¶ … Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships, students with special needs, students with varying ability levels, socio-economic, cultural, ethnic, gender, and linguistic needs, stages of cognitive and moral development, interests, and learning styles, Howard Gardner's Theory of Multiple Intelligences, and home- school connection or communication with parents.
A student who is mentally handicapped means one who has sub-average general cognitive functioning and as a result has a lower level of learning. Along with this deficiency in adaptive behavior, could also be noted during the developmental period. As a result, this negatively affects the educational performance of such a student. What is required for a success in classroom management is to give more importance to prevent the frequent occurrence of problems, along with dealing effectively when problems occur. Classroom discipline problems can be reduced if strong and consistent management and organizational skills are included. For a success in Classroom management one has to deal with three major components namely Content management, Conduct management, and Covenant management. Content management, promotes predominant emphasis on sequencing and integrating additional instructional activities, instructional management skills, and dealing with instruction-related discipline problems. (Froyen & Iverson, 1999) Conduct management on the other hand deals with one's beliefs and understanding about the nature of people. Conduct management provides independence and autonomy to students by way socialization. For achieving an effective conduct management plan the teacher would be the person who would control and deal with the consequences of a situation.
Such a conduct management plan include written behavioral contract, gentle verbal reprimands, setting limits outside the classroom, acknowledging responsible behaviors, correcting irresponsible and inappropriate behavior, preferential seating, ignoring, proximity control, delaying, time owed, time-out, notification of parents or guardians, and reinforcement systems. (Froyen & Iverson, 1999) Covenant management considers the group in the classroom as a social system. The roles and expectations of teacher and student promote an environment, which is conducive to learning in a classroom. The teachers should possess assertive communication style and behavior while planning classroom management. They should know what they want their students to do and for this they should involve the students in the learning activities. The teacher on an individual basis could deal with the disciplinary problems of each student or through means of solving the problem by means of group techniques, such as class meetings. (Froyen & Iverson, 1999)
The teacher should model appropriate behaviors since children need structure for their behavior as they learn by example. So the teacher should clearly make the students understand the logical consequences of not following the rules. The teacher should provide routines in the classroom and at the same time maintain consistency. Children should be provided with opportunities, tools, and strategies so that the students would be in a position to access the full capacity of their minds and their hearts. The role of the teacher should be to make the process of learning an emotional as well as an intellectual experience. The teacher should give the mentally retarded students love and necessary attention. It is the role of the teacher to make sure that the students are guided and supervised. The teacher of a mentally retarded class should provide extra support to the students. For promoting healthy classroom environment a teacher's experience and expression of affection is essential. (Marks; Van Laeys; Bender; Scott, 1996)
Along with these children learn social skills by virtue of well-supervised activities by the teacher. For a student to learn rules it is essential that the teacher be consistent with rules and promotes discipline in the classroom. It is essential that the teacher be knowledgeable enough to provide practical experiences and activities to the students. This is essential to raise and maintain their self-esteem and confidence. Mentally handicapped students would progress if teachers who are capable of understanding the students would pursue behavioral management. A classroom, which has, routines and procedures, and which would give organization and structure to learning would be a successful one. A teacher who is knowledgeable would be a person who would communicate high expectations to students and would then engage in teaching...
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