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Classroom Management Plan
Melissa Durso
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EDE 200

Context
Upon accepting a teaching position, I would like to be placed in a third grade classroom,
particularly in a regular education classroom. However, an inclusive classroom, or a self-contained
classroom would be appropriate for my degree as well. Community inside and outside of the classroom is
extremely important to me and my ability to get students to the next level in their education. I am optimistic
to be teaching in a community where the parents are supportive and involved in their childrens learning. I
believe if there is no communication or relationship amongst students, their parents, and myself we cannot
reach our full potential to help our students succeed.

Physical Design
Once hired in my first teaching position within a regular third grade classroom, I will have a plan for
the physical layout of the classroom. I have strategically placed the classroom the way it is representative
of Steeles six functions to classroom management. Security and shelter, social contact, symbolic
identification, task instrumentality, and pleasure with an emphasis on security and shelter, and social
contact, helped me to decide where materials and desks needed to be. Desk placement is imperative for
social interaction amongst students. Interaction happens naturally and we should not take away their
opportunity to explore ideas and socialize with one other. This is the reason why I have placed single desks
in groups to better benefit the students learning. This placement allows the students to have small group
discussions. I have not only placed desks in clusters but I have also placed a circle rug in the front of the
room for whole class discussions. This helps students interact with others they have not heard before and
to also hear from me. This set up gives the opportunity to make the classroom a community. Lastly, I have a
horseshoe desk that can produce guided reading workshops or writing workshops with a small group, or for
students who need guidance or independence in other subjects or activities. This will help me and the
students to see their weaknesses and strengths and how to make our work the best it can be. Doing this
within a whole group, might prove difficult to get to everyone and hone in on what students needs need to
be reiterated. I placed the bookshelves a certain way for students to dive deep into their books and explore
a different world. Blocking the classroom environment will help the students develop that exploration. Not
only can the bookshelves be used for exploration as a reader but it can also be used for safety and shelter.
Being blocked by the bookshelves will help kids feel like they have a place to get away. Also if anything
serious were to happen inside or outside the classroom the students know they have a safe place to hide.
Aside from my emphasis on security/shelter, and social interaction within the classroom, I placed posters in
the classroom to enhance their learning. This can also be used as a reference and brings color into the
classroom. No child or adult can learn and absorb in a room with white walls and separated desks. Bringing
color into the classroom brings life and energy in everyone. It shows that I am inviting students to come
explore the learning process and to have fun along the way.

Rules
Without a clear and logical plan of prevention established in the classroom, the process of learning
and teaching can become extremely difficult. I have contemplated about how I would establish rules and
routines within my class. I debated on how much I wanted students to be involved with generating the rules
within the class. I first thought why not let students have input on the rules. This is their community as well

as mine. On the other hand, I thought about serious rules that I need to be put in our classroom plan that
students may not come up with on their own. In the end I felt that students will be more reluctant to follow
these rules if they have say in it. Students may feel they have an obligation to uphold the rules since they
were the ones who generated them; its a sense of ownership. Student based rules will also help preventing
those negative behaviors in the future. Rules are based on conduct, and routines are based on certain
tasks, both have expectations. I feel as if student generated rules would be best as long as my routines are
teacher generated. For starters, I will have no more than six classroom rules. If there are more than six
rules, students will not be able to focus on any single one of them. Giving the students no more than six
helps them focus and practice those rules appropriately. I want to try to leave out the No language. If a
child gives me a statement such as no running I will change that into more of a positive statement saying
something similar to, we walk at all times. First, I will gather the students on the carpet and will explain
what rules are. Then, we will go into a class discussion about what would make the best rules for this class.
We will then list our six or less rules with positive language on chart paper. All students will sign their name
and we will hang it up where every student can see. After we generate the rules together, I will get the
students moving and practice each of these rules so those kinesthetic learners absorb what is being
expected of them for the entire school year. Some of the rules that could be generated as a whole class
discussion would be, walk at all times, ask three before me, respect as you would like to be respected, use
appropriate voices, and have fun while learning! These rules could be brought up in a student generated
rules discussion for the reason that they are all important to their learning. These rules show that this is a
safe environment to learn and share about the discoveries in the classroom.

Routines
Establishing rules in a classroom in critical, but routines are also very important as well. It keeps
the flow of the class and helps students know where things go and what to do next. These routines in my
classroom will start being established by the first day of school. As we move through activities and mini
lessons, the routines will become evident of how I want tasks to proceed. Class-running routines are nonacademic routines that really keep the flow of the classroom. Even though these tasks are non-academic,
this does not mean that they dont have an important role in the classroom. Students in my class will have
homework; the first task that needs a routine is what to do with homework. As soon as they walk in they will
unpack which will be their immediate task of the day. Then the students will put their homework folder with
their finished homework in the homework bin which will be near the door. Having this right in front of the
students will help remind them they need to put their homework in because I will not be reminding them as
the weeks and months go on. When they put their homework in, another task I expect to be completed is
attendance. Near their homework bin, I will have little apples with each persons name on it. The student
needs to find their name and put it in the lunch section whether it would be brought from home or hot lunch.
I want it to be done this way because it serves two purposes, checking the attendance and collecting lunch
orders. I will be modeling these three tasks for the students to see and hear what I expect. Lesson-running
routines are set so that behaviors are known for teaching and learning to exist. Each student should have a
folder and notebook for each subject. As I go over the schedule in the morning the students will know when
math comes up during the day and they will bring their math folders and math notebooks. When the mini
lesson is over students will know that an independent activity is next. If they finish the activity and are done
early the students should know, no matter what subject that they should take out a book and read silently or
finish any other unfinished work. This will take a few attempts for this to resonate with the students that this
is what is expected while other students are finishing. I most likely will have to remind the students over the
month. Interaction throughout the classroom is extremely important to me. I think students learn the best
when they vocalize in different interaction settings. According to my physical classroom design, I have set

