The Class Rules at School - Essay Example

AR room Management Plan 8/10 room Management Plan Introduction All over the world it is seen that education has become a primary necessity for every individual. Today the class or race does not matter much but rather the education one achieves has a greater importance. Special students have also been given preference when it comes to studies. Classroom Management Plans are designed to help students to achieve a better grade and better environment to study. This essay would further discuss the classroom management plan in relation to several aspects of education and would further recommend certain improvements if needed by the authorities (Aragon et al 2004; Khalsa 2007). Visual Environment The management planned outlined revolves around several aspects of visual learning through which the students can be encouraged to study. This management plan puts forward a specific arrange for the classroom which would help them to get more interested in learning. Bulletin Boards are recommended in the classroom plan which guide the students to do as is required by the teacher. The boards are made in an attractive way so that all the students take part in different activities. The star bulletin board is the most attractive one of these boards which has the name of the highest scoring student in the class. A student would strive hard to have his name on that board. In other words these bulletin boards are motivating the students to learn and compete with each other. Similarly walls are also decorated in such a way that the students are attracted to the charts on the walls. Different posts about the classrooms are put on the walls which are there to attract students. However the visual environment should be further enhanced to motivate the students more towards learning. The students should be provided with a colorful background which would attract them more. The students should be provided with projectors which would help them to view slides as a presentation. Presentations on the computers would help them to learn even more (Khalsa 2007; Burden & Cooper 2004) Physical Arrangement The classroom management plan outlines several physical arrangement plans for the classroom because of which students can learn in a different way. The desks are arranged in a manner that students can learn in a cooperative manner. The classroom environment through this type of arrangement is made collaborative which would help students to learn together by discussing things and clearing out things even more. During the course of different assignments the students would be asked to make groups and meet at specific points like the conference table and carpet area. It is in these areas that students would be able to interact and learn in an interactive manner. The desk of the teacher is arranged at the back of the classroom so that he can guide the students. Bookcases would be kept in an area which would have many books and would allow students to read and even borrow books. The centers would be composed of a cluster of desks on which the students would rotate so that the floor space is not taken up. The arrangement of the room is done eloquently in such a manner that the students are able to access books and assignments altogether. The floor space is also conserved and the students are able to access different resources because of such a room arrangement. Handicapped Students should be provided with exceptional resources which would help them to learn in a comfortable manner. A specific space should be kept for them where they can sit in a comfortable manner. Students on wheel chairs should be allotted space in the classroom management plan where they can sit and study (Chopra 2009; Watts & McCord 2006). Rules of the Class The teacher does not discuss any such thing as to how the rules are developed. The class rules can be divided into a broad category which can help the teacher to judge students and as to how they are performing. They should be strict and lenient both so that the students get a comfortable environment to learn. Students should and can be involved in making the class rules. Class rules are made for students and opinions by the students themselves would help to judge as to what they require. The students should be given papers on which they can provide with opinions on certain rules so that they can be changed accordingly if reasonable. Students can also have polls on different rules of the class which would help the teacher to know as to which rule is popular amongst the class fellows. All these would help the students to take part in the formation of class rules and follow them (Aragon et al 2004; Ashbaker & Morgan 2006). Delivery of Instructions by the teacher The teacher does outline how the instructions in the class would be delivered. The teacher outlines in the management plan as to how instructions would be formed to follow the protocols of the class room in which the students can study and interact both. The teacher does not lay down any specific lesson plans but she does outline about files which would help the teacher to carry out the lessons. These files would be present for every subject and would help the teacher to give out assignments to the students. Every file would have different purposes which would help the teacher to give the assignments in the class. The materials which are used in the classroom by the teacher would be present in these files and used accordingly. The teacher would use different intelligence abilities so that the teacher can mark all the students and act in a similar fashion. The abilities of all the students would be tested and every student would be motivated by the teacher to take part in class discussions. In other words the higher the ability of the students the higher would be instruction plans given by the teacher (Khalsa 2007). Classroom Protocols Yes the classroom management plan has protocols which would help the students to know as to what has to be done in specific situations. Raising the hand of the teacher would indicate that the students need to participate and concentrate on what is being taught in the class. Moreover if the students need help they would raise hands even then so that the teacher comes up to them in person and helps them (Ashbaker & Morgan 2006). Transitions of the Class Transitions are handled by the teacher and the students both. Specific leaders from the students are selected by the teachers which would then follow different duties assigned to them. Attendance and lunch count are also seen by these leaders. When a student has to leave the classroom for washroom he would follow a specific action which would tell the teacher that he has to leave for the washroom. All these strategies would be effective for this group of students because it would not disturb the classroom and would help the students to become civilized enough. It would be effective so that the students do not have to face any problems and learn to take responsibilities as leaders. The teacher would then see that if the leaders are following the protocols of guiding the students properly or not. The teacher has specified leaders to look after the students and these leaders would also see that the classroom rules are followed in the playground and cafeteria too (Burden & Cooper 2004; Khalsa 2007). Communication Plan Yes there is a communication plan highlighted by the classroom management plan for the students, teachers and caregivers. The communication plan helps the students to be encouraged through positive feedbacks as the star bulletin board highlights the student who has achieved the highest. Moreover report cards and results are sent home to parents which are to be signed by them. The plan meets the need of contact as it helps both the teacher and parents to interact. Because of the conferences arranged it helps the parents to know about the curriculum in the school. Moreover pink slips are also sent home to inform the parents about the negative feedback of the students (Khalsa 2007). Conclusion The classroom management plan laid down by the teacher seems to be quite effective in creating an environment where the students can learn. In my view the only drawback of the management plan is that it does not include arrangements for the handicapped and the students with special needs. Students with special needs should be given special things through which they can study. People who have visual or hearing difficulties would be given a front desk where they can see and hear as per their abilities. Similarly a headphone set would also be kept for students who have grave difficulties in hearing so that when I speak they can hear me even more clearly. Children with visual disturbances would be given special consideration when it comes to taking notes in the class. Other than that the whole plan regarding the setting, transition, classroom protocols, visual setting, floor space and environment should be left the same as this environment seems to be perfect for the students. A paraprofessional can help the teacher to set up different things in the classroom and can assist him in carrying out certain tasks. The weaknesses of this classroom management plan can be overcome if a paraprofessional comes into role. References Top of Form Ashbaker, B. Y., & Morgan, J. (2006). Paraprofessionals in the classroom. Boston: Pearson/Allyn & Bacon. Bottom of Form Top of Form Khalsa, S. N. S. (2007). Teaching discipline & self-respect: Effective strategies, anecdotes, and lessons for successful classroom management. Thousand Oaks, CA: Corwin Press. Bottom of Form Top of Form Burden, P. R., & Cooper, J. M. (2004). An educators guide to classroom management. Houghton Mifflin guide series. Boston: Houghton Mifflin. Bottom of Form Chopra, R. V. (September 01, 2009). What Do Parents Need to Know about Paraeducators?. Exceptional Parent,39, 9, 22-23. Top of Form Watts, E. H., & McCord, K. (March 01, 2006). Collaboration and Access for Our Children: Music Educators and Special Educators Together. When Music Educators and Special Educators Work Together, All Students Are Likely to Benefit. Music Educators Journal, 92, 4, 26. Top of Form Sandoval-Lucero, E., Aragon, L., Bernal, C., Balderas, H. B., Carroll, D., & Chopra, R. V. (January 01, 2004). CONNECTING SCHOOLS AND COMMUNITIES: THE VITAL ROLE OF PARAEDUCATORS - The Paraprofessional Role of Connector. Remedial and Special Education : Rase, 25, 4, 219.Bottom of Form Read More