Creating Academic Success: A Classroom and Communication Management Plan
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Part 1: Classroom Management Plan
The purpose of this classroom management plan will be to motivate and engage kindergarten students in peer collaboration, guide diverse students to remain on task and organized, outline resources and supports, delineate how a functioning learning environment will be established, communicate expectations and procedures, and explain how behavior data will be used to inform classroom management practices.
How to Motivate and Engage Collaboration among Peers
The first step is to create an engaging lesson structure that allows time for peer interaction (Sayeski & Brown, 2014). The teacher will use multiple media types during instruction to increase understanding (Sayeski & Brown, 2014). In a normal year, student seating will be face to face grouping to encourage interaction and groups will be rotated regularly to encourage interactional diversity (Niles, 2005). In Appendix A, there is a layout to help with room visualization. During the pandemic, seating is mandated by the El Paso County Health Department, Colorado Springs School District 11, and the COVID team for the Academy for Advanced and Creative Learning. The layout includes three foot spacing around student desks, no group tables, and no shared supplies (Academy for Advanced and Creative Learning, 2020).
How Students will be Guided to Stay on Task and Organized
Students will utilize flow carts, response cards, and hand signals, to remain organized and on task due to varying academic proficiency. The teacher will float through the room to help as needed, and provide behavior realignment cues and replacement behaviors (Sayeski & Brown, 2014). In a standard year, the teacher will have a basket on the central table to turn in completed work for easy access (Evertson & Emmer, 2013). At this time, all student work is turned in digitally in order to reduce the risk of cross contamination. If a teacher requests artwork or other paper materials, they must sit untouched for forty-eight hours prior to teacher interaction.
Resources and Support Inside and Outside the Classroom
One support that students will use in the classroom is a visual schedule (Evertson & Emmer, 2013). Second, students will use planners or graphic organizers to help them manage expectations, track assignments, and keep organized (Niles, 2005). Technology use and access will be outlined in the visual schedule and the teacher will have displays above the technology stations with student names and pictures to help students know which station to use (Niles, 2005). During this HyFlex learning environment, students will use their school-issued Chromebooks to interact with the Google Classroom for each subject.
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How a Functioning Learning Environment will be Established
In the classroom arrangement, there will be triangle tables that can be reconfigured into grouped tables when allowed. There will be wide spaces around the chairs to enable easy movement for students and the teacher (Niles, 2005). The whiteboard is visible from every seat, allowing for student contribution and large group work (Niles, 2005). The classroom will be organized to support all learners through table seating for differentiation. All students have school-issued Chromebooks to promote equitable access for all (Niles, 2005).
How to Ensure the Classroom Expectations and Procedures are in Place
From day one, routines will be outlined and displayed near the classroom door (Evertson & Emmer, 2013). Expectations include raising one’s hand, when to use the restroom, and how to enter the room (Evertson & Emmer). Students will be encouraged and praised when they make positive behavior choices and receive special privilege tickets (Evertson & Emmer, 2013). The teacher will give guiding realignment questions followed by practice to reinforce proper procedure (Niles, 2005). If inappropriate behavior continues, the student will be relocated to a calm desk to and employ self-monitoring strategies like calming activities, visual walk-through cards of self-regulation techniques, and behavior goal sheets (Niles, 2005). If escalation is needed, the student will work on a Think Sheet to go with a letter home (Sayeski & Brown, 2014).
How Data is Related to Student Behaviors, Responses are Collected, and Used to Inform Practices
The teacher will use a quick Google Form to make notations of positive social emotional, behavioral, and self-regulation growth in the kindergartners. This form will import to a spreadsheet that will concatenate the information into a paragraph for the teacher to send in email or text to the family, as well as input in the school record keeping program. The spreadsheet will chart individual student behavioral and social emotional growth over time, as well as alert the teacher if a student has not received feedback in a set amount of time. The teacher will also have a data overview of the whole class, which will help inform Lifeskills instruction. The goal of this new system will be to impact student behavior through the strengths-based understanding principles put forth by Temple Grandin, Love & Logic, as well as Capturing a Kid’s Heart Training.
Individual student behavior issues will be recorded on a three-point system with time of day to determine if a certain area of instruction or time is presenting behavioral obstacles (Sayeski & Brown, 2014). The teacher will assess student ability to engage in the behavior management process, any roadblocks to effective management, potential flaws within the behavioral expectations, and implement changes as needed (Niles, 2005).
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Part 2: Communication Management Plan
A solid, adaptable communication plan must go with any classroom management plan (Evertson & Emmer, 2013). This communication management plan will address how to communicate with, establish and maintain positive relationships with parents, make the connection from school to home to promote positive relationships, address technology and access for students and families in a safe and productive way, and express the overall intent to create a collaborative learning environment that fosters growth as it integrates families, colleagues, and professionals.
