class room management

Floor Plan

The Class consists of 16 year old Jr. Classmen. There are a total of 25 students, two students at each table. In this class room there are 5 ESOL students. 1 German, 3 Spanish, 1 Haitian. Two of my students have learning disabilities and one of my students has ADHD. I also have one child that is in a wheel chair. My classroom floor plan had to be designed with these students in mind. I do not want a child to feel like he or she is in the back of the room or that they can’t see the board. That is why my class is designed in the U shape also known as the horse shoe shape. The benefits are easy walk way to students, that way I can monitor them and practice close proximity in order to maintain my class’ focus. I prefer this type of lay out with the students’ desk so that the class can easily have discussions and debates.

                I numbered my seating arrangement. As you can see I have my Spanish speaking students at number 2, 3, and 5. My reasoning behind this is that there is an English speaking student paired at their table to help yet they are close enough to each other for assistance too. I positioned my LD student at number 18 because it will be easier to assist him because the seat is on the corner and I can pull a chair up easily, same with position number 19 the German speaking student. This technique is found on the other side of the room too. I have my LD student and my Haitian in the same corner that way I can pull a chair up easily to help. I have provided a kidney shaped table for my student in the wheel chair at number 23. Since my student in the wheel chair has difficulty seeing I placed her close to the front of the class and close to my desk. I placed my desk closer to my ADHD student too, found at number 24.

                I placed my desk near certain student and in the front of the classroom. I placed it near the smart board too so that I can easily review my own notes and agenda as I move along with instruction. The shelves contain materials such as their daily class folders, home work folders and make up folders. I have placed them at the shelves at the front of the classroom and put one on each side. This makes it easier for each side of the class to have their own shelve and its easy access at the front where my student in the wheel chair can use. I have provided extra area in the class with round tables that my student in the wheel chair can easily pull up to and my other student can sit in the bean bag chairs. This area is for specific activities that I will grant permission to. Such activities include but not limited to: group work, teacher student one on one help, homework or reading area for students who complete homework early.

                On the walls in my classroom you will find rules, procedures, my degree(s), mission statement, a personality board, and this semester class photos. The rules are located on the left side of the smart board and the procedures are place on the right side. I know that students focus will gravitate to the smart board and front of the class room that is why I have placed these two important artifacts there. The personality board is located on in the back of the room on the right hand side. On the board there is listed my favorite things to do, pictures of my family, my degree, and my high school diploma and graduation picture.  I want my students to know me, that I am human and nothing to fear, I am not a mean witch I am simply a person. I also want to share my favorite things to do, hoping that if I open up to my students and allow them to know me as a teacher then maybe they will open up and let me know them as a student. I have not only my college diploma but also my high school one with a photo of receiving both of those. This lets my students know that not only am I qualified but how proud I am to be a graduate. Our class mission statement hangs above the smart board. Letting them know that we have a focus and mission to stick to. The class photos for this semester are located along the back wall. I put it there to show that I am proud of my students and am happy that they are in my class. It is located along the back wall because I do not want students to search for their friends during class instruction.

Communication

Parent:

I will create a web page in which I will notify parents about during open house. I will call any parents or family that was unable to attend open house. My webpage will include daily homework, calendar, and e-mail. It will also contain a parent access page to attendance, teacher comments, grades, and photos of projects student completes. I would use e-mail if the parent has expressed to communicate that way and in response to student and parent e-mail. The web page is a great way for parents and students to log on and see the homework and calendar. Also a webpage is an easy way to communicate and because everything you need is right there, e-mail, grades, ect. 

I will make phone calls home for several reasons. It will be a way to communicate with out the parent needing to take time out of their day in order for me to express something to them. I will make phone calls to tell the parents about projects and to brag about their child’s achievements. I will also make phone calls home to notify the parent that the child has missed a certain amount of days or if the child has been breaking multiple rules and ask for a correspondence from the parent whether it be e-mail or a phone call ect.

There will also be other meet and greet times throughout the year, a total of 3, before semester beings, middle of semester, and end of semester. That way there are more opportunities to meet the family and welcome then to my class. If a parent could not attend any meeting and would like to have the face to face meet and greet but cannot with their busy schedule then I would offer Skype. With technology now communication is easier and I know that parents would appreciate the flexibility and multiple ways to communicate.

Student:

Non verbal: proximity, volume, gesturers, ect.

These non verbal ways of communicating allow my students to know what I am wanting without bringing a lot of attention to the issue and maintaining momentum in me lesson. I would use proximity if a student is off task, texting or talking. I would use volume to express important things to know when I am teaching. As for the use of gestures, it depends on the situation but as an example if a student raised their hand when I was finishing a main point in a lesson I would calmly give the “one minute” cue but holding up my index finger.

Verbal: chat time beginning of class, suggestion or comment box on the door on the way in/out, e-mail through the web page, and my office hours.

Having the box on the door on the way in or out the student could make a comment “sitting next to Joe is hard because he shakes his leg and that messes me up writing” or “I wish that there was not as must group work” or I couldn’t see the power point today because it was too dark”. This lets my student quickly and discreetly let me know what they are thinking or any improvements I can make to help them learn.  On my web page there will be the assignments and calendar for both students and parents to see, this will help my volume of e-mails and correspondence for little things, allowing me to spend more time or other important aspects to running an effective class. I will also have my e-mail on the webpage so that it is convenient for my students and parents to always be able to reach me. I will let students know my office hours in case there is something they really need help with or need to tell me. Some students are afraid to ask questions in class and this way if the student wanted to stop by my planning hour they could.

Strategies: Show confidence when communicating, dress professional especially when meeting parents, shake hands show that you are welcoming, and always try to have friendly gestures like smiling. Always have a positive environment so that not only students but also parents feel comfortable and welcomed.