Disciplan Plan for Kindergarten - Coursework Example

1. ment of Philosophy According to the ment of philosophy discussed previously by me, rewards and punishment approach would be ideally suited to a kindergarten classroom management. Canter’s assertive principle could be followed in this context where the teachers may decide upon the rules, the set of rewards and punishments to be implemented. Teachers managing a classroom with efficiency are perhaps the most important facets in order to create a favorable environment for education. A chaotic classroom results in increased difficulty in learning and hence, heightened frustration for the teacher. No matter how much planning goes into the curriculum, relationship building and student assessment, it all stands useless if the classroom is inefficiently managed. However rewards and punishment policy is focused upon the development of a child’s extrinsic motivation but his or her intrinsic motivation is negatively affected especially at the kindergarten level of education. Rewards and punishment power base used by a teacher might help in implementing discipline in the classroom for the short term but since intrinsic motivation is not developing, a seemingly well-behaved child would tend to deviate from his conduct in the absence of the opportunity of rewards. Although this strategy is mostly effective amongst the primary level of kindergarten level education, the child’s self development and inherent nature is hampered. Hence one needs to combine this with some other strategies in order to formulate a discipline plan ideally suited for the inherent development of the child studying in the kindergarten. For instance referent power base demanding complete involvement of the teacher might be well suited to this level of education system. Hence one or more of such approaches or power system might be implemented. A collaborative strategy might be put into effect where the control lies partly in the hands of teacher and partly with the students. This is a collaboration of student-directed as well as teacher-directed approach. There are four power bases and three management theories, which need to be selectively chosen from in order to implement a discipline plan for a classroom. The four power bases are referent power, legitimate power, expert power and reward/punishment. The theories are student directed or non-interventionist, teacher-directed or interventionist and collaborative. In case of referent power base the student automatically respects the teacher who is always involved in different classroom activities and encourages their participation in those. (Levin and Nolan, 2004, p.80) Legitimate power base functions with the teacher making it clear to the class the purpose of their presence and what is expected form them. In case of expert power the class automatically follows the teacher and is disciplined because the teacher is knowledgeable and students are keen to learn and improve their grades. The reward/punishment power is explained already. (Levin and Nolan, 2004, pp.81-82) Expert and referent power base work well with student-directed approach while legitimate and reward/punishment work well with teacher-oriented and collaborative strategies. The disciplinary plan proposed here is directed towards a class of 25 children from different ethnic backgrounds, lying between the age group of 4-6 years approximately and availing general education. There are children from Asian, as well as American backgrounds with linguistic diversity. The socio-economic status they belong to differ within a span of lower-middle class to upper class background. Socioeconomic differences are likely to create psychological differences within the children. The class I teach does not have any children with disability and hence no elaborately designed special education schedule is essential. 2. Behavioral expectations: Expectations of students’ behavior in class My expectations regarding children’s behavior runs parallel to what is expected from the citizens in a democracy with the certain decision-making power with the authority/management/teacher (in a classroom). This is the main goal of a student directed management strategy followed in a classroom. In this case it is believed that the ultimate responsibility lies with the students. In such a setting there is hardly any place for punishment but the teacher rather provides them a guideline regarding how to overcome their problems. In case of a teacher-directed strategy the teachers take all the decisions about the aspects like the curriculum, classroom design, assessment criterion, etc. I would expect the children of my classroom to be self-disciplined and motivated intrinsically. For this purpose a collaborative approach could be effective. Here the strategy involves both student directed/ non-interventionist and teacher directed/ interventionist approaches. (Levin and Nolan, 2004, pp.91-92) Since the children belong to a minor age group I would like to keep the final control in the teacher’s hand while giving them a certain level of freedom to take decisions or make choices. In this theory of management, students’ behavior is influenced by both the teacher and the students and is a joint responsibility. This theory is chosen owing to the age group of the students targeted by the plan. They might not know what is best for them and hence the teacher should help them be self-motivated and give them options to choose from instead of giving them complete freedom to make a choice. For instance I would like to discuss with them which subject they would prefer to study first. A voting might be carried out and accordingly decision is taken. However since preference varies from one child to another, I intend to alter the subject taught at the beginning of the class every week according to individual choices. I expect them to be involved in making charts and posters with my guidance and the theme of these charts might be discussed in a collaborative manner. Class meetings will be held once in every week. I would also like to have a children’s magazine for the class when they will be encouraged to submit stories, poems and pictures. Children’s plays might be enacted in the class with the guidance of the teacher. The children will be encouraged to discuss their thoughts with me during the class meetings. Offcourse as a teacher I would be pointing out their flaws and guide them to create what is the best way they can present their creations. A monitor/prefect will be appointed every week to list down the names of his or her peers whom he or she has found misbehaving or not following rules. The report will be submitted to the teacher who will decide upon the consequences after hearing out the accused child. The consequences will follow an already decided pattern. In this manner a collaborative approach might be implemented. Rules of learning environment The kindergarten students of my class are expected to understand the guidelines given to them and act