Student Example- Fred - Fred Schostag EDUC 2040 May 9 2010...

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Fred Schostag EDUC 2040 May 9, 2010 Classroom Management Plan A plan is a strategic process that is flexibily constructed to give guidance in plotting plans of action. A management plan should be general enough to allow newly learned methods to be included and specific enough not to overlook important details. Five primary areas should be addressed, your philosophy, the physical organization and activity flow of the classroom environment, student behavior, instruction of students and interactive collaboration with colleagues and parents. Additional environmental factors are related to safety and creation of a learning atmosphere. If these are all covered a good classroom plan has been constructed. Core Philosophy The concept of linking instructional practices to your control philosophy is intriguing. Openness in communication is important and instills questioning in students. This increases attentiveness and decreases inappropriate behavior. Attentiveness is linked to success which leads to increases retention, thereby creating opportunities to increase learning giving it a better chance to succeed. A teacher can lose students by talking too much. Most lessons should be interactive and short in duration. This gives students time to process the information and increases comprehension. If you follow your control philosophy in small areas, it becomes easier to manage behavior and discipline. Your philosophy is the back bone of your management plan and will be reflected in your entire approach. 1
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Thomas Gordon’s Model has the highest appeal to me because it conforms to my views of leadership and my beliefs in transactional communication theory; adult to adult, equal to equal and child to child are the most effective lines of communication. A key element in Gordon’s thoughts is the concept of problem ownership and the skills to resolve the conflict. Confrontational skills are used when the teachers own the problem and helping skills when the student owns the problem. Preventive skills are used when neither the student nor the teacher has the problem. This idea is also implied in Ross Greene’s Collaborative Problem Solving. I find other techniques either too restrictive and inflexible or lacking structure. I do not like to be an authoritarian. Reasoning with someone and forming trustful relationships with people has always been my strong suite. Trust and respect have been elements of my leadership style. The second area that is of concern has recipe book similarities in many approaches when dealing with students. Reasonable thought tells me that for every rule there can be an exception. I like more flexibility in making decisions. There can be legitimate exceptions and I like to take time making decisions rather than reacting emotionally.
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