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Establishing and Maintaining Positive Relationships with Families
This kindergarten classroom comprises an inclusive group of students from a variety of backgrounds, with varied needs and different levels of parental involvement. First, parents should be able to select their preferred method of communication and that should be noted within the student’s file (Truby, 2019). Second, family member’s opinions should be solicited to develop a sense of equity through shared decision-making (Conderman, Johnston-Rodriguez, Hartman, & Kemp, 2010). The teacher will communicate in many formats, including handouts, emails, verbal discussions, school communication programs, and videos (Cooper, n.d). All communications will be crafted with a warm and friendly tone, using simple, layman’s terms and including helpful graphics (Stephens, 2011).
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Promoting Positive Relationships regarding Professional Decisions and Actions
School to home communication should be two-directional, where parents are encouraged to ask questions, give feedback, and provide information (Truby, 2019). This communication should be informal and friendly, expressing warmth and kindness, and creating a sense of security and collaboration between the teacher and parent (Conderman, et. al, 2010). There are times that professional decisions or actions must be made to maintain educational equity and a safe learning environment for the students. For example, the kindergarten is operating as a single cohort and three teachers are providing differentiation in all subjects for ability levels from preK through third grade. This year, more than ever, it is important to differentiate lessons and challenge these students appropriately. One should use the purpose, procedure, and permission statements to discuss how best to serve these students with their parents and other staff members (Conderman, et. al, 2010).
Professional decisions and actions that stem from negative situations like a student acting out in class need to be handled forthrightly, but with the sandwich technique to review the situation (Conderman, et. al, 2010). For example, it is best to highlight a growth that a student has made, share a concern regarding a particular behavior during a lesson, and outline what was done, then ask how everyone can work together to address this issue (Conderman, et. al, 2010). By keeping communication open and frequent, one can invite families to help make a meaningful connection in the midst of a concern and reinforce the bond between the school and home (Niles, 2005).
Utilizing Technology Safely, Productively, and Positively
Prior to this year, thirty percent of the class did not have internet access at home. This year, all students have internet access, either provided by our local cable company, school hotspots, or grants from local businesses. Students have access to technology at school and at home with a framework of safe search and good digital citizenship under teacher guidance (Truby, 2019). Their families will need access to technology in order to complete certain school-related tasks, which is available through the school-issued technology.
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Intent to Establish a Collaborative Learning Environment
The overall intent of this communication management plan is to establish a collaborative learning environment that integrates families, colleagues, and professionals to create a student-centered, growth-minded classroom dedicated to the supporting student intellectual, social-emotional, and physical development. Students intellectual needs will be fed through meaningful collaboration between all stakeholders, focusing on innovative ways to scaffold learning and offer appropriate differentiation to all students (Sayeski & Brown, 2014). One potential option for helping students’ growth would be to discuss a math class rotation, where colleagues within the same grade level shift students between classrooms to be able to instruct more students of a particular performance level. By asking for, and acting upon collaborative ideas, the students will benefit from a safe, growth-minded environment where the adults are all working to help them reach their full potential.
These plans for classroom management and communication management establish and maintain positive relationships with students and families including behavior reduction strategies and communication concerning them, address technology access for students and families in a safe and productive way, and express the overall intent to create a collaborative, positive student-centered learning environment.
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References:
Conderman, G., Johnston-Rodriguez, S., Hartman, P., & Kemp, D. (2010). What Teachers Should Say and How They Should Say It. Kappa Delta Pi Record, 46(4), 175–181. https://doi-org.lopes.idm.oclc.org/10.1080/00228958.2010.10516549
Cooper, J. (n.d.). Steps to Creating a School Communications Plan. Retrieved November 23, 2019, from https://www.campussuite.com/blog/3-steps-creating-school-communications-plan.
Evertson, C. M., & Emmer, E. T. (2013). Classroom Management for Elementary Teachers (9th ed.). Pearson. Retrieved from: http://gcumedia.com/digital-resources/pearson/2012/classroom-management-for-elementary-teachers_ebook_9e.php
Niles, W. J. (2005). Building a Classroom Management Plan for Inclusive Environments: From Fear to F.E.A.R. TEACHING Exceptional Children Plus, 2(1). Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ966530&site=eds-live&scope=site
Sayeski, K. L., & Brown, M. R. (2014). Developing a Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children, 47(2), 119–127. https://doi-org.lopes.idm.oclc.org/10.1177/0040059914553208
Stephens, K., & Office of Safe and Drug-Free Schools (ED). (2011). Social Media in School Emergency Management: Using New Media Technology to Improve Emergency Management Communications: Office of Safe and Drug-Free Schools, US Department of Education. Office of Safe and Drug-Free Schools, US Department of Education. Retrieved from https://search-ebscohost-com.lopes.idm.oclc.org/login.aspx?direct=true&db=eric&AN=ED543578&site=eds-live&scope=site
Truby, D. (2019, October 29). 5 Ways Schools Can Build Positive Relationships With Parents (Even Tough Ones). Retrieved November 22, 2019, from https://schoolleadersnow.weareteachers.com/build-positive-parent-relationships/#.WaSE4j6GNpg.
Appendix A