accordingly instead of the teacher having to repeat them everyday. Since a “classroom is a complex interaction of students, teachers, and materials. Guidelines help to increase the likelihood that these guidelines should support teaching and learning and provide students with clear expectations and well-defined norms, which in turn will give them the feeling of safety, security an direction” (Levin and Nolan, 2004, p.135). When rules and norms are provided to the children and are given to them as guidelines, it is easier for them to get motivated and avoid peer pressures, which normally hamper the healthy learning atmosphere. Routines that call for a specific schedule of behavior are essential to be provided to the students. I intend to change the daily routines every week, as mentioned in the previous section. This will be put up in the form of a brightly made chart on the wall of the classroom. This work will be assigned to a different child for every week. The negative behavioral traits like talking in the class, not washing hands after play, bullying one’s classmates, disturbing others or distracting the class during assignments and activities will be listed down and put up in one corner of the room. This way the children would know how to behave and what kinds of attitudes will be taken as bad behaviors. Guidelines regarding the subjects taught in class will also be put up. The assignments will be exchanged for peer comments. However it is understood that children might not be able to pick up the rules immediately and hence feedbacks need to be provided by the teacher on their works and behavior. A monthly report will be given to them to be signed by their parents. These reports will enlist which areas each of them requires to improve. Along with this a weekly feedback will be given for each of them during class meetings. There will be three warnings after which the teacher resorts to other management strategies such as punishments. How are the rules chosen or decided: The idea behind choice of rules is to enable the children to be self-motivated on one hand and on the other, to be well aware of the consequences of their actions. For this the reward/punishment power base and referent power are adopted. Since the rules are chosen in such a way that the students will clearly know what is expected from them and what could be the consequences if these rules are not followed. Often teachers tend to take decisions on the spot but I would prefer to have a list of rules as well as consequences if they are broken represented in a chart put up on the wall of the classroom. Rewards and punishments will be distributed as per the rules of conduct. Referent power base is also applied in this case along with rewards and punishment such that a collaborative management theory might be applied. As the teacher, I will be involved in the different activities along with the children. Hence the children will automatically understand and abide by the rules when they find their teachers working with them and arranging different activities for them. (Levin and Nolan, 2004) Expert power base will not work in this case because the students are too young to automatically realize the importance of expertise and learning. Rewards and punishments at this level is necessary to motivate them along with direct involvement of the teacher such that the motivation is not completely intrinsic in nature. Since a collaborative approach and referent power base in undertaken, in case of any class member being accused by his or her mate, a trial will be called where every member of the class can give his or her decision. The teacher will conduct the trial and decisions will be taken after open discussion. Consequences for acceptable and unacceptable behavior As mentioned before I believe in well chalked out list of rules and consequences and explaining them to the students such that they might avoid and deviation. However as discussed before it is unnatural for such young children to automatically pick up and follow the rules. Hence initially scores might be assigned beside their names written on a chart put up on the wall. Anyone getting five or more stars would be rewarded with gifts like a chocolate box or some puzzle-solving game, which they might use for learning purpose. For instance time-out is a good way to punish a child at kindergarten level for misconduct or showing negative behavior. A certain time period of isolation might help the child to settle down his mind. Often a gentle threat of calling their parents for a meeting helps in restoring proper behavior in children. Feedbacks sent to their parents and asking them to get it signed also helps them to be disciplined. These consequences will be clearly listed down such that the students know what to expect and when. 3. Documentation of policies Every once a week I will discuss the constitution with the students and ask them if they have any suggestion or queries. Amendments might be made from time to time. The Bill of Rights will have the following components: Freedom of speech: Students are free to express their opinions but politely. They are free to exchange ideas and opinions but should not engage in conflicts, abusive language and fights. This would first lead to time-outs (they might not be allowed to play during recess), and then if such behavior persists feedbacks will be sent to their parents and the next step would be suspension from activities involving the rest of the class. Freedom of religion: Owing to an ethnic diversity in my class, religious tolerance is a serious issue to be implemented. An individual is free to follow may particular God or not believe in God at all. Any child showing any deviation from tolerance or trying to show any disregard for anyone’s personal beliefs will be subject to time-out. If the behavior continues, repeated time-outs will be pursued. Freedom from corporal punishments: Students are free from any corporal punishments. The punishments implemented are carried out through negative feedbacks, time-outs or suspension from common activities such as isolation from the recess period. No beatings, thrashing or physical pain will be inflicted on them. I believe that violence hamper the proper psychological development in a child. Right to trial: Children are free to complain about their peers if they face any problem from them. Also the monitors might report about any misbehavior of breach of the code of conduct enacted by any of the students. Yet the accused is called for a trial where every member of the class will give his or her decision in the form of a secret ballot and I will discuss the decision about whether the accused will be declared guilty or not with the entire class. The process will be transparent and the anonymous votes will be revealed to the entire class in order to avoid any misunderstandings. Control over property: Children have the right to their personal property like books, pencil box, color pencils etc. Any attempt to steal will be taken as a