all the materials you will need; great
2- Getting into group works each other; complete the required task.
Raise your hand without making noises; go
3- Sharping pencil to the “sharpeing basket” at the corner of
classsrom quitly.
Make sure your name on the paper, place
4- Handling homwwork your paper in the “Homework” basket.
Clear off your desk; pick up any trash within
5- Ending the day three feet of your desk; wait quitly to be
dismissed.
Maintaining and Monitoring Behavior
For Student’s data collection:
I will prepare a list that include different sections about student’s
performance and behavior. the list will include a space to write my
own comments as well.
Example:
Ways to praise appropriate student behavior:
1- Compliment students with an “I-statement”.
2- Giving Rewards.
3- Small gestures of praise, such as eye contact and a smile.
Causes of misbehavior:
1- Physiological factors
2- Looking for revenge
3- Seeking attention
Guidelines for handling common misbehaviors.
1- Keep the instructional program going with a minimum of
disruption. The teacher should ignore the minor misbehavior to
not disrupt the lesson.
2- Match the severity of the disciplinary strategy with the
misbehavior you are trying to eliminate. Whether its minor or
serious misbehavior.
3- Disciplinary strategies must preserve students’ dignity. For
example, the teacher shouldn’t blame a student’s front of
others, instead, he should speak with student privately.
4- Use a nonverbal intervention. Such as eye contact and facial
expression.
5- Use “I-Message” and avoid accusations. The teacher can
promote appropriate behavior with giving a direct command.
Teacher Parent Communication
Here are my strategies I will implement to promote effective teacher-parent relationship:
- Help families to fulfill their parental responsibilities.
- Use e-mail for regular communication.
- Having parent-teacher conferences twice every month.
References
Manning, M.,L & Buthcer, K. T. (2003). Clasroom Management: Models Applications and
Cases. New Jersey, Merril-Prentice-Hall.
Weinstein, C. S. & Novodvorsky, I. (2015). Middle and secondary classroom management:
lessons from research and practice. Boston: McGraw Hill.
Capizzi, A. M. (2009). Focus on exceptional children: Start the year off right: Designing and
evaluating a supportive classroom management plan. Love Publishing Company.
Classroom Layout - Katienolan. (n.d.). Retrieved from
https://sites.google.com/a/unca.edu/katienolan/classroom-layout
School of EducationTraining & Technical Assistance Center. (n.d.). Retrieved from
https://education.wm.edu/centers/ttac/resources/articles/teachtechnique/strategiesforteachings
ocialskills/index.php
