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Running Head: STUDENT CENTERED MANAGEMENT SYSTEM

Student Centered Management System

Jill S. Wood

Texas Woman’s University

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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

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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

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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

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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

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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.

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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.

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Section II

The Classroom Architect Classroom Layout

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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

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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

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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

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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

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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

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