MY CLASSROOM MANAGEMENT PLAN

I. Philosophical Statement

My Philosophy: I believe that supporting and developing young learners starts with us
teachers taking the time to get to know and understand what our learners need and desire.
Great teaching is more than teaching lessons it is caring for learners as human beings and
supporting them with empathy, kindness, and respect. When teachers decide to care
instead of merely teach, they establish a wonderful learning environment in which
students feel appreciated, encouraged, and prepared to develop.

II. Classroom Rules and Procedures

A. Classroom Rules
Classroom Rules Expectation Specific Practices
Be Respectful Treat yourself, your  Greet teachers/classmates
to Everyone fellow students, and the respectfully.
surroundings with care  Don't tease, interrupt, or make
and kindness. hurtful remarks. Speak politely,
using "please," "thank you," and
"excuse me."

Listen Be present, listen  Face the person speaking (teacher

Attentively attentively, and or classmate). Raise your hand
participate actively. before speaking, and wait patiently
to be acknowledged.
 Avoid side conversations when
someone else is talking.

Be Prepared and Arrive on time and have  Prepare materials ahead of time.
Punctual all necessary materials  Begin the "Do Now" or assigned
ready to begin. task immediately.
 Submit all assignments and
projects on or before the deadline.

Keep the Keep the learning  Pick up trash and return materials
Classroom environment clean, safe, to their proper places.
Clean and organized.  Arrange chairs and tables neatly.
 Take care of all classroom
equipment and learning materials.

Use Polite Speak respectfully to  Say “please,” “thank you,” “excuse

Language teachers and classmates, me,” and “sorry” when appropriate.
using kind words and a  Speak in a calm and respectful
courteous tone. tone, even when disagreeing.
 Avoid using slang or words that
could offend others.
 Raise Your Wait for your turn and  Wait for the teacher to
Hand Before signal to speak by acknowledge you before talking.
Speaking raising your hand.  Do not shout out answers or
comments.
 Respect others’ turn to speak
during discussions.

B. Classroom Routines and Procedures

Routine Procedure (Steps)
Entering the  Stand in line orderly and in proper formation outside the
Classroom room.
 Take off your slippers or shoes and put them in a neat pile
outside.
 Enter quietly and orderly
 Get to your seat at once and start the "Do Now" activity.

Greeting  Greet your teacher and classmates politely with "Good

morning/afternoon" when the class begins.
 Smile to express respect and positivity.

Asking Questions  Signal raise your hand if you would like to speak or
respond to a question.
 Wait calmly until the teacher says your name.
 Speak only when you are recognized.

Transitioning  Stop what you are doing, look up, and listen for the signal.
Between Tasks  Follow directions to put away materials for the previous
task.
 Prepare only what is needed for the next activity.
 Move to your next task (or group) calmly and quietly.

End of  Clean and Fix: Pick up any garbage surrounding your seat
Class/Dismissal and put back all shared resources to their rightful location.
 Neatly arrange chairs and tables.
 Remain quiet until you are excused by the teacher.

III. Teacher–Student Relationship

The teacher serves as the relationship leader, modeling the behavior desired in the classroom.

1. Intentional Connection
 Greeting: Meet students at the door daily, using their names and a genuine, positive
affirmation.
 Interest: Dedicate one minute daily to asking a non-academic question about a
student’s life or interest (“One-on-One Check-in”).
 Recognition: Document and celebrate effort, progress, and positive behaviors (not
just outcomes).
2. Open and Restorative Communication
 Tone: Maintain a consistently warm and calm communication style, even during
correction.
 Feedback Loop: Encourage students to offer feedback on the class structure and
lessons (Student Voice).
 Empathy: Address concerns by asking, “What happened?” and “What do you need?”
rather than simply, “Why did you do that?”
3. Modeling and Clarity
 Explicit Modeling: Teach every routine and expectation as a lesson, demonstrating
the “look fors” and practicing until mastery.
 Fairness: Apply rules and consequences consistently and equitably to all students.
IV. Schedules and Timeframes
Daily Classroom Routines
Phase Time Key Activities Focus/Procedure
Allotment
Entry & 5 mins "Do Now" task Quiet Entry. Students settle
Warm-up (quick review, immediately and engage with the
journal prompt) task displayed on the board.
Community 2 mins Structured greeting, Teacher states the learning
Builder & quick share-out. objective and success criteria
Objective clearly.
Lesson Delivery 30–40 mins Direct instruction, Deep engagement with content
& Guided modeling, guided and active skill building.
Practice practice,
collaborative work.
Transitions 1–2 mins Moving between Signal-Based Transition
activities. (verbal/auditory signal).
Movement expectations are
modeled and followed smoothly.
Application / 10–15 mins Independent practice, Checking for understanding and
Assessment exit tickets, student application of skills.
performance tasks.
Closure & 5 mins Summary, reflection, Students summarize learning,
Preparation clean-up. complete the clean-up routine,
and prepare for dismissal.

