Penny Driver
EDU-250
January 25th, 2013
Alison Atkins

My Personal Classroom Management Plan
This is the plan that I have created for my Center and I believe that it meets the criteria of this class. I believe that developmentally appropriate program must be developed focusing on the following beliefs. That our staff will be committed to providing active hands on type of learning atmosphere. In fulfilling our commitment to the children enrolled, we attempt to implement and educational program with the following philosophy. We believe that children learn best when allowed to be actively involved in the classroom. We provide three-dimensional learning experiences that encourage busy involvement opposed to inactive two-dimension instruction. A child enrolled in our program will enjoy the time they spend in their classrooms. His/hers experiences will be fun and rewarding-fostering in a positive attitude toward school and learning. Children are encouraged to be themselves. They begin at their own individual level of development and progress at their own rate. They feel free to investigate and arrive at conclusions without fear of making a mistake. We believe the program should offer opportunities for exposure to a large variety of learning. Activities range from total class involvement to tailored individual projects. The child is an active, talkative explorer interacting with peers and teachers. The learning process is enhanced by interest centers consisting of a variety of stimulating materials and play opportunities. The centers are open ended providing for various outcomes. The learning environment consists of active play, exploration, problem solving, discovery, creativity, and communication. We believe in activities planned for development of the total child, which encourage intellectual, social, emotional, and physical growth. Children are exposed to concepts, which include language, math, science, social studies, art, music and movement. Activities include child-directed experiences, quiet play, and active play, group projects that provide for cooperative efforts, and individual projects or independent play. Children develop a sense of responsibility for their actions and have consideration for peers, school personnel and other adults.

We believe that parents are the first and foremost important educators of their children. We feel strongly that parents should take an active role in the education of their children. We encourage parent participation through group meetings, classroom visits, fieldtrips, open house, or just spending time with your child. We provide parents with the names of resources, people, and organizations as needed. We are in contact with local preschool directories, our local special education teachers and other agencies. We encourage a strong parent program. We are anxious to work together with them to help provide parents with experiences, information and resources that will help them be the most effective with their children. We believe in parents becoming actively involved with the classrooms. They are asked to visit often, they are encouraged to help with art projects, read books, prepare nutritious snacks, interact with the children, and attend fieldtrips. We believe group meetings with parents and individuals conferences are important. We plan events during the daytime and evening hours in hope of everyone involved. We believe in offering parents the opportunity to attend group meetings in areas such as nutrition and discipline. We also involve them in social events such as open house, book fair, art fair, and other events throughout the year. We offer educational classes for parents. We believe in providing parents with a copy of the checklist we use with their children. We hope they may use this tool when working with their sons/daughters. We provide simple ‘homework” assignments and activity ideas to promote the importance of positive parent involvement. We offer parents the opportunity to discuss home concerns and we attempt to help any personal requests they may have regarding their children. We believe in discipline and guidance: Guidance and discipline are used to teach and provide positive attitude. We begin by attempting to take or reason with the child about what we feel is inappropriate. If necessary, we have the child sit for a few minutes and watch the others playing in an acceptable way. We encourage parents to discipline in a similar manner. Discipline can be defined as ‘training that corrects, molds, or perfects the mental faculties or moral character (Merriam-Webster); in conjunction with that definition, the key word for the discipline that we use in our classrooms is love. Our discipline will be positive, preventative in nature, and will enable each child to reach their full potential as future disciples of Christ. Simple limits shall be set so that the children know they will not be allowed to hurt themselves, hurt others or hurt the center environment. Positive discipline is different from punishment in that it tells the children what they should do, and teaches personal growth, self-esteem, and respect. On the other hand, punishment teaches children what they should and should not do. When corrective discipline is necessary it shall be administered in a positive, firm, matter of fact manner. This helps the child understand that his/her actions are unsatisfactorily but does not make the child feel unworthy of love. The following is the steps that we use in following the guidelines of Guidance and discipline.
1st- Guidance and discipline is intended to teach and guide the child, or in the same way to help the child learn positive values, rules and patterns of behavior.
2nd- Guidance will be related to the child’s act and handled without prolonged delay. This will allow the child to be aware of the relationship to the act. Guidance and discipline is designed
To teach respect and positive influence.
3rd- Improper language will not be tolerated or ignored. We will discuss what was said and the proper way to speak to others.
4th- Aggressive behavior toward the staff or other children cannot and will not be tolerated. When a child’s behavior becomes physically aggressive toward staff or classmates, we must address this issue with the parents to find a solution to the help the child. We may advise parents to seek out outside counsel for the child and to develop a safety plan.
5th- Suspension will be administered when the following occurs that will endanger the safety of the other children and staff.
A) Biting- Once a child has bitten more than twice in one day we implement our shadow program. This allows the child to interact with their friends under complete supervision by the staff assigned to shadow. This is for the safety of the children and staff in our care. If continuous biting occurs and becomes a safety issue, we will require a conference with the parent and try to find a solution to the problem. If all attempts fail to solve the issue we will help the family find outside counseling and professional assistance.
B) Aggressive Behavior- If a child continuously displays aggressive behavior toward the staff or other children (such as hitting, scratching, pinching, kicking or punching). We will call the parent and ask them to pick up the child. If this behavior continues e will call a conference with the parent and teacher. We may also ask that the parent seek outside counseling or professional services.
We are committed to provide a supportive environment where children can experience and grow. Our discipline procedures are intended to help the children learn self-discipline as they build self-esteem. We focus on redirection and positive reinforcement. Physical punishment will not be subjective to any child. We use positive reinforcement behavior modification. Each system is based upon each classroom and child’s need. Positive redirection is the best way to help young children to learn positive behavior skills. We encourage positive attitudes and behaviors. When corrective discipline is ineffective, or is not reaching the objective, a child may be brought to the Director for additional guidance. The Center Director will work with the teacher and child to resolve the behavior concerns. Parents will be notified of any office visit. If a child continually has to visit the office, the Director and teacher will follow the following guidelines.
A) Work with the teacher and child to resolve the conflict.
B) Encourage the parent to spend time at the Center to observe, be an encouragement, and help with the behavior concerns.
C) Schedule a meeting with the classroom staff f and parent to develop a plan to work together with the best interest of the child in mind.
D) Work with the classroom staff to develop personal behavior timeline to show behavior patterns in order to allow the staff and the parents to see positive results, as well as areas that still need to be worked on.
E) All possible measures will be exhausted to resolve behavior concerns and to avoid dismissal of the child. If it is determined that we are able to meet the needs of the child that is not in the best interest of the classroom or other children to have this child in attendance, or if there is lack of cooperation from the parents, the Director may, at her sole and unfettered discretion temporarily suspend the child or permanently dismiss the child from the program. Finally we believe in discipline and guidance is used to teach and provide positive attitude. When corrective is used in the right ways the child will understand that his/her actions are unsatisfactorily but do not make the child feel unworthy of our love.