Post on 13-Apr-2018
Running Head: STUDENT CENTERED MANAGEMENT SYSTEM
Student Centered Management System
Jill S. Wood
Texas Woman’s University
1
STUDENT CENTERED MANAGEMENT SYSTEM
Section I: Student-centered Management System
Classroom management is a balance between what the teacher deems is his/her best
discipline style, what the school supports, and what a student needs to learn which all cumulates
to a very successful learning environment for each and every student. Although academia is the
main purpose for a school institution, there are also social skills that need to be taught. Students
come to school from many different and sometimes complex backgrounds; so the classroom is a
place where each student can learn what is acceptable and non-acceptable behavior and they can
be better prepared in that aspect when they go out into the real world.
Philosophy of Classroom Management
I believe all students have some inner level desire and expectation to learn when they
come to school. My goal as a teacher is to take their spark of interest and allow it to grow. I will
present learning opportunities that will enhance their self-confidence and knowledge of the
school material. I believe a student needs to learn how to work with their peers. They not only
need to know book knowledge but social manners as well. By working together in groups they
will learn both simultaneously. I will have a classroom culture that demands respect to everyone
so each individual will have a safe place to learn. My classroom will have rules that will be
followed or face the consequences. I believe that if a student clearly knows what behavior is
expected from him/her that the flow of the teaching/learning environment will be less confusing
and bounds are less likely to be crossed. I believe my students will appreciate our classroom
time together.
Ethical Standards
My goal as a teacher is to ensure each child is treated with respect and dignity in my
classroom. I will teach them how to resolve inner classroom disputes so they will learn how to
2
STUDENT CENTERED MANAGEMENT SYSTEM
properly treat their fellow classmates. I will be familiar with Chapter 37 in the Texas Education
Code and the Title 19, Part 7, Chapter 247 of the Texas Administrative Code. If a student is
being bullied or harassed I will take measures to have the perpetrator removed from my class so
there is a safe environment for everyone to feel loved and respected while learning. Every
student’s confidential records will be protected in a locked drawer and I will have the sole access
to their files. If, required by law, they need to be released and then will I will release them to the
proper authorities. I will not discuss any student’s confidential information with anyone
including my co-workers. It will be an honor to be a Texas educator and I will respect each pupil
as the Texas Administrative Code guides me.
Teacher Responsibilities
I want to positively bond with each of my students. The students and I will
collaboratively create a set of classroom rules and classroom behavior expectations that the
students are to abide. I will display this list on a wall so it is easily seen and can be enforced
verbally. I will be mindful that not one type of behavior modification technique will work with
every student. I will discipline a student that best relates to him/her. I will allow the students to
share control of assignments. For example, if I assign them a science project, which comprises of
researching, writing and drawing, I will allow them to decide individually which order they
choose to do their work but each part has to be completed for a passing grade. My classroom is
their classroom. I want to teach them how to be responsible, self-reliant and accountable for
themselves.
Student Responsibilities
Each of my students will take responsibility for their own actions. The students must
learn that their negative behavior has a direct effect on my teaching ability and the learning
3
STUDENT CENTERED MANAGEMENT SYSTEM
opportunities for them and their classmates. They must obey the classroom rules or will be
disciplined. They must take responsibility to recognize the violation, how it not only affects
them but how it hinders my ability to teach, and the class to learn. With my help, I will work
with them to resolve how their behavior can change. I will have classroom procedures and
classroom rules written clearly and posted so each student knows what class work and proper
classroom behavior is expected of them. I will have a positive attitude toward my students with
an enthusiasm for learning. My students will know I have high expectations of them to succeed.
Rules and Procedures
Rules are set together by both the students and me. If a rule is broken, then that student is
disciplined by the consequences for that particular offense. There are no rules across the board
that everyone gets the same discipline. Faye and Funk (1995, p. 179) suggests pulling the
student aside and asking him/her questions like “What would you like to happen?”, “Is it
possible that…?” Wolfgang (2009, p. 168). This procedure allows the student to have self-
revelations as to how their misbehavior affects those around them.
Interventions
If a student is off course I will give him the “evil” eye until I get his/her attention and
he/she gets back on track. I will walk towards the distracting student while continuing teaching
to the class. I may shake my head “no” to the student not paying attention to my lesson signaling
to him/her that his behavior is unwarranted and needs to stop. I may need to gently touch the
disruptive student’s shoulder while I continue teaching. I will explain to the student that I am not
able to teach and am losing my concentration because his/her misbehavior is making me lose my
concentration. There may become an instance where I have to verbally, in a nice way, ask the
student if his disruptions are necessary. Further actions may have to be taken by moving a
4
STUDENT CENTERED MANAGEMENT SYSTEM
student to a new space in the classroom. I will allow the student to decide if he/she wants to
begin to obey or continue being disruptive. I will give the student an appointed time to talk with
me why he/she is acting out. I may need to call the parents to alert them of their child’s negative
behavior, unbeknownst to the child, then have the child call their parents to inform them of
his/her behavior. All of these procedures are attempts to curb bad behavior, which should allow
the student to get back on track in order to have a learning environment free of negative
disruptions. I expect all students to respect each of their fellow classmates and I expect to not be
interrupted while teaching which enables everyone to learn in a safe, healthy, and positive
environment.
