सुधार

My general classroom management plan includes several aspects such as my own teaching philosophy, a classroom arrangement, implementing of a learning agreement, working with students’ behavior and an individual education plan (IEP) for exceptional students.

Speaking of my teaching philosophy, I can say that its fundamental aspect is to make everyone feel in the classroom like at home, and engage all the students into a learning process.

It supposes that I treat every student as an individual, with respect, kindness and caring.

And, of course, I want them to respect me.

Speaking of implementing a learning agreement, I should say that it supposes that everyone (including a teacher and the students) has his or her own expectations.

For my part, I think it is necessary to ask students about their expectations and understand the aims they have.

At the same time, it is important to inform the students about my own expectations.

That is a base for the future learning contract or agreement between a teacher and the students.

It is a must have in a teacher’s plans and it must be set in the beginning of the school year.

This is bloody brilliant opportunity for all to move towards the same goal – learning for all.

This learning agreement should be complemented by a consistent and persistent fair discipline and regular schedule.

Only if all these factors are included and successfully operated by the teacher, the learners will learn, grow and become responsible.

This plan should include some basic rules and rights (for example, “everyone has a right to feel safe and be treated with respect in a classroom”) for the students.

I think it is really important to elaborate this stuff by joint efforts (a teacher and the students), as in this case the students can feel responsibility for that.

I suppose the answer to this question depends on many factors, so before setting one particular structure we should understand who and where we are going to teach.

What is more, after a few time working closely with a particular group of students this plan might be corrected and complemented.

For example, if we teach very young learners, it will be difficult to set some kind of behavior agreement or contract.

But if deal with the children of the age of 10 and more, it will be very useful to set the rules from the very beginning.

As for the behavioral problems, there my plan as well as any other’s one supposes positive and negative reinforcement (praise, prestige or warnings and letters to home) with the following clear consequences.

But, in my opinion, a teacher should think more about how to engage the students into a process, how to encourage and motivate them, rather that punish.

In my opinion, successful management plan should also take into consideration meeting the parents.

It is necessary to involve the parents in a disciplinary process.

It is necessary to build strong relationships in a parents-teacher-students triangle.

As for IEP, I can say that I am ready to meet the needs of the exceptional students, accommodate them in the learning process and adapt any necessary assignments for their needs.

One last aspect, I think it is important to teach to state and school standards.

I think that if the rules a teacher suggests are differ from those ones in the whole school, this will negatively affect the students’ behavior.