Name: Emma Huff

School: Lethbridge Collegiate Institute (LCI)

Teacher Associate: Tiffany Kiist

University Consultant: Darlene St. Georges

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Classroom Rules

1. Respect: for self, other students, teachers, materials and classroom space.

2. Inclusion: Following respect, having an inclusive attitude toward everyone in the classroom community.

3. Open-mindedness: Not everyone has the same opinion, nor should everyone. Listen and be respectful of others opinions even if they differ from your own.

4. Safety: Following respect: Safety for self and others within the classroom. Respect and care for the classroom material tools and safety procedures. Safety procedures will be available for students at all times.

5. Technology use: this will follow the rules set out by the TA. The students are able to use technology when appropriate.

6. Student made rules: Students will be given the opportunity to partake in the creation of their own classroom rules .

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I believe it is important for students to have a say in the classroom rules, this allows for more accountability. When students understand that these are expectations are expectations that they have set for themselves as opposed to expectations being place on them by someone else, they are more likely to respect and follow them. For this reason I believe it is vital to include students in the rule setting process. Normally, this would be done as a class on the first day of school However, I will be entering this classroom well into the year. For this reason I will follow the classroom rules set out by the TA and discuss with the students that I have the same expectations as the TA within the classroom. 

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Classroom Procedures

I will follow the classroom procedures that my TA has in place to ensure consistency for the students. I will use my own attention getting strategies as well as transition strategies that I find work well. I will develop this section further once I have had the chance to speak with my TA more directly. 

Attention-Getting Strategies: 

- Individual welcomes as the students enter the classroom using individual names

- Welcome to the class as a whole once everyone has entered the room, "Welcome class" or "Welcome everyone"

- If attention is needed while students are working I will use a variety of simple attention getting strategies such as " Everyone, pencils down, eyes up." " Could I please have your attention class."  "Grade ___ (9, 10, or 11) Could I please have your attention ______(wherever I am in the room)"

Transition Strategies:

- I will provide the students with an agenda for each class.

- I will provide the students with time warnings when we are getting closer to big transitions or to the end of the class to allow for cleanup. I will provide time warnings at 20, 15, 10 and 5 minutes (depending on the length of cleanup needed).

Individual Seatwork Procedure:

-Students may choose where they sit, if problems arise they will be dealt with on a case-to-case basis and students will be asked to move if working un-productively. 

Question Answering Procedure:

-Students generally use the hands-up answering system. They also often ask students around them for clarification first before asking the teacher.

Leaving the classroom:

-Students will ask the teacher to leave the classroom.

Clean-up procedure:

-Because there is a diverse range of materials and clean up procedures within the art room the clean up procedure for specific materials or practices will be outlined for the students at the introduction to the unit. The students will be provided with an anchor chart or laminated sheet to refer to when cleaning. 

-The expectation is that students will independently clean the tools and materials with regards to the proper procedure for the materials.

-Students will be provided with time warnings near the end of class so they can begin clean up with enough time to finish before the bell.

Safety Procedure:

-Students will keep work areas clean and clean up any spills immediately. 

-Students will respect tools and use them with proper care and procedure.

-Materials will be put away in correct spots after use.

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I will explain to the students that I will follow the current classroom procedures. I will ask them to follow and respect any new clean up or safety procedures I present to them in my time in the classroom.

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Relationship Building Plan

Throughout my practicum experience I will do my best to build meaningful relationships with each of the students. I will begin by learning as many of the students names as I can within the first week. I will greet the students when they enter the classroom, I will use their names as I learn them as both a way to connect and a way to remember more names more quickly. I will have conversations with the students as often as I can in the first few days as I am observing and interacting within the classroom. I will find out what the students interests and hobbies are and I will talk to them about mine as well. I will potentially do an introduction activity with the students on my first day as a way for them to get to know me a little better. This will also help me learn a little more about them. Throughout the remainder of my time I will show the students I am interested and invested in what they create, and what they care about both inside and outside the classroom. I will let the students know I am always available to talk, regarding classroom work or otherwise. I will hopefully join extra curricular activities and be able to be involved with my students outside of our classroom environment. 

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Intervention Plan

prevention: I believe the first step in prevention of misbehaviour is building a relationship with my students. This will help instill an atmosphere of respect within the classroom. I will circulate the classroom while the students works to encourage a positive work environment and manage any minor misbehaviours with a simple redirect of attention or with proximity strategy.

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Reaction: If the minor misbehaviour escalates and the student continues the unwanted behaviour, I would start by simply stating the students name in a neutral tone. I will ask them to please stop the behaviour and remind them of the classroom rules and expectations.

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One on one: If the student continues the unwanted behaviour past the reaction stage I will ask to speak with the student privately after class. I will ask the student if there is anything they would like to talk about. I would explain to the student the behaviour exhibited in the class was unacceptable and will not be further tolerated. I would explain to the student that I am there to talk and help them if they need. I would remind the student of the classroom rules and expectations and ask that they please follow them in the future. This would be done with the presence of my TA.

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Further intervention:  Because I am a pre-service teacher in the presence of a teacher mentor if a behaviour required further intervention  I would follow the intervention plan of my TA and observe as further intervention takes place. I would be present for any conversation with the parent or administration to observe and discuss my interaction with the student. 

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Reflection on Classroom Management Plan

Strengths: I feel that my strengths in classroom management will be both in the ability to build genuine relationships with my students and my comfort and experience in the classroom as an Educational Assistant. As and EA in the classroom part of my responsibility was to be aware of potential for misbehaviour before it occured in order to keep the classroom environment a positive one. I find it easy and enjoyable to relate to my students and find building relationships happens quite quickly. This will allow a positive environment to be established early. 

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Areas for growth: I feel that the biggest area for growth in my classroom management plan will come with experience. As a pre-service teacher I have some strategies within my toolbox for classroom management but as I experience more class time I believe all areas of my classroom management can improve and I can add additional strategies and techniques and build upon the skills I currently possess.

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