GCU Deborahs Sunds Third Grade Classroom Management Plan Discussion Part 1: I am attaching both discipline plans. I want you to compare and contrast your t

GCU Deborahs Sunds Third Grade Classroom Management Plan Discussion Part 1:
I am attaching both discipline plans. I want you to compare and contrast your thoughts with Ms. Sund’s third grade discipline plan. 250-300 words.

APA format- 7th addition and include bible scriptures

Question: Discipline Plans- Read and analyze either Ms. Sund’s third-grade discipline plan or Ms. Charles’s discipline plan for her English class. Compare and contrast your thoughts and ideas with theirs.

Part 2:
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Deborah Sund’s Third-Grade Classroom Management Plan
Deborah Sund, who had been teaching for two years when she devised this pro-
gram, wanted a management approach that provided structure for class members
while meeting the needs of all concerned. Here is her plan.
My Philosophy of Classroom Management
Purpose of Management: I believe the purpose of classroom management is to
provide a safe, supportive, calm environment in which students are able to learn
to the best of their abilities. To make that possible, I believe teachers should strive
to meet the needs of everyone in the class, students and teacher alike.
Students’ needs I will keep foremost in mind are:
To feel safe and personally valued in the group.
To learn interesting and useful information, especially skills in reading,
math, and language.
A learning environment that is attractive, stimulating, and conducive to pro-
ductive work.
A teacher who is helpful, attentive, and kind.
The opportunity to interact and work cooperatively with other students.
To learn how to relate to others humanely and helpfully.
To have the opportunity to excel.
My own needs that I hope will be met are:
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My own needs that I hope will be met are:
To be respected and valued as a teacher.
To be able to teach without unwarranted disruptions.
To have an orderly classroom appearance: good room arrangement; materi-
als neatly stored; interesting, well-thought-out displays.
To have structure and routines that provide comfort and security with flexibility.
To have students who are considerate of others, attentive, and willing to
participate and follow directions.
A class sense of warmth, enthusiasm, responsibility, and mutual regard.
My Particular Dislikes: I want to be upfront with my students about my
particular dislikes, which are:
Inattention to speaker, teacher, other adult, or class member.
Excessive noise: loud voices, inappropriate talking and laughing.
Distractions such as toys, unnecessary movement, poking, teasing.
Abuse of instructional materials: misusing, wasting, or destroying.
Unkind and rude conduct: ridicule, sarcasm, bad manners, and physical abuse.
My Theory of Classroom Management I believe good classroom management must
maintain a focus on learning, which in turn is supported by persistent helpfulness
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and kindness by all class members. I believe the desired behavior is best promoted
through preventing misbehavior, supporting proper behavior, practicing class
rules, responsibly fulfilling roles and requirements, and relying on instructional
tactics that assist students in abiding by the rules.
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What I Will Do Proactively to Limit Misbehavior I will familiarize myself further
with the known causes of misbehavior and try to attend to all of them in advance.
I will make sure to maintain proper lighting, temperature, traffic patterns, and
room attractiveness so students won’t feel strained, tired, or inconvenienced. I
will endeavor to meet students’ needs for safety, belonging, and interesting activi-
ties. I will plan carefully for modeling, teaching, and practicing good manners and
courtesy. I will discuss with my students the meaning and practice of responsibil-
ity and why it is so important in learning. And I will carefully plan out an active
curriculum that includes interesting activities, physical movement, and singing,
along with times of quiet listening and resting.
What I Will Do to Support Proper Behavior Establish Class Rules. On the first day
of school I will ask my students to tell me how they would like to be treated by
others in the room. I will also ask them what kinds of behavior they especially
dislike. We will discuss their contributions at length, making sure through exam-
ples that we have a clear understanding of everyone’s wishes. By the next day, I
will have written out some statements that summarize what they have said. I’ll
then ask if these ideas seem good ones to live by in the class. I anticipate students’
agreeing with the ideas, which we will then call our class rules.
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then ask if these ideas seem good ones to live by in the class. I anticipate students’
agreeing with the ideas, which we will then call our class rules.
Practice Abiding by Rules. We will spend time practicing how we will con-
duct ourselves in accordance with the rules. I will demonstrate the prompts, cues,
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hints, and other assistance I will give to help students abide by the behaviors we
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have agreed on. I expect the following to emerge as class rules:
Be considerate of others at all times. (We will discuss and practice speaking
kindly, behaving helpfully, and not bothering others.)
Do our best work. (We will discuss the importance of getting as much done
as possible, not wasting time, and doing neat work we are proud of.)
Use quiet voices in the classroom. We will discuss and practice using regular
speaking voices during class discussions, speaking quietly during coopera-
tive work, and whispering at other times. I will inform students which vol.
ume of voice is appropriate until they learn to use the proper volume
automatically.
Use signals to request permission or receive help. I will explain and have
students practice the signals for assistance, movement, and restroom pass.
Recognize and Comply with Roles and Responsibilities. We will identify and
practice the “job descriptions” expected of both teacher and students.
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324 CHAPTER 14 Striving for Personal Excellence in Classroom Management
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I will describe my role, with examples, as including:
Having main responsibility for what we will learn and making sure we
learn it.
Being as helpful as I can to each and every student, without exception.
Always treating everyone with kindness and consideration.
I will describe students’ roles, with examples, as:
Paying attention, participating, and doing one’s best to learn.
Always being polite and behaving the way you know is best.
Helping keep the classroom neat and orderly.
Help Students Learn to Behave Responsibly. To support students’ efforts to
behave responsibly, I will routinely do many of the things suggested by Fred
Jones, such as:
Circulate among class members to remind them I am attentive and
available.
Interact with individual students to provide acknowledgment and support
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