Fourth-Year Internship, Winter 2013

Classroom Management Plan

SCHOOL: cole secondaire de la Ruche, Magog SUBJECT: English as a Second Language (Core, Enriched) GRADE: Secondary 4 Maximum Number of Students: 30 Last Updated: January 1, 2013

TABLE OF CONTENTS [1] Mission Statement ....................................................... [2] Rules and Consequences ........................................... [3] Discipline Program ..................................................... [4] Procedures ..................................................................... [5] Ancillary Program .......................................................

p. 3 p. 4 p. 6 p. 8 p. 12

Amlie Bouffard
Bishops University, School of Education

[1] Mission Statement

I intend my classroom to be a safe space that is conducive to learning by fostering positive teacher-student and student-student relationships, being student-centered and encouraging on-task behaviour, initiatives and responsibilities within a firm frame. This frame will be composed of a clear set of procedures and rules that will be both strict (enforced consistently) and flexible (open to changes and adaptable to particular situations if necessary, to my discretion). Procedures and rules will be modelled after those established by my collaborative teacher. I will follow an authoritative approach in all situations, and will set high expectations for all students while providing them with the necessary scaffolding they need to gradually take responsibility for their learning. As part of my approach, I will set myself as an example and model the behaviour I expect of my students.

[2] Rules and Consequences

Rules
RULE Rule #1: Students must be respectful at all times. [a] What the rule means; [b] What following the rule will accomplish. [a] Students will not insult others in the classroom, or violate the physical integrity of others. Students will be polite with each other and with the teacher (using hello, please, thank you...). The teacher will model respect at all times. [b] Necessary to provide a safe space in the classroom. [a] Students will not interrupt the teacher or another student or chat with another student while someone is talking to the whole class. If students wish to speak, they must raise their hands. [b] Necessary to provide a safe space in the classroom and encourage on-task behaviour. [a] Unless it is related to an in-class learning activity or an allowed activity for when they are finished, students cannot chat with classmates, read magazines or books, text, use the internet to write emails or consult personal websites, listen to music, ... [b] Necessary to encourage on-task behaviour and maintain an environment that is conducive to learning. [a] Students must bring the material they need for class with them (notebooks, response journals, pens, planner...) and must have completed and brought to class their homework assignments. [b] Necessary to encourage on-task behaviour and maintain an environment that is conducive to learning. [a] Students must use English at all times from the moment they enter the classroom to the moment they exit the classroom,
3

Rule #2: Students must be silent while somebody else (teacher or student) is speaking to the whole class.

Rule #3: Students must be on-task at all times.

Rule #4: Students must come ready for class.

Rule #5: Students must use English at all times.

Amlie Bouffard

Classroom Management Plan

even if the class has not started yet or is already over, whether it is written or oral English. [b] Necessary to maintain an environment that is conducive to learning.

Consequences
RULES For following the rule [+] All rules CONSEQUENCES Individual praise (Thank you for...) Whole-class praise (positive feedback at the end of class) No warning Students automatically sent to the Local de Retrait* General discipline program If students are breaking the rule because they are chatting together: temporary separation at the third warning (if they have to be separated again, the separation will be permanent) Students who have to go get their material after the bell will have to go get a Billet de Retard.

For not following the rule [-] Rule #1 Rules #2, #3 and #5 -

Rule #4

*Local de Retrait: see Procedures on p. 10.

