SAMPLE OF LEVEL 1 of PYRAMID
Below you will see some of the strategies I will be using throughout the year that address the Level 1: Creating a Caring Community.
My educational philosophy is a combination of social reconstructionism and postmodernism. I believe that educators have a responsibility to make a positive difference in the world, to socially reconstruct our society through education. This includes using differentiation strategies daily to help all students succeed in school. The postmodern part of me believes that there are multiple truths, multiple perspectives, and multiple strategies that can be used to make reconstruction happen. Creating a caring community is critical to make sure all learners feel like they belong and are capable of learning no matter their identity, backgrounds or experiences (Bendtro, Brokenleg & Bockern, 2010). The following strategies are examples of how I would implement my classroom management plan using the Level 1 to Create a Caring Community:
LEVEL 1: CREATING A CARING COMMUNITY (in 2020+ there are 20 strategies required for level 1)
1. Learning Names: Name Badges, Name Game, Candidate and Faculty Pictures on Moodle, Instructions to thank your partner by name, Directorships
2. Positive Interactions First: Making students feel welcome and important (Mendler & Curwin, 1999), Sending a positive communication to every student (could include families) the first week of class, Catch students being good (Kagan, Kyle & Scott, 2004), Appreciation for directorship leadership
3. Clarifying Expectations: Posting rules (Be Prepared, Be Respectful & Try), Syllabus clarifies expectations for attendance, assignments & due dates, Allowing for mistakes (Guided Practice, Drafts of Assignments, One free absence), No need to ask permission to leave the room (bathroom, sickness, phone call…)
4. Establish Predictable Procedures, Routines & Signals: Warm Up Activity, State Objective, Clap for Attention, Turn out the lights (Albert, 1996), Flipped Instruction (materials provided on moodle prior to, during & after class), Preview Homework
5. Team Building Activities: Name Game, Get to know yourself and classmates (MI, True Colors), Variety of Grouping, Choice Group Assignments, Subject Area, School Site Team, Clock Partners, Directorships, Literature Circles
6. Engaging Activities: Lesson Plans that are interactive and relevant to students lives, Allow time in class to begin and revise assignments, Choice assignments (Albert, 1996)
7. Room Arrangement: Devices available for check out as well as computers in classroom, Chairs on wheels for flexible grouping, Printer available, Director available to assist with room arrangements
8. Assignment Expectations: Syllabus Instructions, Rubrics, Sample assignments, Peer Reviews, Instructor feedback on assignments (Tomlinson, 2001)
9. Random Calling on Students: Name cards, Popsicle sticks, apps, number calling
10. Sharing Power: Directorships, Instructor allows students to pull name cards, Students choose format for assignments (Albert, 1996)
11. Directorship is a way to share power with students.
12. Accessible Materials: All reading materials are available at no cost, online readings and library texts.
To communicate the above classroom management plan:
1. I will post this list on the Secondary Classroom Management Plan Weebly Website and make reference to it in class.
2. I will have a poster in my room that has the three rules: 1. Be Prepared, 2. Be Respectful & 3. Try. (Attached copy)
3. Syllabus is posted on cougar course. (Attached copy)
4. Major Assignments have a rubric provided to clarify expectations, plus there will be peer reviews to allow for needed clarification and revisions.
5. Each session has a module on cougar courses, that provided flipped instruction with the readings, power point presentations and handouts provided electronically before during and after class. (Provided link)
6. The ppts for each session, will have a warm up activity on the first slide. (Attached copy)
7. Each session power point presentation provides a slide and time during class to preview homework. (Attached copy)
8. Name game is done the first day at orientation and a copy of the lesson is provided on the lesson instructions website.
9. Get to know yourself activities including Multiple Intelligence and True Colors surveys are provided on cougar courses. (Attached links)
10. Site Team, Subject Area, and Clock Partners are provided for different grouping.
11. Directorship Ideas and list are provided on single subject website.
12. This class has been CALMed and provides all readings free online or through the Kellogg Library. (Attached copy of syllabus with explanation)
The strategies are always accessible for students on the website and the strategies are formatted to model what is expected for the teacher candidates own management plan.
Below you will see some of the strategies I will be using throughout the year that address the Level 1: Creating a Caring Community.