V. Classroom Structure and Design

1. Arrangement for Function
 Flexible Seating: Primary arrangement in Groups of 4 for easy collaboration.
 Task-Specific Reset: Utilize quick transition procedures to shift desks to Rows for
individual assessment/testing when needed.
 Traffic Flow: Ensure clear, wide pathways to high-traffic areas (door, pencil
sharpener, material station).
2. Defined Learning Zones
 Resource Center: Centrally located, clearly labeled shelves for communal materials
(paper, scissors, markers).
 Quiet Zone (Reflection/Reading Space): A designated, non-punitive space with soft
seating for self-regulation or independent reading.
 Bulletin Board and anchor charts (visual reminders of rules, routines, and content) at
eye level.
VI. Classroom Safety Rules and Procedures
Proactive Safety Rules
 Movement: Always walk calmly and purposefully inside the classroom.
 Equipment: Handle all tools (scissors, rulers, technology) with care and return them
immediately after use.
 Reporting: Immediately report any spills, broken items, or concerning situations to
the teacher.
Emergency Response (Drills are practiced monthly)
 Earthquake (Drop, Cover, Hold): Move under desks/tables, protect the head, and
wait for the "All Clear" signal.
 Fire (Evacuate): Leave all belongings, line up quickly and quietly, and follow the
designated path to the assembly area.
 Lockdown (Shelter): Move away from windows and doors, stay silent, turn off
lights, and follow the teacher’s precise instructions without question.

VII. Strategies for Rewards and Consequences

A. Positive Reinforcement (Rewards)

Individual Rewards:

 Verbal Praise (Individual): Specific and timely praise.

o Example: Amazing, Very Good!
 Tangible Rewards (Individual):
o Stars/Points: Award star stickers or marks for positive behavior and
active participation
o Examples: Turning assignments in on time, assisting other students

 Prizes/Privileges: Give small school supplies, bookmarks, or art materials.

 Honor Roll Recognition: "Student of the Week" badge/certificate for ongoing
academic performance and excellent behavior.

Group Rewards:

o Points System: Award points for good group behavior and performance (e.g.,
meeting deadlines, demonstrating teamwork, maintaining a clean area).
o Group Privileges: Reward top-performing groups with group prizes.

B. Consequences
Level Strategies and Consequences Focus: Goal of the
Intervention
Level 1  Stand near the student to Minimal disruption;
(Minor/First provide gentle proximity allow the student to self-
Offense) control. correct.
 Use a calm hand gesture or a
“look” to signal awareness of
misbehavior.
 Gently tap the student’s desk or
quietly remind them of the rule.
  Give subtle cues like pointing to
the behavior chart or classroom
expectations poster.

Level 2 (Repeated  Pull the student aside quietly for Promote self-reflection,
Minor / Moderate a 30-second conversation. accountability, and
Disruption)  Ask reflective questions: “What refocusing.
rule do you think you are
forgetting?” or “How can you
refocus right now?”
 Have the student make a verbal
commitment to follow the rule.
 Encourage problem-solving:
“What will you do differently
next time?”

Level 3 (Repeated  Ask the student to write a Encourage accountability,

Level 2 / Major reflection: what rule was behavioral retraining, and
Disruption) broken, why it matters, and parental involvement.
steps to repair behavior.
 Contact parents to inform them
of the incident and collaborate
on solutions.
 Offer restorative opportunities,
such as apologizing to affected
peers or helping repair
classroom disruption.
 Check in later to see progress
and reinforce positive behavior.

Level 4 (Safety  Immediately refer the student to Ensure safety, maintain

Violation / Refusal the school administration. order, and involve
to Comply)  Conduct a post-incident external support when
conference with the student, required.
parent, teacher, and
administrator.
 Discuss safety protocols,
consequences, and next steps.
 Develop a behavioral support
plan if necessary (e.g.,
counseling, supervision).