Classroom Management Plan
Dymonds Davis
EDSC 458
06 December 2018
Table of Contents
Introduction………………………………………………………………………………3
Figure 1
Preparation before the School Year starts………………………………………………3-4
Routines/Policies/Procedures/Rules……………………………………………………4-5
Figure 2
Figure 3
Figure 4
Safety and legal requirements……………………………………………………………5-6
Working with administration and parents…………………………………………………6
Planning and Instruction………………………………………………………………….7
Figure 5
Student Diversity (Cultural and Special Needs).………………………………………7-8
Summary………………………………………………………………………………….8
References………………………………………………………………………………8-9
Introduction
Classroom management in art classrooms are just as important as other subject areas. Student’s success is heightened when classrooms are adequately managed. According to the Educational Leadership “classroom management is a collection of techniques that teachers use to encourage effective learning by minimizing distractions and disruptions’. (2018) Classroom management is a vigorous tool if it used correctly. According to the Educational Leadership journal, “Effective classroom management systems are effective because they increase student success by creating an orderly learning environment that enhances students’ academic skills and competencies, as well as their social and emotional development’. (Smith, 2014) It is also important to create daily routines and build trust and rapport with students.
Preparation before the School Year starts
Organization is one of the major keys to classroom management in the art classroom. Before students return to school, teachers should organize all materials and supplies. Supplies that are no longer useful, should be donated or thrown away. Students and teachers should be able to easily retrieve art supplies and materials. Art supplies should be stored in a designated area and should always be returned to the proper areas at the end of each class. Teachers should prepare a back-to-school checklist to make sure they have all the materials and supplies required. Teachers should also review the first week’s lesson plans arrange the classroom furniture.
Routines/Policies/Procedures/Rules
Routines, policies, procedures, and rules follow us throughout our entire life. All rules should be disclosed at the beginning of school. Rules should also be posted as a reminder to all students. Frequent review of the rules should highly be considered. High energy and creativity can possibly pose a problem in the art classroom and frequent review of the rules can help keep those problems at a minimum. Routines are hugely significant in effective classroom management. All routines should be established at the beginning of the school year, so all students will know what to do upon entrance into the classroom. A few weeks into schools’ students should be successfully start working on designated projects. Students should know where all supplies are located, for the most part. Daily routines are important and should be followed. Routines should become second nature to students.
Safety and Legal Requirements
Safety in the art classroom is extremely important. Safety guidelines should precede every lesson and proper use of safety equipment should be demonstrated prior to use. Safety equipment should also be clean and easily accessible to students and teachers. Sometimes dangers in the art classroom can be overlooked since they may not be as apparent as other classrooms. Here are a couple of ways art teachers can keep classrooms safe:
- Make sure each student knows the rules of safety and follows them.
- Only use materials that are safe for students to use and make sure to read the labels.
- Hang decorative safety signs around the classroom to remind everyone to follow the rules.
Teacher supervision while students are working with toxic materials or hazardous equipment is important. At no point should teachers not be supervising students while operating hazardous equipment. Art safety in the classroom should be aligned with the guidelines from the Art and Creative Materials Institute (ACMI), which the Fairbanks North Star Borough School District has adopted in the current Art Curriculum.
Working with administration and parents
Teachers working with administrators and parents is very vital. The more teachers collaborate with parents there is less of chance for behavioral issues. If students know parents and teachers communicatined often they would probably be more reluctant to act out. Communication between teachers and parents should not just be a negative situation. Teachers should also report to parents when students are doing what they are supposed to be doing or going above and beyond. Collaboration with administrators is important as well. When teachers work together to support students, students display a positive attitude. Students want to know teachers, administrators, and parents are supporting them.
Planning and Instruction
Planning lessons are an important step in classroom management, especially in the art room. Supplies and materials should be prepped beforehand, so teachers are not searching for things last minute. If possible, teachers should try and collaborate with other teachers in similar content areas. Successful teachers are always learning new material. When planning lessons, teachers should think about strategies, timing, materials, and success. According to Art Education, “Good lesson planning is essential to the process of teaching and learning materials’. (Marschalek, 2004) For art teachers, the instructions are given at the beginning of the class. Many times, these instructions can include demonstrations or instructional videos. Students may also need one on one help on specific projects.
Student Diversity (Cultural and Special Needs)
Fairbanks is a military town, so there is a variety of different culture and special needs students. Creating lesson plans for diverse cultures and special needs can be a challenge sometimes. For students with Individual Education plans (IEP), lessons plans could be extremely hard. Teachers must make sure special needs students are able to complete assignments. Sometimes lesson plans can take a little extra planning. Teachers sometimes must find ways to differentiate lessons for special needs students. They may have to find different equipment or materials for special education students. Teachers may also have to allow special needs students more time to complete assignments. Art can help expose students to the way art is created in different cultures. Many students are only familiar with the way it is done in their culture. A lot of students are not aware of the many different cultures. Teachers should try to choose lessons that are conducive to several different cultures.
Summary
Quality classroom management is essential in all subjects. Classes run smoother when they are properly managed. Creating routines help students be successful. Daily routines should be established at the beginning of the school year. Students will most likely follow these daily routines if they are properly rendered every day. Organization can also help with time management. Students should be able to easily locate supplies to complete assignments. Planning is also a huge part of adequate classroom management. Understanding student diversity, culturally and special needs, is also essential to great classroom management.
References
Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Social Support and
Classroom Management Are Related to Secondary Students’ General School Adjustment: A
Multilevel Structural Equation Model Using Student and Teacher Ratings. Journal of Educational
Psychology, 110(8), 1066—1083. https://doi.org/10.1037/edu0000256
Davis, M. (2014). Stop the Blame Game: Teachers and Parents Working Together to Improve Outcomes
for Students with Behavior Disorders. Journal of the American Academy of Special Education
Professionals, 48—59. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1134852&site=ehost-live
Marschalek, D. G. (2004). Four Learning Environments for the Contemporary Art Education Classroom:
Studio, Information, Planning, and Electronic. Art Education, 57(3), 33—41. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ740152&site=ehost-live
Marzano, R. J., Gaddy, B. B., Foseid, M. C., Fosied, M.P., &Marzano, J.S. (2009).
A Handbook for classroom management that works; Research-based strategies
for every teacher. Upper Saddle River, NJ: Pearson.
Smith, K., & Klumper, D. (2018). VIRTUALLY in the Classroom: Virtual reality platforms can give
preservice teachers’ opportunities to develop real classroom management skills. Educational
Leadership, 76(1), 60—65. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=131744395&site=ehost-live
Tell Me About: Tell us about your best-kept classroom management secret. (2018). Educational
Leadership, 76(1), 92—93. Retrieved from
https://search.ebscohost.com/login.aspx?direct=true&db=trh&AN=131744404&site=ehost-live