My educational philosophy is a combination of social reconstructionism and postmodernism. I believe that educators have a responsibility to make a positive difference in the world, to socially reconstruct our society through education. This includes using differentiation strategies daily to help all students succeed in school. The postmodern part of me believes that there are multiple truths, multiple perspectives, and multiple strategies that can be used to make reconstruction happen. Creating a caring community is critical to make sure all learners feel like they belong and are capable of learning no matter their identity, backgrounds or experiences (Bendtro, Brokenleg & Bockern, 2010). The following strategies are examples of how I would implement my classroom management plan using the Level 1 to Create a Caring Community:
LEVEL 1: CREATING A CARING COMMUNITY (in 2020+ there are 20 strategies required for level 1)
1. Learning Names: Name Badges, Name Game, Candidate and Faculty Pictures on Moodle, Instructions to thank your partner by name, Directorships
2. Positive Interactions First: Making students feel welcome and important (Mendler & Curwin, 1999), Sending a positive communication to every student (could include families) the first week of class, Catch students being good (Kagan, Kyle & Scott, 2004), Appreciation for directorship leadership
3. Clarifying Expectations: Posting rules (Be Prepared, Be Respectful & Try), Syllabus clarifies expectations for attendance, assignments & due dates, Allowing for mistakes (Guided Practice, Drafts of Assignments, One free absence), No need to ask permission to leave the room (bathroom, sickness, phone call…)
4. Establish Predictable Procedures, Routines & Signals: Warm Up Activity, State Objective, Clap for Attention, Turn out the lights (Albert, 1996), Flipped Instruction (materials provided on moodle prior to, during & after class), Preview Homework
5. Team Building Activities: Name Game, Get to know yourself and classmates (MI, True Colors), Variety of Grouping, Choice Group Assignments, Subject Area, School Site Team, Clock Partners, Directorships, Literature Circles
6. Engaging Activities: Lesson Plans that are interactive and relevant to students lives, Allow time in class to begin and revise assignments, Choice assignments (Albert, 1996)
7. Room Arrangement: Devices available for check out as well as computers in classroom, Chairs on wheels for flexible grouping, Printer available, Director available to assist with room arrangements
8. Assignment Expectations: Syllabus Instructions, Rubrics, Sample assignments, Peer Reviews, Instructor feedback on assignments (Tomlinson, 2001)
9. Random Calling on Students: Name cards, Popsicle sticks, apps, number calling
10. Sharing Power: Directorships, Instructor allows students to pull name cards, Students choose format for assignments (Albert, 1996)
11. Directorship is a way to share power with students.
12. Accessible Materials: All reading materials are available at no cost, online readings and library texts.
To communicate the above classroom management plan:
1. I will post this list on the Secondary Classroom Management Plan Weebly Website and make reference to it in class.
2. I will have a poster in my room that has the three rules: 1. Be Prepared, 2. Be Respectful & 3. Try. (Attached copy)
3. Syllabus is posted on cougar course. (Attached copy)
4. Major Assignments have a rubric provided to clarify expectations, plus there will be peer reviews to allow for needed clarification and revisions.
5. Each session has a module on cougar courses, that provided flipped instruction with the readings, power point presentations and handouts provided electronically before during and after class. (Provided link)
6. The ppts for each session, will have a warm up activity on the first slide. (Attached copy)
7. Each session power point presentation provides a slide and time during class to preview homework. (Attached copy)
8. Name game is done the first day at orientation and a copy of the lesson is provided on the lesson instructions website.
9. Get to know yourself activities including Multiple Intelligence and True Colors surveys are provided on cougar courses. (Attached links)
10. Site Team, Subject Area, and Clock Partners are provided for different grouping.
11. Directorship Ideas and list are provided on single subject website.
12. This class has been CALMed and provides all readings free online or through the Kellogg Library. (Attached copy of syllabus with explanation)
The strategies are always accessible for students on the website and the strategies are formatted to model what is expected for the teacher candidates own management plan.
When designing your management plan think about the format you will use to communicate your plan with your students and their families.
Shelby Winkelman (2014) created a ppt to share her classroom management plan |
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Here are some exemplary management plans created using websites:
Please note in 2020 the increase of the number of strategies.
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