PSII Classroom Management Plan Template

PSIII Classroom Management Plan

Name: Trevor Harder School: Connect Charter School
University Consultant: Ed Wasiak

Teacher Mentor: Andrew Bolen

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning
Bring lesson plans
Confirm learning objectives are clear and will be met
Alberta music Program of Studies
Unit Plan

Learning Students Names, Other Information

Program with students photos is installed onto computer

Greet grade 4s and grade 5s outside of the classroom, before bringing them in.
Greet grades 6-9 as they are entering the room or when they have taken their seats
Review files for coding.

Classroom Rules and Procedures

State rules and expectations with students.
Make sure the rules are easily accessible.
Review rules and procedures with students constantly.

School Facilities and Equipment

Figure out where photocopy machine is.
Confirm check photocopy code.

School Policies and Procedures

Confirm procedures align with school policies.

Organizing Classroom, Materials and Supplies

Make sure handouts are organized.
Mouthpiece sanitation spray can be accessed

2. RELATIONSHIP/COMMUNITY BUILDING PLAN

Strategies for Building Positive Relationships
1. Learn names of students as soon as possible. I will greet the students as they enter the
room. For those I was unable to greet, I will try to learn their names throughout the first day.
While I may not learn all of their names, I will remind students that I have to learn many
names and to be patient with me.
2. Learn interests of students, this can be beneficial when relating information.
3. Greet students as they enter the classroom.

Strategies for Building Classroom Community

1.
2.
3.
4.

Joke with the students throughout the lesson.

Congratulate when students have succeeded and encourage when struggle.
Encourage students to take a chance and not be afraid to make a mistake.
Learn the names of students as soon as possible.

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSII Classroom Management Plan Template

3. RULES AND PROCEDURES PLAN

Classroom Rules
1.
2.
3.
4.

Respect
Respect
Respect
Respect

yourself
others
the room
the music

Explanation of Classroom Rules:

I believe these three rules, while seeming simplistic, cover a variety of topics. Respecting yourself
refers to not putting yourself down, to continue to try when you are challenged. My second rule,
respecting others, refers to treating others fairly. When someone is talking, an individual should not be
yelling out the answer or disrupting class by distracting others. If the student has something to say,
they must raise their hand and speak when they have the opportunity to. My final rule, respect the
room, is very important in a music room. All around the room there are instruments. If someone is too
busy running around and not paying attention to where they are going, they could run into something
and potentially hurt themselves or the instrument.

Classroom Procedures
1. Attention-Getting Procedure
I will raise my hand and count down from five. Students should quiet down by the time I
reach one. If this does not work, I will clap a rhythm and students will clap it back to me. I
will continue this until I have everyones attention.
2. Start-of-Class Procedure
I will go to the front of the class and greet of the students. I will also raise my hand into the
air so that it also provides a visual prompt for students to settle down and to listen.
3. End-of-Class Procedure
I will inform the class that there are X-minutes remaining in the period. At this point, I will
ask the students to start cleaning up the work/instruments. I will ask students if they have
any questions about what we covered in class. This can be administered using a question
period, exit slips, a four-corner exercise. If students do not have any questions, I will ask
students questions based on the information to confirm they were paying attention or not.
4. Question-Answering Procedure
When I ask the students questions, I expect students to raise their hands, rather than
shouting. Once I acknowledge a student, it is their turn to talk. While one student is talking, I
expect the other students to listen to what is being said.
5. Safety Procedures
As in many classrooms, I expect students to not run through the band room. When students
have their instruments out, they should not horseplay. If possible, students should leave
their cases either off to the side of in the storage areas. When it is time to pack up, students
should pack up their instruments and clean up stands and chairs.
6. Other Procedures:
If there is homework assigned, I expect students to complete their homework. Electronic
devices, such as iPods, cell phones and other devices should only be used during work time
or free time. If I need to interrupt the students while they are working, they should turn off
their devices and listen to what needs to be said. If a student is not completing their work
and playing on their devices, they may lose their privilege to use their devices. ( what about
if they just dont do it?)