serious offense and punishments will follow in the same order as the breach of conduct under freedom of speech. Again, I, as a teacher will not search their bags or things without their permission even if the concerned child is suspected of stealth. Right to assemble: Children are free to express their opinions collectively regarding any likes or dislikes through posters and banners put up before their desks or on the door. No abusive language or slang should be used to express children’s opinion. Any deviation from this code of conduct would result in rejecting their demand completely and encroachment on the list of their other rights. Letter to parents Dear Parents/Guardians The purpose of this letter is to convey the details of a discipline plan proposed for our kindergarten. We would request for your kind help to make this plan effective. Kindly go through the information presented here and sign the confirmation slip at the end of the letter. The discipline plan is based on a collaborative approach between the students and the teacher. I would like my students to feel like members in a democratic setup. Yet considering their age group the teacher needs to intervene or guide them rightly through the process. In the plan proposed for the kindergarten school, students will be encouraged to participate in activities other than studies and once a week class meetings will be held which might mean a bit longer stay at school than usual. We would expect your kind cooperation and permission in this matter. In this meeting we intend to discuss our week’s activities and assign tasks to each child. To make their subjects interesting they will be subject to a set of activities involving participation in writing or drawing for the students’ monthly magazine. I, as the teacher will be guiding them through the process. Their subject preferences will also be discussed and the routine will be changed every week. Once again, we will require your cooperation in helping them pack their bags according to their altered schedules. A copy of their routine will be given to them to be carried home for you to take a look. Regular attendance is essential for them to avoid a break in continuity of their schedule. We would follow a system of rewards and punishments in order to motivate them further since at this level of education we cannot rely totally on intrinsic motivation. Feedbacks will be given to them to be signed by their parents. Hence kindly check their bags to find out their report cards at the end of each month. According you might even follow a reward/punishment strategy at home but in a mild way off course as far as punishment is concerned. Please sign the feedback reports and help us discipline your child. Sincerely, [NAME & signature] Please sign and return the segment below Parent confirmation Slip I have read the information about the discipline plan and agree to cooperate in this matter Parents’ comments and suggestions ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ _________________________________ Parent signature and date Letter to the principal Dear Principal, This letter is meant to discuss the basis of a formalized discipline plan outlined for my kindergarten class. I shall be grateful to receive your kind approval and encouragement. Kindly fill up and sign the slip below after you have read the letter. The formal discipline plan framed for my kindergarten class is essentially based upon a collaborative approach with implementation of reward/punishment power base along with referent power of the teacher. I intend to be continuously involved with the children and encourage them to follow versatile activities. At the same time a list of rules, codes of conduct and consequences will be hung up on the wall of the classroom. This will avoid any surprise when a decision or punishment is implemented. At this juncture intrinsic motivation cannot work independently and hence some extrinsic motivating actors like rewards will help. I intend to make my students feel as a part of a democracy. The Bill of rights and other codes of conducts are designed along with consequences, which are not corporal in nature. Students’ participation will be encouraged in all matters extending from curriculum to the trials of an accused. I have complete belief that this plan would generate positive response form the children. Your kind cooperation and approval is expected in this regard. Thanking you, Sincerely, [NAME &Signature] Principal’ comments and suggestions ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ _________________________________ Principal’s signature and date 4. Explanation of the discipline plan The real part of the plan is to explain it to the students. A class might be devoted to explain each clause of the plan. This might be done through drawings made on the board, explaining through short incidents or stories where anyone of the names from the class might be picked up as the characters of the story. This story might be framed such that it highlights the rewards and punishments expected from each kind of misbehavior or breach of conduct. Their rights might explained through examples of pictures, pamphlets and posters distributed to all. To explain to them the way of expressing their feelings peacefully through assembly, photos of marches and such assemblies might be shown to them. To introduce tolerance towards religion, pictures of different religious institutions might be exchanged amongst the children. This way they will learn to respect and understand the religion and culture of their classmates. 5. Plan Summary. The discipline plan designed here for the kindergarten students incorporates a collaborative approach that indicates a combination of interventionist and non-interventionist approaches. The students are encouraged to take part in decision making for the classroom especially with regard to the way it is decorated and the activities to be followed in a week. The teacher’s role comes in during the class meetings when discussion takes place elaborately and the teacher can guide the students to bring out the best in them through creativity. At the same time, explaining and listing out the rules and consequences for misconduct or breach of rules will help the students expect what is awaiting them for their actions. Pictorial representations of these rules might help the children notice and remember them. Reward and punishment power is appropriately exercised because one cannot rely completely on intrinsic motivation at the kindergarten level of education. This way the plan is expected to function well and bring out the best in a student almost like a democracy. References Levin, J. and J.F. Nolan, (2004). “Chapter 4: Philosophical Approaches to Classroom Management”, In, Principles of classroom management, Michigan: University of Michigan, pp.77-96 Levin, J. and J.F. Nolan, (2004). “Chapter 6: Structuring the Environment”, In, Principles of classroom management, Michigan: University of Michigan, pp132-153 Read More