Classroom Management Strategies Essay

Classroom Management Essay Part I: Matrix

Part II: Strategies Rationale

People with disabilities should be considered as a treasure that is ready to be brought into society. As it was said, “nothing good in life comes easy, and to have a diamond, you have to process the rock.” This paper provides a brief guideline to facilitate ways to learn for students with impairments and special conditions. Through this document, three main strategies for each of the physical and mental issues listed above are given to that are to be used to ease learning for the students. In this read, three of these total of twenty-four strategies will be explained a bit more in detail. Namely, engraining in the idea and feeling of independence (PD), teaching gradually and in small steps (LD, ID, and TBI), keeping distractions as low/away as possible.

Applying rules in the classroom that are positive in both ends is the best way to ease learning for the students with special conditions. If these rules were followed by students, it is a good opportunity to teach them with small rewards that are unique for each student. On the contrary, unless the rules are followed, no punishment and/or negative reinforcements would be applied, but the students will be given simple duties with positive outcomes, such as sharing, helping each other in exchange for their misbehavior. Firstly, to make the students with physical impairment, arranging a classroom that is physically suitable for all students and including these arrangements such as ramps and desks into daily class activities. With these rules, the students with PD will understand that they are equal to all individuals in society. Unless this rule was applied, the student that did not follow the rules of the activity would be paired with the student with the physical impairment in a group activity, not immediately but in the following activities, so that this will not be a punishment yet will be a positive reinforcement instead. Secondly, for keeping the lesson content and tools simple at every step of learning, using color codes and including musical techniques is a good way and would be efficient to apply as rules. A student that did not follow this rule would be given the duty of… . Lastly, keeping distractive factors away from the learning environment is quite important in such classes. Thus, setting a rule to limit the variations and number of instruments that would be allowed to be brought into a class could be considered as needed more than a good way. There will be no negative reinforcement for not following this rule as well. Instead of negative reinforcement, a one-on-one session or an intervention is to be considered.

All rules to enhance the harmony and efficiency of education in the class are to be designed, discussed, and re-considered along with paraeducator(s). The classroom rules would be introduced to students with the help of the co-designer paraeducators in the form of games and fun presentations.

Paraeducators will help the teacher in class hours to apply the rules and keep notes of outcomes of applications to prepare a report along with the teacher at the end of the day, week, and month. Documentation of the ongoing rules and aforementioned reports would be shared with the substitute teacher and will help her/him in case of a need.

In terms of confidentiality, handling personal info and student rights, national standards will be applied and rules to keep confidential information of students, these regulations would be strictly applied to the people from outside the classroom. The concept of confidentiality and its importance will be reinforced to students slowly and naturally by clear examples and repetitive educational tasks.

National standards will be applied, and suggested rules will be followed in terms of emergencies such as fire, natural disasters, and problems related to student health.

The management plan is designed to take CEC Ethical Principles and Professional Practice Standards in the first place. By applying these rules and helping students to follow them, the best outcome of the teaching plan is aimed. Challenging students without demoralizing them, teaching them equality, helping them gaining consciousness of being an individual.

References

Council for Exceptional Children. (2020, June)

Ethical Principles and Professional Practice Standards for Special Educators

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Phillips, N. B., Karns K. (March 1995)

General Educators’ Specialized Adaptation for Students with Learning Disabilities

Oliver, M. O. & Reschly, D. J. (2010),

Special Education Teacher Preparation in Classroom Management: Implications for Students with Emotional and Behavioral Disorders