Essay on "Classroom Management Plan, Most of the Children"

Essay 5 pages (1698 words) Sources: 4

[EXCERPT] . . . .

classroom management plan, most of the children's time is spent in designated activities that are designed to promote their personal development. These include reading, artistic activities and mild physical activities, each designed to meet the unique needs of the children. I provide physical and emotional security for each child and help each child to know, accept, and take pride in himself or herself and to develop a sense of independence. The children's artwork is displayed on the walls. All the furniture is designed for their small bodies to fit in comfortably. Nothing dangerous is in reach.

Ultimately my goals are as follows:

To effectively manage, direct, and supervise the day-to-day operation and coordination of child activity

To keep accurate and thorough records administrative information, observations and progress of the children

To coordinate and motivate staff to perform to its optimum ability

To contribute to assisting my community

Philosophy

Multiple Intelligence Theory

I believe in the multiple intelligence model and would apply its theories to my management of the classroom. Henry Gardner's model of multiple intelligences is based on the notion that intelligence is not an across-the-board measurement tool within an individual. In other words people's levels of intelligence vary according to their individual abilities in areas such as verbal abilities, mathematical aptitude, and spatial and motor skills. In total there are seven different categories of abilities, or intelligences, that Gardner describes. These are: verbal/linguistic, musical/rhythmical, logical/mathematical, body/kinesthetic, visual/spatial, interpersonal, and intrapersonal (Gardner, 1993).

These abilities develop naturally to a point, according to Gardner, but are also influenced by factors such as talent, personal motivation, and environmental nurturing .Gardner believes that each of these intelligences can be developed to its maximum status, given the proper stimulation. The only thing that could prevent the possibility of optimum intelligence in all of these areas, notes Gardner, is brain damage (Gardner, 1993).

III. Invisible Curriculum

A. Parent communication

Communication with parents is important because it allows for a two way flow of ideas and it prevents misunderstandings. I provide parents with information about health and child development that I have gathered from various reliable resources, and also have a table with a variety of pamphlets that parents can take home for free. I also keep records of the developmental progress I see in the children and strive to keep the parents abreast of these observations.

B. Classroom management

I provide an emotionally safe and secure environment for the children by making sure that no one is bullied, put down or made to feel inadequate in any way, either by other children, myself or family members. I will not tolerate any physical punishments, for example if a parent attempts to spank a child for crying when they are being dropped off, I immediately inform the parent (in the most diplomatic way possible) that that type of behavior is not tolerated here, and that they can do what they want in their own home, but there will be no physical, verbal or emotional abuse on my property. I also make the children aware of all of the classroom rules which are spelled on a bright sign near the front of the room.

I am a strong believer that positive reinforcement is more valuable than negative reinforcement. Therefore if, for example, a child picks his nose, rather than punishing him I will explain to him the positive aspects of good hygiene and good manners (In a way that a young child could understand, of course). Another example would be that if a child puts another child down, I will have them tell that child that they are sorry and then name three things they like about them.

All of the major rules are posted on a poster board in bright colors in the main room. These include "be nice," "share with others" and other positive statements. I try to keep everything in 'positive mode' rather than 'don't do this' or 'don't do that' which tends to make children feel restricted and therefore defiant.

In regard to safety, making sure that there are enough qualified staff members available to watch the children at all times is of paramount importance. It is also critical that these staff members are trained and certified in first aid. Everything in the facility is childproof, including outlet covers and plates on outlets to prevent electrocution, smoke detectors, door-knob covers and door locks, cabinet safety latches and cordless phones to prevent strangulation and to have available in case of an electrical outage. In addition, emergency numbers are posted next to all phones, including numbers for poison control center, nearest emergency room and pediatrician. An emergency fire map is also posted in several rooms.

C. Layout

There is a library located in the back of the main room, along with giant cushions for the children to sit on. The middle of the room is an open area so that various activities can take place. Outside there are swings and a slide.

D. Schedule

9:00 Arrive/Free Play

9:20 Circle Time/Reading (if extra time, we may do an art project)

9:40 Daily lesson -- health/social/or emotion

10:00 PE/Snack

10:20 Creative activities

10:50 Math

11:05 Language Arts (stories, poems, Nursery Rhymes, ABC, etc.)

11:30 HOME

IV. Visible Curriculum

A. Assessment Methods

I hold staff meetings three times per week, on Monday Wednesday and Friday, so that we can discuss or objectives and plans for the week. We also devise and divide the schedules so that everyone spends an equal amount of quality time with the children. We also discuss the progress reports of the children and try to determine ways to best serve their changing developmental needs. I also record changes in language and communication and physical and cognitive abilities. I have devised special record keeping forms for attendance and progress of the children. I have also developed a list of goals and competencies, as well as a policy of ethical standards which has been read and signed by all staff members.

I am a firm believer in independence, so although I have to help some younger children with activities such as eating, toileting, getting dressed, and cleaning up, the older children are asked to take care of these tasks on their own whenever possible. I also keep track of their progress in these areas.

B. Activity Planning

I prefer a mixture of theme based and skill-based curriculum planning. I am a huge believer in encouraging creativity from a very young age because I believe that creativity development is the cornerstone of all other types of development. Therefore I encourage the children I work with to express themselves freely without worrying that they will get in trouble for being too loud or too excited. I encourage the children to color with crayons and rather than use coloring books that encourage them to stay inside the lines, I usually just give them blank paper and let them draw whatever they want. I also make sure to support their creativity by complimenting them on what they do. I never want them to limit themselves because they feel they have not received the proper encouragement.

In order to promote cognitive development I often read to the children. I try to use a great deal of inflection in my voice so that even if they don't understand the words I am reading to them, they can still absorb the rhythm of the language. I also use music a lot to improve their cognitive development -- everything from singing to having them listen to soothing music. In addition, I try to get them to become accustomed to identifying shapes and colors so that they can begin to make identifications on a cognitive level and later use that knowledge as a building block for more in-depth learning experiences.

The children I teach… READ MORE

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