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Also, when a child asks me a question about why certain children look different or speak differently, I answer them in a loving and honest manner.
I feel it is important to help each child feel accepted in the group, help children learn to communicate and get along with others, and encourage feelings of empathy and mutual respect among children and adults. Therefore my goal is to encourage social interaction that promotes togetherness without eclipsing individuality; and to encourage communication skills that are socially acceptable but not overly constrained.
Some of the activities I provide to promote social skills and cooperation include:
Group games such as telephone and "who has the button?"
Group sing-a-longs
Eating together at the same time in the same area
Formal introductions of new students
Children are always encouraged to interact with one another both in structured activities and "free time." Also, everybody eats together at the same time and in the same area which helps reflect the types of social interaction associated with family meals, which...
While I encourage the children to express themselves freely, there is a zero tolerance policy regarding name-calling, bullying of any type, physical and verbal abuse and swear words. To encourage the children's social skills I often engage them in activities that involve play acting, such as pretending to be in a store where some children will pretend to work there, and others will pretend to "buy" various things in the classroom. To help the children through transitions from one activity to the next I always give children a warning that the present activity will be ending in a few minutes so that they can physically and mentally prepare for the transition.
Overall my ideal classroom management plan involves the promotion of creativity, kindness, respect, safety and enthusiasm for learning. I feel that these are all of the ingredients needed for a well-run classroom that creates lifelong learners who will grow to be happy and productive members of society.
References
Source: Gardner H. (1993). Multiple intelligences: The theory in practice, New York: Basic Books
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