up many opportunities for students to interact in a multitude of ways. As lessons progress and move
forward throughout the year, I will be telling the students what I expect during each whole group lesson,
individual, or small group. I want to encourage all ideas and talk during any point of a lesson but I want to
make sure the students understand when it is appropriate to talk. I will let the students know while we are
on the rug and I am teaching that there is to be no talking going on. I will ask to them share with a partner
or share with me their thoughts and ideas. I understand a few kids will be shouting out here and there and
this will take some time to establish. During independent work and when this comes up I will let the
students know that anytime we are doing independent work means that it is independent work and there is
no talking at this time, unless for some reason I state otherwise. Students will start to understand my
routines as we go through the year and certain situations. An example of this would be, when I say 3-21 students will know how to respond. Once they hear that three all hands will go up and everyone will say
haaaaannnds up! Overall, there are many more routines to be established throughout the classroom.
Routines are important to have to maintain the flow of your classroom for deeper learning and
metacognition can take place.

Relationships
My entire life people have always told me I should be a teacher. I tried to stray far away from
teaching and push it away. As I went through my years in school, I made strong connections with teachers.
They will always have a lasting impact on me and thats when I decided becoming a teacher was my
passion. I want to be the teacher that the student will always remember. In order for that to happen,
relationships need to be established and be evident to each student. A few techniques I will use in my
classroom to have students know that I care about them, will be smiling as much as I can throughout the
day. I firmly believe that smiles are contagious. If I smile to each child during the day, each child will smile
back at me which sets a feel for the class that day. I will also greet each student at the door. I will try to
learn different ways of saying hello or good morning so students feel special that I am taking the time to
learn different languages. This will also expose them to diversity. Taking the time to stand at the door and
say good morning will set the tone for the class that day. I remember how I felt when teachers did or did not
say good morning to me. I will also a take personal interest in each student. I will make sure to notice when
kids get new shoes, clothes, or a new haircut. Noticing those things will have the student feel that I care
enough about them to know when differences occur. I will also ask questions about their personal interest
randomly throughout the year. For an example, how is gymnastics going? Do you like soccer still?
What are you reading this week? I will ask, say, or do anything that will individualize my relationships with
students. Caring about my students will go a long way, students will be more likely and willing to respect me
and others, take care of our classroom community, and will always try their best.
Building relationships and showing students that I care will be forming a community within the
classroom setting. A sense of community will allow students to feel safe in the environment which will allow
them to grow academically and socially. To form a community I will have a morning meeting each day. This
will give students a chance to unpack, settle down, and share with the class before the academics come
into play for the day. Giving the time for morning meetings will help prevent any future outbursts for the day
because students had time to share what they wanted to share during the morning meeting time. I will also
conduct fun community building games. We could participate in get to know you games, with prewritten
questions on them picking from a bin. I can also ask one question and we can have a round robin type of
share. Lastly, I can incorporate the game where you step forward when the statement I say applies to the
student. This will give the opportunity to get a visual of student personalities within the classroom.

Discipline
Hopefully with all my classroom management skills, I will be preventing most misbehavior in the
classroom. Of course I realize that I still must be prepared for anything that might come my way that I cant
prevent. There are three different types of behavior such as minor, serious, and chronic that needs a
specified and logical plan. For minor misbehavior, I do not want to distract the class. So if a group of
students are interacting with each other when they are not supposed to, I will quietly walk over or the
proximity strategy, so the student know that I am noticing their talking and I would like them to cease. I
would use this because I do not want to destroy the relationships that I have built up and I would not want
to distract other students from their learning. If I were to use a verbal cue, I would take part in call on the
student, asking them what problem we are on or the answer. This will maintain the flow of the lesson while
not calling attention to the behavior. Only the student will know and understand.
As for more serious misbehavior, my strategy is avoiding a reward system. I will develop a
consequence system. For students first offense there will be a warning, for students second offense there
will be a logical response to their behavior. This will be something such as if they took time away from the
lesson talking, they will be inside making up that time during recess. The students third offense will be a
call and a note home. I will want to talk to the parents one on one and have the note go home with the
student signature coming back with the parent signature. The students fourth offense would be sending
them to the principal for them to handle. These consequences will be established the first week of school,
so the students know what to expect and are not surprised in the end.
For chronic behavior present in the classroom, I will have the student self monitor because I still do
not want to have a reward system in place in my class. Self monitoring will help the student become more
aware of how much he or she is acting in the misbehavior. This will give a tally of how many times the
behavior is present during the day. Afterwards me and the student will self evaluate and determine what we
can do to limit the poor behavior in the future. This is my classroom management plan which will help my
classroom run smoothly and prevent behaviors.