Running Head: Classroom Management Plan
Classroom Management Plan
Kameron Monson
EDU 5391 - 001 - Spring 2015 - University of Utah
Classroom Management Plan
Classroom Management Plan
Overview
Classroom management is the foundation of good teaching. Effective educators to take
into account many different elements when considering how to manage a classroom. The goal of
this plan is to create an optimal environment for learning. To accomplish this I will focus on
building a positive support system for students that pulls from a variety of philosophies and
management styles. This involves creating lessons that are engaging and take into account the
unique cultures and learning styles of each student. Creating a classroom community that fosters
and supports positive character traits, using logical consequences, and making students feel safe
enough to take risks while at the same time having clear expectations will help students thrive.
Philosophy
The main philosophy this classroom plan is modeled after is the Positive Behavior
Supports System. This philosophy of management is a student centered approach, and focuses
on creating a support system that reinforces good habits and behaviors. The goal is to enhance
the quality of life for the learner so that they are intrinsically motivated to learn. (Charles, 2014)
Students reciprocate whatever emotions the teacher projects. Reinforcing good behaviors rather
than solely punishing bad behavior creates an environment where students want to learn because
it is engaging and rewarding.
Adapting and using the best parts from other philosophies helps to make a more balanced
classroom management plan. By getting to know my students and their individual lives I will be
able to make sure that their students basic needs are being met (Biological Model). Based on
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the Developmental Model, using developmentally appropriate instruction will keep information
within the student's proximal zone of development. The classroom should be a social place
where students interact with each other to solve problems and have discussions that push each
other to think critically (Social Learning Model). It is also important to observe and interact with
students, making adjustments to the curriculum and designing interventions based on
observations (Applied Behavioral Analysis, Behavioral Model). Taking the best parts of
different philosophies and combining them creates a plan that is inclusive and adaptive. (Charles,
2014)
Physical Classroom Environment
Part of classroom management involves organizing the physical space so that it is
favorable for learning. Using a variety of desk and seating arrangements depending on the
activities the class is doing as well as the unique personalities of the students allows for
adaptation. Moving the desks frequently keeps things interesting and helps to foster a wider
community rather than putting students into cliques. (Wilson, 2013) Seating arrangements, like
tables or horseshoe shaped layouts, help students to collaborate and interact with each other to
solve problems. Students should be able to move around freely and easily be able to get to
supplies. There will be spaces for group discussions, research stations with computers, and
places for small group interactions. Having a classroom library full of interesting books for
students to borrow from during reading time helps with literacy engagement. (Wilson, 2013)
Most of all the environment will be mentally engaging as well as physically comfortable.
The walls of the classroom will be literacy rich. Examples of student work and accomplishments
will be displayed around the classroom and in the hallway to show students that their work
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matters and that the classroom is theirs as well. The information on the walls can also help
remind students of important information, such as math strategies for problem solving and the
scientific method which will be frequently used in experiments. The overall environment should
be warm and inviting, but at the same time convey the message that this is a space for learning.
Managing Student Behavior
I plan to use a variety of strategies to manage student behavior, most of which will focus
on positive reinforcement. The beginning of the year will start out in a high control model.
Gradually as the year progresses students will take more responsibility and have more freedom.
(Charles, 2014) The goal is to make the curriculum so engaging and the activities we are doing
so interesting, that the worst form of punishment comes in not being able to participate in those
activities. (Esquith, 2007) There will be four umbrella rules in my classroom: Unity, Work,
Respect, and Attitude. The very first day we have a class discussion about the rules, and how
each of them covers a wide range of expectations. For example KYFOOTI would fall under
respect, as well as listening when others are speaking. Procedures and expectations are clearly
stated from the beginning and then reinforced, reviewed, and practiced throughout the year.
When students do misbehave, they are given a warning and the expectation is restated.
The goal in managing behavior isn't to punish, but to have students do the correct behavior so
that it becomes routine. (Charles, 2014) Teachers must be firm and consistent. If a teacher
doesn't follow through with what they have said, students lose the respect and trust required to
manage the classroom. Teachers also need to keep on top of small behaviors and not let them
slide, or else the small problems will grow into more serious problems and become harder to
correct. I plan to be friendly and outgoing, but firm and clear in my expectations. Students need
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to know the reasons behind why the rules are in place. (Esquith, 2007) Having a dialogue with
students about behavior not only shows them the reasons behind expectations but makes them
more likely to follow desired behaviors in the future.
