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Running head: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

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CLASSROOM MANAGEMENT PLAN

Preamble
The phrase, school is a safe environment is constantly echoed in school communities
across the nation. Schools should be a safe place, but occasionally they lack that tone when you
walk through the doors. This feeling is immediate when you walk into a school that has correctly
established a positive environment. This setting is accomplished through structure and prior,
clever planning by teachers, parents, and administration.
As an educator, my goal will be to create an environment where students feel safe. The
safer my students feel, the higher the likelihood of them being critical thinkers, good friends, and
ultimately a shining example in their community. Our classroom will produce social skills,
knowledge, and a love for learning through laughter, positive reinforcement, and active service
for one another.

Preventative Techniques
Classroom rules
Establishing structure in the classroom will create stability. Classroom rules form the structure
that I will have in my classroom. We will form and discuss a set of classroom rules in the first
week of school. These will be practiced with fidelity for weeks. It will be important to model
these rules as the teacher.
Spending time with students outside of the classroom
Its always important to understand your students and see them in different contexts. Structuring
your classroom and lessons around your students is key to keeping them engaged. Spending time
with students in specials, at recess, at lunch, or at community events are great opportunities to

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learn about your students and to build rapport. This is an active decision that I will make with my
students throughout the school year.
Proximity
It will be important to stay near students throughout the day. Proximity is a way to remind
students that they need to be on task, learning with the group. This should be done constantly and
effortlessly. As I build rapport with my students and as they begin to understand the classroom
rules, this should become easier. Proximity is the simplest way to check in with your students
and keep distractions to a minimum.
Morning greetings
Greeting students at the door every morning will show the students that I am committed to them
and their learning. This will also help build rapport. It will also give me a quick glance at who
may need a little extra support to get started at school. In the younger grades this may look like a
high five and a hello. In the older grades it may just be a Hello.
Teach students to give meaningful compliments
This must be taught explicitly and modeled. Its a strange concept for kids to complement one
another without it feeling forced. It may feel forced in the beginning, but it will come more
naturally. They should notice the positive behavior and work happening around them. This will
create positive behavior for current and future endeavors. It will also help foster a safe climate
for everyone. I will need to model this heavily. It will be a good reminder for myself that I have
students in my room who are people first in a home outside of the classroom. They will all bring
different perspectives and ideas to the classroom and this should be praised.

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Opportunities to interact
Students will learn more from each other than they will learn from me. As they teach each other
they will clarify and solidify their understanding. I will provide opportunities for students to
interact in partners and groups at their seats and while they move around the classroom. This will
help student engagement and will allow students to know their classmates.
High expectations
Children are smart and observant. They will rise to the occasions present. I will hold high
expectations in my classroom for social behavior and instruction behavior. This will be evident in
my planning and the way students interact with each other.
Routines
Routines and rules will provide stability for students. They should only need to think about
solving the problems provided for them. They should not have an additional set of problems
because theyre trying to make sense of whats expected of them. Providing a routine will
diminish behavior issues among all students.
Explicit instruction
Explicit instructions will also keep your students from guessing about how to complete a task.
Clear, concise directions should be given for every task offered to students. These instructions
should be phrased positively.
Get to know you

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Aside from myself knowing the students well, students should know each other in class. The first
day of class we will play get to know you games and team building to help facilitate that strong
foundation that will be important throughout the year (Heyn, Paige)
Classroom arrangement
The classroom will be arranged for the students to interact and share supplies. It will also be
simple for me to walk around the classroom to stay close in proximity and formatively assess
students. My desk will face the classroom and allow me to view each space in the room at all

times. It will also be important to have a gathering place for the entire class (Boushey, G. 28).
This space will be near the board. In older grades, Id like to place the desks in a horseshoe
shape. This will still allow an easy pathway for proximity and a quick assessment. It will also
allow a respectful environment for discussions. Students will already be facing one another and
will be able to easily see the board in the opening of the arrangement as well.