Amlie Bouffard

Classroom Management Plan

[3] Discipline Program

HIERARCHY OF CLASSROOM MANAGEMENT STRATEGIES Students not raising their hands Ignore. Step 1 If no other students are raising their hands: use gesture (raising my hand) to demonstrate what is expected. OR Acknowledge students who are raising their hands. Ask students what the procedure is. Step 2 If necessary, rehearse the procedure with the whole class again. If this is an instance of individual misbehaviour: Step 3 Quietly address the student with regard to consequences at the first available non-instruction moment. If the misbehaviour becomes a whole-class problem: Turn the procedure into a rule. Apply consequences. Students chatting while I am talking The Look. Step 1 Pause. Say thank you when the chatter stops. Step 2 OR Move closer (proximity). If several students in the class are chatting and the chatter does not Step 3 stop: Pause and ask the whole class what the rule is when I am talking or when other students are talking. Explicitly remind the class of the rule. If only two students in the class are chatting and the chatter does not stop: (Call their names. Say thank you when the chatter stops.) Give a warning by moving closer and knocking on the Step 4 students desks. Students chatting while another student is talking The Look. Step 1 OR Move closer (proximity). Interrupt the student who is talking: Im sorry Im going to Step 2 have to interrupt you. I cant hear anything / Im not sure everybody is listening. (Look at the chatting students.) When the chatter stops, thank the classroom and encourage the
Amlie Bouffard Classroom Management Plan 5

student to resume. Interrupt the student who is talking and apologize for the Step 3 interruption. Ask the whole class what the rule is when I am talking or when other students are talking. Explicitly remind the class of the rule. Encourage the student to resume. Give a warning by moving closer and knocking on the Step 4 students desks. Students not being on task The Look. Step 1 OR Move closer (proximity). Quietly ask students to be on task. Step 2 Give a warning by moving closer and knocking on the Step 3 students desks. Students not using English The Look. Step 1 OR Move closer (proximity). Quietly ask students to speak English. Step 2 Give a warning by moving closer and knocking on the Step 3 students desks. Students throwing objects across the classroom (first occurrence during the internship ONLY) Explain to the class that flying objects are not okay in this Step 1 classroom and that the next time the concerned student will be sent to the Local de Retrait. Students using an inappropriate word (with no intention to hurt or insult) Quietly remind the student that this word is not acceptable in Step 1 the classroom and that you dont want to hear it again. Tell the whole class that this word is not acceptable in the Step 2 classroom and that you dont want to hear it again. At the first available non-instruction moment, quietly ask the student to stay at the end of class. Deal with the situation at the end of class with the student individually.

Amlie Bouffard

Classroom Management Plan

[4] Procedures
BEGINNING THE CLASS Introduced on the first day of my practicum Classroom routine. (explicit reminder). Description: - Prior to class, I write the menu for the day on the upper right-hand corner of the blackboard. - Students can chat calmly in French until the second bell rings. - By the second bell, students must be seated with all their material, ready to work. - I indicate the beginning of class by greeting students, by which point they must switch to English. - All classes begin by the morning routine: Core: Students are given a set of irregular verbs which they must conjugate. Procedure: 1) Irregular verbs (Agenda: end pages) are divided into 13 blocks. For each class, I select 5 verbs from a block. Midway through, students have a big test with all verbs from all sections covered; 2) I read the selected verbs twice and give a few seconds for students to write them down; 3) I correct. Enriched: Students read a novel they have picked for the first 10 to 15 min. - I then make announcements if relevant and present todays program.

ENDING THE CLASS Introduced on the first day of my practicum Classroom routine. (explicit reminder). Description: - Students must remain seated and attentive until I explicitly dismiss the class. - Before leaving the classroom, students must replace all magazines on appropriate shelves and tidy up their desks (throw away any trash, etc). - On Mondays, Wednesdays and Thursdays, students must put their chairs up on their desks at the end of the last period of the day (Priode lites, or the last period of the day when there is a class in this classroom).

ATTENDANCE Not introduced explicitly / Reminder if needed.

Classroom routine.

Amlie Bouffard

Classroom Management Plan

Description: - I take attendance when it is convenient during class time and write it down on the appropriate piece of paper which I then pin on the board in the hallway next to the classroom door. - If students are absent, it is their responsibility to come see me before the next class to make necessary catching-up arrangements.

TARDINESS Not introduced explicitly / Reminder if Classroom routine. needed. Description: - Students who are late must bring a sheet (Billet de Retard) that I initial with them that will be pinned on the board next to the door in the hallway along with the attendance sheet. - Students who arrive late to class unexcused have to go back to get a Billet de Retard.

