Posted: August 4th, 2024

Clinical Field Experience A: Classroom Management System

Clinical Field Experience A: Classroom Management System

Paper instructions:
Creating a positive classroom environment is essential to children’s learning. It is equally important to communicate your classroom management system with families so they understand what is expected from their child each day.

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Allocate at least 4 hours in the field to support this field experience.

For this assignment, choose a pre-K-Grade 3 mentor teacher and interview him or her about their classroom management system.

Listed below are possible interview questions:

What is your approach to classroom management?
How do you write a classroom management plan and what is included in the plan?
Describe classroom management plans that you have used in the past and the one you currently use. What factors made you adjust or alter your classroom management plan?
Do you believe you should build rapport with students? If yes, what are some strategies you use? If no, why not?
What rules do you have in your classroom, and how do you teach them to your students?
How do you curb student misbehavior? How would you handle a student who constantly disrupts the learning environment?
How do you model the safe, legal, and ethical use of technology as part of your classroom management?
How do you integrate the use of diverse digital tools and resources to accommodate the needs of students with exceptionalities?
How do you communicate with parents regarding your classroom management plan as well as misbehavior when it occurs?
What routines/procedures do you have in your classroom, and how do you teach them to your students?
Any other additional information you would like to share.
After your interview, spend your remaining field experience hours reviewing the mentor’s classroom management plan and observing his or her classroom management style.

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Using the information from the interview and your observations, write a 250-500 word summary of your interview.

Include the following:

Describe your mentor teacher’s classroom rules and procedures.
How you want to implement your classroom rules and procedures.
How you will encourage good behavior in your classroom.
How you will prevent and manage misbehavior.
How you will regularly communicate with families regarding their student’s classroom behavior and ability to meet set expectations.
Safe, legal, and ethical use of digital information and technology in the classroom as appropriate for young children.
APA format is not required, but solid academic writing is expected.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

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You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.

Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.

Submit the Clinical Field Experience Verification Form to the LMS in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.

Classroom Management Systems for Early Childhood Education
Creating an effective classroom management system is essential for establishing a positive learning environment and setting students up for success. Through my field experience interview and observations, I gained valuable insight into how one mentor teacher approaches classroom management in her pre-K classroom. In this paper, I will discuss the key components of her system, including rules, procedures, behavior management strategies, and communication with families.
Classroom Rules and Procedures
My mentor teacher believes that clearly defined rules and routines are the foundation of an orderly classroom (Marzano et al., 2003). Her top three rules are: be safe, be respectful, and be responsible. She teaches these rules through direct instruction at the beginning of the year and regularly reminds students of expectations. Some procedures she has established include lining up at the door quietly, raising a hand to speak, cleaning up before transitioning between activities, and using walking feet inside (Marzano & Marzano, 2015).
Encouraging Positive Behavior
To encourage students to follow the rules, she focuses on catching them “doing good” through positive reinforcement (Sugai & Horner, 2020). When she sees a child following expectations, she gives specific praise like “I notice you are being safe by keeping your hands and feet to yourself.” She also implements a token economy where students can trade in points for prizes or privileges at the end of the week (Bicard et al., 2012). This rewards system motivates students to make good choices.
Managing Misbehavior
If a student breaks a rule, she uses gentle redirection and reminds them of the expectation. For repeated offenses, she implements logical consequences aligned to the misbehavior, such as taking a break from an activity (Marzano & Marzano, 2015). In more serious situations where a child’s actions could harm themselves or others, she remains calm while firmly stopping the behavior and problem-solves with the student afterwards (Sugai & Horner, 2020).
Communication with Families
My mentor teacher believes that partnering with families is key to success (Bicard et al., 2012). She sends home a written copy of her classroom management plan at the start of the year and regularly communicates about student behavior through notes home and parent-teacher conferences (Marzano & Marzano, 2015). If misbehavior occurs, she contacts parents the same day to keep them informed and get their input (Sugai & Horner, 2020). This team approach helps ensure expectations are consistent between school and home.
In conclusion, through establishing clear rules, routines, and consequences as well as focusing on positive reinforcement, problem-solving with students, and communicating with families, my mentor teacher is able to effectively manage her diverse early childhood classroom (Marzano et al., 2003). Her system teaches children important social-emotional skills while maintaining a safe, respectful learning environment.
References:
Bicard, D. F., Bicard, S. C., Baylot-Casey, L., & Ervin, A. (2012). Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent seatwork. Journal of Applied Behavior Analysis, 45(2), 407–411. https://doi.org/10.1901/jaba.2012.45-407
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works: Research-based strategies for every teacher. Association for Supervision and Curriculum Development.
Marzano, R. J., & Marzano, J. S. (2015). Building classroom routines: Establishing routines that support student learning and achievement. Marzano Research.
Sugai, G., & Horner, R. H. (2020). Sustaining and scaling positive behavioral interventions and supports: Implementation drivers, outcomes, and considerations. Exceptional Children, 86(2), 120–136. https://doi.org/10.1177/0014402919855331

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