Another important part of my classroom management will be to use logical
consequences. This means using consequences that are well thought out and designed to make
students see the value in the correct behavior rather than solely punish misbehavior. (Charles,
2014) The goal is to mirror consequences that would occur in life outside of the classroom and
teach students real world values. An example of this is using a classroom economy where
students are given jobs and rewarded for their work. In the economy system students will have
responsibilities such as paying rent on their desks, having to buy valuable classroom supplies,
and paying fines for breaking classroom rules. Students are also rewarded and reinforced for
being upstanding citizens, or getting a compliment from other teachers/classes. The objective is
to make students intrinsically motivated by showing them the benefits of being a good person.
(Esquith, 2007)
I also realize that there will be problems that I have not seen before or anticipated. It is
extremely important to constantly assess how the classroom management plan is working in
terms of results. If current actions are not producing the desired results, then the behaviors that
are currently being used are not working. In these cases an effective educator does research and
collaborates with colleagues to find new approaches to behaviors. (Charles, 2014) It will be
essential to use all of the resources available, such as colleagues and parents, to come up with
solutions. Having a buddy classroom will also be helpful for having a place to send students
who need space and time to cool off. (Wilson, 2013)
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Creating a Respectful and Supportive Learning Environment
Creating a respectful and supporting learning environment will include everything across
the management system. It will be important to plan a curriculum that is tailored to meet the
needs of each individual student. The activities in class will be engaging and relevant to the
students lives. The physical environment will be warm and inviting but also mentally
stimulating. Order will be maintained in the classroom through a strong management system
that reinforces good behaviors through positive methods. Students will be encouraged to be
involved in the classroom and responsible for their own behaviors.
Most importantly I plan to take the time to get to know each of my students as
individuals, and incorporate that knowledge into the classroom. It is vital to build a good rapport
with students so that you can catch problems early, anticipate based off of observations, and
design support systems and interventions to meet the needs of each student as an individual.
(Esquith, 2007) Students are more likely to respect someone who takes the time to get to know
them and values their input. Students are also likely to behave better for someone they respect.
Finally, giving students a degree of choice and control over how they learn will help with
motivation and desire to succeed. (Charles, 2014)
I want to create a community of learners that work together and help each other succeed.
The beginning of the year will include many community building activities that help the students
get to know one another. The activities will also be designed to encourage students work
together to solve problems. Learning cannot take place if a students basic needs arent being
met. (Tough, 2012) Students need to feel that they are safe and know someone cares how they
are doing in order to be uninhibited in their learning.
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Instruction and Curriculum
Good teachers use a variety of instructional methods and activities depending on the
situation. Group activities, individual research projects, rotating stations, modeling, class
discussions, small group work, and direct instruction will all be used. It will be important to
have good procedures in place beforehand and to make sure that those procedures are being
followed.
Making sure to use deliberate, explicit instruction, and being clear in my
expectations, will help the activities flow more smoothly and cause less confusion. Having a
tiered support system and using differentiated instruction will help to insure that students needs
are being met. (Charles, 2014)
It will also be important to use developmentally appropriate practices so that students do
not become bored or overwhelmed. This means scaffolding instruction, explicitly modeling
expectations and procedures, giving students time to think and respond (think, pair, share), and
giving students chances to practice. (Wilson, 2013) Good teachers plan student centered
activities that challenge students to think critically and make them excited about what they are
discovering. Taking note of what is going on outside of the classroom and including content that
is relevant to the outside world helps to keep students engaged and motivated. It is also vital to
incorporate elements of individual student's cultures and personalities to make what they are
learning relevant to their lives. (Esquith, 2007)
Learning should be fun! People tend to project back whatever emotion they are
receiving. Projecting a positive attitude while teaching and being genuinely interested in the
topic will help with student motivation and keep students energized about what they are learning.