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Procedures
Lining up
Students will quietly line up. We will discuss hallway hands and quiet voices. If students are
talking we will walk back to class and try again. This will be practiced frequently the first few
weeks of school. I will model hallway behavior.
Tardies
Students are considered tardy when the final morning bell rings. They should be in the classroom
before the bell rings. When students are tardy they will place their tardy slip in a jar near the
door. This will help minimize distractions during instructional times. The student will join the
class wherever they are: on the rug, in our seats, at rotations, etc. If the class is at their seats, the
student who was tardy will do the morning papers at their seat until given further instruction. A
schedule will be visible in the room in case we are at rotations.
Missing Assignments
Students will be responsible for missing assignments. All missing assignments will be placed in a
binder near the teachers desk. Students will have two days to complete the assignments from the
day it was assigned, or more based on the circumstances. Students who were absent for multiple
days will receive an additional day to complete their assignment for each day that they were
absent past one day.
Asking to go to the bathroom or get a drink
Students may use the restroom or get a drink during individual work. Instructional time that is
led by the teacher will be kept to a minimum to give students more opportunities to interact with

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other students, but also to use the bathroom. When the class is released to do their work, students
may ask to use the restroom or get a drink.
Attention getters
There will be multiple attention signals taught within the first week. These will consist of verbal
cues, a strategically placed bell that only I can reach, and clapping. Students will know to freeze
and discontinue conversing when they hear an attention signal.
Sub rules
These instructions will be given as the situation arises. Students will understand that a sub is
there to help guide their instruction. A positive classroom environment will assist in this area. A
sub will have incentives that have been established in the class and will implement these
incentives. There will also be consequences for ill behavior. These consequences will be
discussed and formed as a class.
Centers
We will discuss as a class how we act while at a center and how to transition. Voices should be
kept to a whisper during centers and transitions. Students will be responsible for cleaning their
zone before they walk to the next zone.
Lockers
We will discuss at the beginning of the year how to use our lockers. Students will understand that
they are responsible for items needed in class such as homework. They are responsible for
keeping their locker clean and organized. We will discuss which items are acceptable in the
classroom and which items should stay in our lockers (bouncy balls, money, etc). If a student

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leaves a necessary item in their backpack they will have an opportunity in the morning to grab it
and may check their bags during lunch or any recess period.
Emergencies
We will practice emergency drills when they are scheduled with the rest of the school. These
procedures are just as important as content in case of a real emergency. We will discuss what to
expect before the drill begins and discuss how to behave during each drill. It will be explained
that there is to be silence for all drills. Students should stay calm and be in control of their bodies
during these times. We will discuss and map the appropriate pathway for exiting the building
when necessary.
Voice levels
Students should always know what voice level theyre expected to interact at. There will be a
stoplight chart at the beginning of the year for each noise level. Students should be quiet during
red activities, whispering for yellow activities, and may use an inside voice for green activities. If
students start to exceed the voice level for the task then the lights will be turned off to remind
them to lower their voices.
Morning routines
We will practice this multiple times at the beginning of the year. Students will also be given
instructions at back to school night of how to enter the classroom. Students will enter the school
once the first morning bell rings. They will quietly walk in and take a seat at their desks where
there will be morning tasks. They will work on these morning tasks until called to sit in a
community circle about 15 minutes after the tardy bell has rang.

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Supportive
Reinforce positive behavior
Everyone wants to be recognized for the good things they do. Students should be noticed for
their good behavior (staying on task, using appropriate language and tone, following directions,
etc). Students will be reinforced with positive cues and occasional prizes. The prizes will be
more frequent at the beginning of the year and taper off. Praising students will also help other
students around them understand what behavior is expected (Class Acts).
Changing tone and body language
A confident tone and attitude will be used continually, but being kind and confident when talking
to students will be helpful. Students should understand when there is a serious matter and when
the tone should be lighter.
Make a concern box
Students will be able to share their thoughts and concerns in a box. This box will be placed in an
available spot, but not out in the open.
Invite student input
There is power in choice. Letting students provide their thoughts on class work and behavior will
help them become invested in the classroom and their education. When supporting a students
behavior, a conversation should be held. A student can be their own advocate and the more you
work with them and understand them, then you can more easily be their advocate as well.

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Intervention
Individual written agreement
By this point, I will have already had a conversation with the student and their parents about their
behavior. I will discuss again with the student what is expected. They will earn points throughout
the day and once they reach a goal number they will receive a prize. This agreement will be
monitored and data will be tracked. It will be adjusted accordingly if necessary.
Logical consequences
Consequences can be tricky, but the consequence should match the behavior. If this continues to
be a struggle, then I would talk to the parents about what they would do at home. It would also
be helpful to have the student think of consequences ahead of time when both parties are calm
and thinking clearly.

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Bibliography
Boushey, G & Moser, J. (2006). The Daily 5. Portland, ME:Stendhouse.
Forlini, Gary, Ellen Williams, and Annette Brinkman. Class Acts: Every Teacher's Guide to
Activate Learning. 2nd ed. N.p.: n.p., n.d. Print.
Heyn, Paige. Building Community 22 Sept. 2016.