Explanation of Class Procedures:

Many of my procedures are already implemented by my Teacher Mentor. I chose my
attention procedure to be a hand raise because I have found this to be effective at the
middle school age group. In the cases that it has not been effective, a call and response
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSII Classroom Management Plan Template

rhythm has worked. This technique can continue until all attention is up at me. Generally I
have no had to do more than two rhythms. The hand raise will be taught by me approaching
the board while raising my hands. Some students will notice and they will begin to quiet
down and listen. With the latter option, clapping has been able to be carried across the
room. Many teachers use this method so the students are accustomed to this attention
procedure.
I chose my start-of-class procedure to be similar to my attention procedure because it
allows the students to see a routine. By starting the period using this procedure, it allows
students to remember that when I raise my hand, it is my turn to speak. Also, by greeting
them at the beginning, I believe that it allows the class to start on a good note. This is
implemented in a similar fashion as the attention procedure. Once students have quiet
down, that is when I will greet the students as a whole.
I chose my end-of-class procedure to be based in a non-band room setting; however it
can be used in a band room. By asking the students if they have any questions about what
was covered in class, it allows them to take control of their learning. I also believe that it is
important to take control of asking questions if students are not asking. This will help me
confirm that students were paying attention.
My question-answer procedure, while basic, has been very effective; however when
implementing this technique, I have to do the occasional reminder that students should not
shout out answer. While it is normal to have the occasional answer blurt out, I will have to
keep with my procedure and remind the individual to not yell out the answer.
I chose these safety procedures because I believe them to be common sense. While
many students will automatically act in this manner, it is essential to remind students of
these safety procedures, as some will forget. While I believe this procedure has already been
implemented, I will remind students throughout the practicum. If they are not followed, then
I will talk with the students first. If it continues to be an issue, I will dismiss students by
sections.
Finally, I chose these procedures based on my personal learning styles. I enjoyed
listening to music while I was working and when it was time to listen to the teacher, I would
take the head phones either out of my ears or off my head. It is important to remind
students that it is a privilege to have devices in the classroom, and if they abuse the
privilege they can be taken away.

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour:
1. Stand beside the student.
2. Use the teacher look.
3. Address student by name.
4. Remind the student of the rules.
5. Once the group has started working, talk to the student.
6. In cases that students are continuously misbehaving, I will ask the students to enter the
hallway and within a few seconds, inform the student that I will be out shortly to talk to
them. While the student is waiting, I will inform the other students to work on a particular
topic while I speak to the student.

Justification/Explanation of Strategies:
I chose these strategies because they have all been successful for me. For many
students, knowing that the teacher is standing near them, it will deter most of the
misbehavior. While you cannot always stand beside the child that is misbehaving, many of
the other strategies are interchangeable. I have used a teacher look a few times, many
times it has been as simple as making eye contact and the student has responded. Most of
these strategies are subtle, as they will not embarrass the student in front of their peers.
While number three may seem more aggressive, the important thing to take into
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSII Classroom Management Plan Template

consideration is the tone of voice. If you use an aggressive tone in your voice, it is more
likely to be taken aggressively. It is a fine balance between too harsh and too passive.

Relation of Strategies to School Policies and Procedures:

Many of the strategies I have chosen are similar with school policies. After speaking
with my Teacher Mentor, he believes that these are effective strategies for classroom
management. The main focus at Connect is respect, whether it is themselves, each other, or
the room. I believe their main policies co-exist with mine and together I be successful with
my classroom management.

5. FIRST DAY LESSON PLAN

Lesson Plan #1

Date: August 13, 2014

Objectives: Getting to know you and classroom expectations
Materials: Blackout bingo sheets and post it notes
Procedure:
Introduction:
-

I will introduce myself to the class.

Explain that I am a teacher intern and explain the difference between a teacher
intern and student teacher

Body:
-

Get To Know You Blackout Bingo

o The students and myself will go around and ask try to blackout our bingo
cards
o Once people are done, they can return to the circle
o If time is up, everyone will return with their sheets
Expectations
o Here I will outline my expectations with the students
o Students will have the opportunity to add in what they believe is fair (re:
bathroom, drinks, etc.)
o Students will write them down on post-it notes and place them on the board at
the front of the classroom.

Closure:
-

Collect the post-it notes and sort through them for common ideas
Make a poster for the class for next day

6. REFLECTIONS ON CLASSROOM MANAGEMENT*

(*completed at the end of the practicum)

Successes/Strengths
Problem Areas/Areas for Growth
Alternative Strategies/Things to Try

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSII Classroom Management Plan Template

Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press