My
Classroom Management Plan
Gisele Phaka 0716099
Start
01
Essential Component
INCLUSIVITY
INCLUSIVITY...
In addition to the broader goal of inclusivity which is equal access to educational opportunities, I believe that inclusivity in a classroom setting is essential in achieving effective classroom management as it can foster an atmosphere in which all students are treated with respect, feel included, and are valued. The hope is that their sense of belonging can mitigate any behavioural concerns.
02
Accommodating Learning Styles
ACCOMMODATING LEARNING STYLES...
This component is important for classroom management as it considers the diverse needs of students and allows for a personalized approach to teaching which can hopefully enhance engagement, increase participation, and reduce frustration.
03
Essential Component
EMOTIONAL INTELLIGENCE
EMOTIONAL INTELLIGENCE...
Having emotional intelligence as a teacher is essential to effective classroom management as it will firstly allow me to regulate my own emotions and be able to model calm behaviours. Secondly, it will give me the capacity to empathize with my students who may be experiencing big emotions with the hope that as they feel understood it can lead to better behaviours.
04
NORMS & ROUTINES
NORMS AND ROUTINES...
This component will be helpful in effective classroom management as the norms and routines will set clear expectations for student behaviour and classroom procedures while simultaneously creating a stable and predictable environment for students to feel safe. In hopes that as the students know what to expect, it can reduce confusion and misbehaviour.
05
Essential Component
COMMUNITY
COMMUNITY...
Community is crucial for effective classroom management as you cannot always do it alone. By helping student’s strengthen their relationships with the broader school community, I believe that it can allow students to hold each other accountable and ultimately reduce disruptive behaviors in the classroom. It can also allow me to connect with other members of the community to figure out a way to problem solve so that we can maintain a positive learning environment.
Two Essential Components for the Plan:
SOCIAL-EMOTIONAL AWARENESS
RELATIONSHIPS
Component #1
Component #2
RELATIONSHIPS: SO WHAT?
I believe that fostering good and positive relationships is the building block for an effective and positive learning environment. Building strong and supportive relationships with students will allow for trust to be established between myself and the student which can in turn make them more likely to participate in class, listen to directions, and feel safe voicing their opinions and concerns. Fostering these teacher-student relationships built on trust can also be beneficial when managing behavioral challenges as the resolution can hopefully occur in a collaborative and non-confrontational way.
RELATIONSHIPS: METHOD
A few ways that I intend to accomplish this is by:
- Showing genuine care and interest in the well-being of my students
- Personalize the environment as much as I can to accommodate their individual needs
- Make myself as approachable and open as possible
- Get to know their interests and passions
- Celebrate their personal and academic milestones
RELATIONSHIPS: ANTICIPATED CHALLENGES
Some challenges that I anticipate encountering throughout the year are finding the time to intentionally check in with each student when work gets busy or encountering some resistance with students who are not ready to form a relationship due to attachment or trauma-related experiences.
SOCIAL-EMOTIONAL AWARENESS: SO WHAT?
The second component I think is crucial to creating, maintaining, and fostering effective classroom management is social-emotional awareness. I believe that this awareness for myself and students will prove to be very helpful as it will support behavioural and self-regulation. By teaching and practicing social-emotional awareness in the classroom it can allow students to identify their emotions and learn to self-regulate. For me as a teacher, it will allow me to identify and address any emotional triggers for disruptive behaviours and intervene appropriately.
SOCIAL-EMOTIONAL AWARENESS: METHOD
A few ways that I intend to accomplish this is by:
- Incorporating age-appropriate books and stories that explore emotions and how to manage them
- Use emotion cards with dysregulated students to help them practice articulating and being aware of their emotions
- Do breathing exercises with students who are dysregulated
- Use art and other creative kinds of projects to have students express their emotions for those who might have a hard time verbally articulating their emotions
- Praise and provide positive feedback where appropriate for demonstrating emotional awareness and using coping strategies
SOCIAL-EMOTIONAL AWARENESS: ANTICIPATED CHALLENGES
Some challenges that I anticipate encountering throughout the year are supporting students with special needs who may not process emotions or social cues in the same way as other students, or engaging students who resist vulnerability due to past traumas or adverse experiences.
