Emma Boyer

EDU 344
Primary
Classroom Management Plan
Rules:
1. Wait for directions with no talking.
2. Eyes front when the teacher is talking.
3. Change tasks quickly and quietly.
4. Keep hands, feet and objects to yourself.
5. Raise your hand and wait for permission to speak.
Rewards:
1. For good behavior of individual students they will receive a “Good Listeners” ticket. At the end
of two week students can spend their tickets on different options provided by the teacher to get a
treat, such as having 5 tickets treasure chest, 10 tickets switch desk with a friend, 15 tickets work
with a friend, 20 tickets choose classroom job for following week, 25 tickets get special chair, and
30 tickets can get you 10 to 15 mins of free time.
2. Each student will have a sticker chart on their desk with three smiley faces. If they keep at least
one of their smiles at the end of the day they earn a sticker on their chart. At the end of the week
if they have all five rows filled with a sticker they earn a big sticker to put on their classroom
folder.
3. Positive notes to parents for good behavior
Consequences:
1. Students take a break for 5 to 10 minutes in the “Take A Break” corner to calm down and
recollect themselves as needed.
2. “Buddy Teacher”, sit with the teacher for the day
3. Parent contact
4. You break it, you fix it- this includes property and feelings
5. Loss of privileges
Classroom-Wide rewards: Class will have a large jar at the front that will slowly be filled with colored
cotton puffs for good classroom behavior and hard work. At the end of each month the classroom will be
able to earn activities such as:
1. Class walk (walk around the school in a silly style robot, nijiah, bunny, ect).
2. Big Science experiment day
3. Movie Day
4. Hat day
5. Show and tell day
Quieting a Class:
1. Teacher: Hands on top. Students: That means stop!
2. Teacher: To Infinity! Students: And Beyond!
3. Teacher: Ready to Rock? Students: Ready to Roll!
How students should ask for help:
1. Ask three people before asking the teacher
2. “Self-Assessment Flip Chart” has three options that will sit on their desk, “I need help” “I’m
working hard,” and “I’m Finished!”
 3. When you do ask the teacher for help use the following prompts, “I’m working hard, but I’m still
not understanding _____. Can you help me?” “I’m struggling with _____. Can you please help
me?” “What kind of answer do I need to give?”
How students should pass in papers:
1. Each student has their own mailbox or cobby to collect graded paper at the end of the day.
Teacher will dismiss each row at a time to go retrieve papers.
2. To pass out papers, students of the day will be reasonable to pass out papers to each students
3. Teachers can have a basket labeled “Class Work Paper” with all papers needed for each student.
Also, a basket with papers that have been completed for students to put their completed work
into. Teachers will dismiss one row at a time to go grab their work paper.
A few ways to transition:
1. Teacher will have a stop sign posted in front of the classroom as a visual timer with three levels,
level 1 green “keep working,” level 2 yellow “five minute,” level 3 red “stop working!”
2. “Clean up song” by the singing walrus
3. Each student does there job to clean up after activity if its a group project
4. When leaving the room to line up students will say aloud with the teacher while doing the action,
“Eyes on the door, feet on the floor, hands behind my back and say no more.”
5. Caterpillar transition game (Students come up to play the game they roll a large cardboard box
dice with color dots to match all of the caterpillars body parts, identify color and find it on the
caterpillar). The student or teacher reads the movement that the students need to do before
moving to the next activity.
A few ways to begin the day
1. Large cube with physical activities to do before starting class (touch your toes, reach for the sky,
jump 5 times, wiggle up and down, breath deeply, and run in place)
2. Read short picture book to get students attention and to calm them down
3. Morning message that involves ELA activity
4. Have students get up find a space in the classroom and play along to “Head, shoulder, knees and
toes”
5. Find a friend in common activity (Teacher tells students to find a peer with the same first letter of
their name or who plays the same sport as you, ect…)
A few ways to end the day:
1. Story time
2. Play a class game like, head-up seven up, hangman, riddles, charades, or bingo.
3. Students have times to work on hw with teachers help or free time to draw or play educational
games on ipad
4. Go over dismissal checklist ( Turn in your work, gather your belonging, check your cubbies, tidy
your desk and floor, and say something nice to your neighbor today)
 I personally will not be using a clip chart when I am a teacher. From personal experience when I
was in elementary school it caused anxiety, fear, and embarrassment. Most students feel the same way
today when clip charts are used in classrooms. Also, clip charts make most students feel like that they are
not enough for their teacher. Chip charts put students with disabilities, such as those who have ADHD at a
disadvantage. They don’t have the same behavior management skills as other students do, which can
cause them to become confused and frustrated. Furthermore, chip chart track behavior, but don’t change
it, they can be demoralizing, and tell students you assume they will misbehave. Lastly, it’s a reactive
approach to students behavior, not a responsive approach. Responsive approach builds community, helps
children internalise social skills, and is better at responding to children's behavior.

I land on the, “Teacher is in charge” leaning towards, “Both student and teacher are in charge” on
the teacher continuum. The reason I land on, “Teacher is in charge” is because working with primary
grades requires more direction from the teacher than the students. The teacher needs to be hands on,
provide consequences, tell what needs to be done, and set limits. It gives students a simple discipline plan
of rules, consequences, and rewards. Rules create a work- oriented atmosphere and make it easier to
maintain good behavior than change inappropriate ones. However, I feel teachers even in primary grades
need to incorporate, “Both students and teachers are in charge” because students should be offered
choices, teachers ask questions, discuss, and solve problems with students, and establish a classroom code
of conduct. Also, it prepares students for when they have to be responsible, problem solve on their own,
and learn self discipline. That is why I fall on “Teacher is in charge” leaning towards, “Both students and
teacher are in charge.” (Wong. Harry K. “The First Days Of School” 2009. Harry K. Wong Publication,
Inc.)

My behavior management plan fits a Christian worldview because it treats my students as people
created in God’s image. First, it allows my students to work together either as an award or in morning
meetings. Along with many whole class activities to help build community mentality within the
classroom. Second, my plan keeps the classroom atmosphere active and interesting. It provides not only
games to get students' attention and loosen them up for the day, but also makes sure they are involved in
the process of creating the fun within the classroom. Thirdly, my plan is kept at their right development
level. It sets realistic expectations for my students, along with discipline to help train them into being
good community members of society. That is how my classroom management plan fits a Christian
worldview.