Incentives
When problems arise in my classroom the disruptive student is encouraged to fix his/her
own behavior. I will attempt to allow the student to recover his/her self-respect by talking
through the incident with him/her. I will ask him/her what behavior might they think is
unacceptable, so they can recognize what is not acceptable. I will then ask how can they change
that behavior and how does he/she think that behavior may have made his/her classmates feel. If
the behavior is not corrected then I will address further discipline actions as I deem appropriate.
Each incident is taken care of on an individual, case-by-case basis. Students have more freedom
to learn in a classroom that best fits their needs and learning styles. In order to have this type of
learning privilege they must obey the classroom rules. There are more flexibilities in the
assignments because students are allowed to choose which work they would like to complete.
For example, I can ask the class if they would prefer an assignment due on Tuesday or
Wednesday. I can also allow the class to choose between finishing an assignment or going to
recess. There are many angles I can allow students to have “considerable control over his
5
STUDENT CENTERED MANAGEMENT SYSTEM
decisions and actions.” Wolfgang (2009, p. 166). I may even allow them to sit where they
choose with the reminder that their good behavior warrants these privileges.
Referral to Office Protocol
If a discipline problem gets to a level of severity that needs the principal to intervene, I
will get with the principal ahead of time explaining the student's behavior problems in the
classroom. Then I will meet with the student and principal in the office and lead the discussion. I
will encourage the student to share with us what actions need to be taken as to improve his/her
behavior.
Conclusion
Teaching involves a delicate balance of knowing what the classroom needs for successful
learning and knowing how to keep the students engaged, even through disruptions by some
students. A successful teacher will embrace each opportunity as learning experiences for their
students even through the most stressful situations. As a teacher, I will positively support each
one of my students, giving them the discipline they need, while respecting them through the
process. I hope each of my students will graduate from my class at the end of the year with a
better of understanding on how to make positive choices and how their choices do affect those
around them. I will teach them how their bad choices have consequences and they will all know
I have high expectations for them inside and outside the classroom. I look forward to being a
positive role model for each and every one of my students for the many years to come.
6
STUDENT CENTERED MANAGEMENT SYSTEM
References
Fay, J. and Funk, D. (1995). Teaching with love and logic: Taking control of the
classroom. Golden, CO: Love and Logic Press.
Wolfgang, C. (2009). Solving discipline and classroom management problems: Methods
and models for today’s teachers. Hoboken, NJ: John Wiley & Sons, Inc.
7
STUDENT CENTERED MANAGEMENT SYSTEM
Section II
The Classroom Architect Classroom Layout
8
STUDENT CENTERED MANAGEMENT SYSTEM
I set up my classroom for 20 students sitting at tables, 4 students per table. I have two
bookshelves with an area rug for them to sit if they choose to look at books in that area. There
9
STUDENT CENTERED MANAGEMENT SYSTEM
are 10 lockers, two students share one locker, one above and one below. My desk is in the back
corner facing my class with my filing cabinet beside it. The pencil sharpener is also near my
desk to lower chances of students playing around. The computer desks chairs are purposely not
facing the students for two reasons: 1) so I can see the computer screen; and 2) the students are
not distracted by facing their classmates while at the computer. I also have another larger
cabinet for storing supplies. There is a white board and screen at the front of the classroom to
use when I need to do whole classroom lessons. There are two worktables along one wall that
have several purposes. It is a central location where the students will turn in their work, where
some can come together and work collaboratively on group assignments, and also where I can
tutor those who are a little behind on their studies. I feel I have my classroom strategically
placed so I have easy access to everyone and easily monitor classroom behavior.
Rules and Procedures
1st Grade Procedures and Routines
10
STUDENT CENTERED MANAGEMENT SYSTEM
Uses of Room Areas
Computer/lab stations
Place earphones on head
Click icon to begin working
After session, place earphones neatly back on desk
Ensure keyboard is straight, screen back to home screen
Chair is pushed in
Use of School Areas
Cafeteria/lunchroom
Stay in lunch line
Tell lunch lady your food choices
Sit down and eat with low volume voices
Throw away what is on tray when lunch monitor tells you
Place tray in designated area
Stand in line to walk back to class with me
Beginning the School Day/Starting Class
Behavior during public address announcements
Listen respectfully
No talking or walking around
Sit in your chair
Recite the Pledge of Allegiance together when instructed
11
STUDENT CENTERED MANAGEMENT SYSTEM
Be very quite and still during “moment of silence”
Ending the School Day/Class
Organizing for other classes
Put all working material away
Sit in your chair until everyone is finished
Line up at the door when your table is called
Put your hands behind your back
Checking Process/Assignments
Collecting homework
Take out your homework from your take home folder
Place it in the tray labeled “homework” that is on the working table in the back of the
classroom
Make sure your name is on your homework and you have completed your work
Field Trips
Permission slips
Have your parents/guardians sign and return the slips by the due date
Put the signed slips in the large brown envelope that is marked “Field Trip Permission
Slips” that is attached to the whiteboard
Put a “” next to your name on the paper displayed on the whiteboard after you have
placed your paper in the envelope
12
STUDENT CENTERED MANAGEMENT SYSTEM
If you do not have a permission slip turned in you will stay at the school in a class
designated by the principal during the class trip
13