GETTING THE STUDENTS ATTENTION Not introduced explicitly. Classroom routine. Description: - I ask for the classs attention by explicitly telling them so (Class, I need your attention) - or by addressing the full class with a voice loud enough for all to hear, in which case student chatter will be tolerated for a few seconds.

GETTING MY ATTENTION OR ADDRESSING THE WHOLE CLASS Not introduced explicitly / Reminder if Classroom routine. needed. Description: - Students must raise their hands to get my attention or address the whole class.

Amlie Bouffard

Classroom Management Plan

MATERIALS Introduced on the first day of my practicum Classroom routine. (explicit reminder). Description: - Students must always have with them: A binder in which they put all documents and worksheets distributed in class by chronological order, and some blank sheets; A Canada notebook in which they write their assignments for grades (drafts on the left pages if they cannot write them in their exercise book, final copies on the right pages); Their exercise book.

SUBMITTING AN ASSIGNMENT Introduced the first time it is relevant Classroom routine. (explicit reminder). Description: - When turning in an assignment written in their Canada notebook, students must submit the book to me directly on my desk and open at the right page.

WHAT TO DO WHEN FINISHED Introduced the first time it is relevant Classroom routine. (explicit reminder). Description: - When students are finished, they can work on another class assignment (for this class only), work on an extra assignment that I have explicitly announced, or read a magazine. - No matter what, students must remain silent when they are finished so as to not disturb others who are still working (individual work). If students are working in pairs or groups and are done, they can also chat quietly, but must do so in English only.

GETTING HELP IF I AM BUSY Introduced the first time it is relevant. Classroom routine. Description: - When working in pairs or groups, or individually on something which is not a graded assignment, students should ask three classmates for help before they ask me if I am busy (helping another student, for example).

Amlie Bouffard

Classroom Management Plan

PRIODE LITES Not introduced explicitly Classroom routine. Description: - Students must be on task at all times. - No pair or group work is allowed. - Magazines are only allowed during the last 10 minutes. - Students must work until I explicitly dismiss them.

SENDING A STUDENT TO THE LOCAL DE RETRAIT Not introduced explicitly. Classroom routine. Description: - Step 1: Press the communication button on the wall of the classroom to warn the staff that I am sending a student to the Local. - Step 2: Tell the student. - Step 3: Fill the first part of the relevant yellow paper (there are always some on my associate teachers desk in the classroom) and give the paper to the student to take with him/her to the Local. - Step 4: The student must meet with me to be allowed to come back to class. - Step 5: Call the parents as soon as possible (right after Priode lites, before the student comes home) to explain what happened. - Step 6: Follow up (Yellow paper, student, parents).

SICK STUDENTS / INFIRMERY Not introduced explicitly. Description: - Students who can walk: send them with a friend. - Students who are very ill: call reception (dial on the wall), make the student sit against the wall in case of fainting.

Amlie Bouffard

Classroom Management Plan

10

EMERGENCY Not introduced explicitly. Description: - Take an attendance slip (on the desk). - Take the orange board for the door knob (next to the board). - Make all students exit the classroom and send them to Quai 10/11. When everyone is out, turn off the lights, close the door, and leave the orange board on the door knob. - Go out to Quai 10/11, make the students line up two by two and take attendance. - Give slip to the person wearing a flashy orange jacket.

Amlie Bouffard

Classroom Management Plan

11

[5] Ancillary Program

Mrs. Danielle Bergeron (Associate teacher) Mrs. Bergeron must be informed of my entire classroom management plan. The sections on rules and consequences, on my discipline program and on my procedures have all been developed in close cooperation with her and have all been approved by her. During my practicum, Mrs. Bergeron is also my most important resource person in terms of classroom management. I will expose all issues regarding classroom management to her first for feedback and advice. Mr. Ludovic St-Laurent (Assistant director) Resource person for students I find difficult to handle. Mrs. Marie-Catherine Miller (Psycho-ducatrice) Resource person for students who might need psychological and emotional support.

Amlie Bouffard

Classroom Management Plan

12