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Tyrone`s Classroom Management Plan
Critical Pedagogy – Paulo Freire
Choice Theory - William Glasser
Nonviolent Communication – Marshall Rosenberg
What to look for in a classroom - Alfie Kohn
Discipline for Promoting Responsibility and Learning - Marvin Marshall
Classroom of Choice - Jonathan Erwin
Quality Public School Classrooms
School For a Post-Industrial Society - Daniel Greenberg
1. Students are all considered to also be teachers, and I am also a student – equal level
2. Every student teaches me something in return (e.g., a foreign language, culture, music, etc.)
3. I will support students teaching each other – circular classroom will therefore be the norm. students are also asked to prepare lesson plans and to teach the class certain topics
4. Caring relationship to students – Talk to students about their feelings - I will be a friend to every student who will accept my friendship – the goal here is not just liking each other, but caring for another, which requires disagreements, but also understanding. Not a play-buddy, but a care-buddy
5. Students have many needs, of which education in my class can only offer a part. Therefore, I will not try to make my students understand that my subject is the one and only important thing in their lives, but rather try to show how my subject MAY be important in their lives.
6. Discipline is important in terms of non-violent / non-aggressive behavior, not in terms of non-conformity to my goals in any particular class. Both students and teachers reflect on reasons for rule violations, consequences and options for rule changes.
7. Students will not be penalized for talking in class; on the contrary, I want my students to talk as much as possible. It is my job to find a way to make the discussion meaningful for all students, even if this may require a shift from the scheduled topic to a different, student induced topic.
8. Students shall learn to think critically and to second guess authority, whenever they feel there is a solid reason to do so.
9. Students are to be prepared to live independently. This means they have to learn that they always have a choice. ALWAYS. Understanding and evaluating the choices are the keys in making sound decisions. Making long-term goals is also important for making choices.
10. I am here to serve and help the students become happy members of society – NOT vice versa
11. Have additional goals and separate grades for social aspects, e.g. helping
others, setting and striving to personal goals, etc. (students shall also suggest possible reinforcers)
12. Teach through games: Skat, Rummy, etc.
13. Use lots of tutorials (feels like test, but not graded), including programmed instruction on pc wiith learning modules and immediate feedback.
14. Use lots of small tests, rater than two huge comprehensive tests
15. Implement non-aggression rules such as” count to ten before acting”
16. Make students respond to everything they have to learn with their opinion, ideas, thoughts in order for them to make it meaningful and to concentrate on something learned
17. constantly remind students through pictures/placate what their goals are and how to reach them – goals may be revised continuously
18. be fair in terms of need, equality and equity
19. Teach each student individually based on ability and need - e.g. learning styles, etc.
20. daily, or at least weekly quizzes
21. make sure all students get equal attention by using a checklist each time a student is addressed by me
22. Use a reinforcement menu (Alberto page 286 and 296) to give students reinforcement choices (games, special homework assignment, money, candy, juice, etc.) include some partial credit reinforcers for partly complete work
23. make sue to have sufficient brakes during class (with games, music, or just sleep)
24. Use self-management techniques (Alberto chapter 11)
25. use music and rhythm to loosen class and to learn rules
26. Use of non-competitive strategies
27. Involve parents: ask them what the students like to do, etc, to make better connections with students.
28. include parents in decision making, ask them to help as volunteer assistant teachers
29. Do not expect parent time and support, but try to get it.
30. no penalty in grade for incorrect English (written tests) – instead homework to correct mistakes
31. allow students to repeat exams in order to increase learning and to get better grades
32. use global essential questions, such as "how does conflict produce change?" to connect ideas in different areas in a meaningful way (political change, economical, biological etc....)
33. I have to learn to be an entertainer...an entertainer can make the class fun and interesting...
34. make sure students do 90% of talking in every class...that way they will be more involved, interested - learn more and sleep less.
35. learning has to take place in school, not home...homework only 5 minutes per day
36. use many pre-test and post-test comparisons to show progress for teaching and learning...also a good way to individualize assignments...harder assignments for those
with better pre-test scores.
37. As a teacher I must pay attention to the children, rather than the children paying attention to me.
38. Discipline must come through liberty. Students are disciplined when they are masters of themselves, and can, therefore, regulated their own conduct when it shall be necessary to follow some rule of life.
39. Grading: A = 85-100; B = 70 - 84; C = 60 - 69; D = 50 - 59; F = 0 - 49.
40. Exams: try to give each exam three times, counting the best result of the three only - First: essay exam homework, second: oral portfolio presentation. fnially: written exam in class. All exams may be retaken once to facilitate learning during assessment. Use rubrics for all assessments - students know rubrics in advance.
41. Develop good habits: myself and students, e.g. show effective teaching / learning video by Wong to students in one of the first classes each semester as reminder to all about success, choices, habits.
42. multicultural education - culturally responsive communication and teaching - be aware of cultures
43. Positive expectations.
44. start of semester: explore students' expectations and adjust goals/methods accordingly
45. function based approach (communication, cooperative learning) supported by TPRS, skills-based and rules-based approaches.
46. use audio recordings, reflective lesson reports, peer observation and student surveys to evaluate and improve lessons.
47. Plan curriculum together with students - students are in charge of what they want to learn...
48. meet all collegues incl custodial, nurse, counselor, princpals, etc.
49. School is fun: fun activities or fun by accomplishment (hard work yields positive results)
50. Use personalized questions and answers (PQA) - both open / critical - why questions and closed basic yes/no questions
51. TBD ...