Teachers can change lives with just the right mix of chalk and challenges
- Joyce Meyer
My Classroom Management Plan
Gisele Phaka
Created on November 2, 2023
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Transcript
My
Classroom Management Plan
Gisele Phaka 0716099
Start
01
Essential Component
INCLUSIVITY
INCLUSIVITY...
In addition to the broader goal of inclusivity which is equal access to educational opportunities, I believe that inclusivity in a classroom setting is essential in achieving effective classroom management as it can foster an atmosphere in which all students are treated with respect, feel included, and are valued. The hope is that their sense of belonging can mitigate any behavioural concerns.
02
Accommodating Learning Styles
ACCOMMODATING LEARNING STYLES...
This component is important for classroom management as it considers the diverse needs of students and allows for a personalized approach to teaching which can hopefully enhance engagement, increase participation, and reduce frustration.
03
Essential Component
EMOTIONAL INTELLIGENCE
EMOTIONAL INTELLIGENCE...
Having emotional intelligence as a teacher is essential to effective classroom management as it will firstly allow me to regulate my own emotions and be able to model calm behaviours. Secondly, it will give me the capacity to empathize with my students who may be experiencing big emotions with the hope that as they feel understood it can lead to better behaviours.
04
NORMS & ROUTINES
NORMS AND ROUTINES...
This component will be helpful in effective classroom management as the norms and routines will set clear expectations for student behaviour and classroom procedures while simultaneously creating a stable and predictable environment for students to feel safe. In hopes that as the students know what to expect, it can reduce confusion and misbehaviour.
05
Essential Component
COMMUNITY
COMMUNITY...
Community is crucial for effective classroom management as you cannot always do it alone. By helping student’s strengthen their relationships with the broader school community, I believe that it can allow students to hold each other accountable and ultimately reduce disruptive behaviors in the classroom. It can also allow me to connect with other members of the community to figure out a way to problem solve so that we can maintain a positive learning environment.
Two Essential Components for the Plan:
SOCIAL-EMOTIONAL AWARENESS
RELATIONSHIPS
Component #1
Component #2
RELATIONSHIPS: SO WHAT?
I believe that fostering good and positive relationships is the building block for an effective and positive learning environment. Building strong and supportive relationships with students will allow for trust to be established between myself and the student which can in turn make them more likely to participate in class, listen to directions, and feel safe voicing their opinions and concerns. Fostering these teacher-student relationships built on trust can also be beneficial when managing behavioral challenges as the resolution can hopefully occur in a collaborative and non-confrontational way.
RELATIONSHIPS: METHOD
A few ways that I intend to accomplish this is by:
RELATIONSHIPS: ANTICIPATED CHALLENGES
Some challenges that I anticipate encountering throughout the year are finding the time to intentionally check in with each student when work gets busy or encountering some resistance with students who are not ready to form a relationship due to attachment or trauma-related experiences.
SOCIAL-EMOTIONAL AWARENESS: SO WHAT?
The second component I think is crucial to creating, maintaining, and fostering effective classroom management is social-emotional awareness. I believe that this awareness for myself and students will prove to be very helpful as it will support behavioural and self-regulation. By teaching and practicing social-emotional awareness in the classroom it can allow students to identify their emotions and learn to self-regulate. For me as a teacher, it will allow me to identify and address any emotional triggers for disruptive behaviours and intervene appropriately.
SOCIAL-EMOTIONAL AWARENESS: METHOD
A few ways that I intend to accomplish this is by:
SOCIAL-EMOTIONAL AWARENESS: ANTICIPATED CHALLENGES
Some challenges that I anticipate encountering throughout the year are supporting students with special needs who may not process emotions or social cues in the same way as other students, or engaging students who resist vulnerability due to past traumas or adverse experiences.
Teachers can change lives with just the right mix of chalk and challenges
- Joyce Meyer