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Finally, it is imperative to have high expectations for every student and to give them the support
they need to succeed. Part of the classroom rule "Work means that students are always doing
their best and putting forth their best effort. Students who turn in work that is obviously not their
best effort will get it handed back and kindly be asked to do their best. (Esquith, 2007)
Promoting Classroom Safety and Wellness
Each aspect of the classroom management plan is designed to help promote classroom
safety and wellness. The physical environment will be designed to make students feel welcome
and at ease. Using engaging activities and having an outgoing attitude will help make the
emotional environment positive. The curriculum will be designed to teach students life skills
that promote both physical and mental health. (Tough, 2012) The classroom rules are designed
to keep students safe and happy. Students will know from the beginning that the most important
classroom rule is making sure that everyone feels safe both emotionally and physically, and that
any behavior to the contrary will not be tolerated. Making the classroom a community of
learners will help make sure that problems are caught early and addressed. (Esquith, 2007)
When students challenge the safety and wellness of the classroom there needs to be clear
procedures in place for handling confrontation. The goal is to not only stop the bad behavior, but
to get students to develop the right behaviors so that they become habit. (Charles, 2014) Finally,
taking the time to get to know each student as an individual will be the most important step in
promoting classroom safety and wellness. This will help me to predict behaviors, make
preparations in advance, and tailor interventions and consequences that will be the most effective
for each student.
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Interacting With Colleagues, Parents, and Others
Communication is a vital part of being a teacher. It will be important to use all of the
resources available to me to make my classroom successful. The parents of students have a
wealth of information about their kids. Also much of a students learning takes place outside of
the classroom with their parents. (Tough, 2012) It will be important to get to know each
students parents and to work with them to make sure that their child is getting the best education
possible. Having a good rapport with parents will make it easier to address problems if they
arise and design interventions that will be more successful. When interacting with parents I want
to make sure to mention all of the positive aspects of their student and focus on growth so that
they know that I genuinely care about their child.
Good teachers also collaborate with colleagues. They are an invaluable source of
information, advice, and assistance. Interacting with other teachers in professional learning
committees allows educators to bounce ideas off of each-other, get advice on difficult situations,
and create a community environment that is prevalent throughout the school. When you have a
good rapport with colleagues you can plan engaging activities, work together to solve problems,
and have a buddy classroom to use as a fallback plan. (Wilson, 2013) If a teacher is experiencing
a difficult situation, odds are that one of the veteran teachers in the school has encountered the
same problem and will have a viable solution. While interacting with others it is essential to
maintain the high level of professionalism and standards that go along with being a teacher.
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Teaching Character Traits and Social Skills
The final piece of this classroom management plan is to teach and foster positive
character traits and social skills that will help students become better individuals. Academic
knowledge is an incredibly powerful tool, but students also need to have social skills and
character to be able to use that knowledge effectively in the real world. A students success in
school and further on in life depends on their ability to persevere through difficult and
challenging times. Character traits like grit (persistence, fortitude, and perseverance), curiosity,
self-control (willpower), enthusiasm (zest), gratitude, optimism, and social intelligence can all be
taught and encouraged. (Tough, 2012) Explicitly teaching character creates a classroom culture
that nurtures and encourages positive behavior and motivates students to become better people.
Conclusion
Classroom management is the cornerstone of good teaching. Taking the time to get to
know my students as individuals and being adaptive will play a central role. Teaching is an ever
changing profession and there will always be unforeseen challenges, but having a solid plan will
better prepare me for these new experiences. By maintaining a positive atmosphere, creating a
community of learners, building a warm and inviting physical environment, designing a student
centered curriculum that is engaging and relevant, and communicating with students, parents,
and colleagues, and explicitly teaching character, educators can create an optimal environment
for learning. I am looking forward to using these techniques as I begin teaching.
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References
Charles, C.M. (2014). Building classroom discipline. Eleventh edition. Upper Saddle River, NJ:
Published by Pearson Education
Wilson, M. B. (2013). Teasing, tattling, defiance, and more... Positive approaches to 10
common classroom behaviors. Turner Falls, MA: Published by Northeast Foundation for
Children.
Esquith, R. (2007). Teach like your hairs on fire. The methods and madness inside room 56.
New York, NY: Published by the Penguin Group.
Tough, P. (2012). How children succeed. Grit, curiosity, and the hidden power of character.
New York, NY: Published by First Mariner Books.
