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Classroom Management Plan

Classroom Management Profile

My Classroom Management Profile has shown me that I prefer an Authoritative style
approach to classroom management. According to the definition provided, as the authoritative
teacher I will place limits and controls on the students but simultaneously encourage
independence. I often explain the reasons behind the rules and decisions. If a student is
disruptive, I offer a polite, but firm, reprimand. I will sometimes metes out discipline, but only
after careful consideration of the circumstances.
As an authoritative teacher I am also open to considerable verbal interaction, including
critical debates. The students know that they can interrupt me if they have a relevant question or
comment. This environment offers the students the opportunity to learn and practice
communication skills.
I will exhibit a warm and nurturing attitude toward students and express a genuine
interest and affection. The classroom abounds with praise and encouragement. I often write
comments on homework and offer positive feedback to students. I will encourage self-reliant and
socially competent behavior and foster higher achievement motivation. Students are guided
through learning rather than lead.
Not only will I use an authoritative style, but I will also focus on the disciplinary method
of Confronting-Contracting as opposed to the Rules and Consequences and the RelationshipListening based approaches. When using a Confronting-Contracting method to classroom
management, I will emphasis the power of choice and self-reflection. We will work together in
class discussions to decide rules, consequences and rewards and I will enforce these rules
consistently and fairly. I will confront my students when problems arise, and decide on a plan of
action while coming to an agreement as a collective group.
My Classroom Management Profile will become more diverse and evolve over time as I
grow as a teacher. I will evaluate my students each year and pick the appropriate style and
discipline method to apply when addressing a particular situation or subject.

Procedures, Procedures, Procedures!

(subject to change)
Rules, Consequences & Rewards
o All rules, consequences and rewards will be established on the first day of school
and will be posted at the front of the room. A set of rules, consequences and
rewards will be available on the class website and sent home to the parents.
Students will be held accountable throughout the entire year consistently and
fairly. Rules, consequences and rewards are attached below.
Entering the Classroom
o Students will enter the classroom equipped with pencil, grading pen (any readable
color besides black ink) and personal reading book(s). Students will pick up their
portfolios from their designated bookshelf (2 inch binder with pockets, which will
contain their Writers Notebook, returned pieces and published pieces). They will
also pick up any handouts or activities for that day from the front of the room.
Whoever enters the classroom first has first pick of the Pandora station to be
played during Bell-Work and independent work volume will not be changed
unless instructed by teacher.
Bell-Work (Writing and Conferring)
o Bell-Work activities will usually be located on the board and should be completed
in their Writers Notebook; 10-15+ minutes will be given depending on the
activity. Bell-Work will consist of writing prompts, free-write, MUG shots
(mechanics, usage, and grammar), video clip writing, scrapbooking, development
(editing/revision), translations, Instagram/Twitter management, etc. I will
complete attendance and other business, and then proceed to move among my
students conferring with them. If students finish Bell-Work before instructional
time, they can silent read, write, draw or work on homework (that doesnt require
leaving class).
o Attendance will be taken along with any other orders of business to be handled
before instruction while students begin Bell-Work.
o Students who are tardy for class will follow the same procedure when entering the
classroom, but along with completing Bell-Work they will need to write their
name on the small white board by the door under Tardy these names will be
noted in student files. Also follow tardy policy set by school.
o The weeks objectives, goals, and daily schedule (including Bell-Work topics)
will be clearly stated on the board for students to see.
Writing Conferences/Share Sessions
o Teacher and student-supported conferences will meet a couple times a week (to be
determined weekly) for at least 10-15 minutes, 4-5 members in each group. I will
construct groups weekly, until I feel my students can handle picking their own
groups. I will rotate through each group daily; asking and answering questions,
listening to thoughts and concerns, and providing meaningful feedback. While
Im with a group, the other groups will confer, share progress and reflect with

each other. I will provide a checklist (if needed) of questions, topics, ideas, etc.
that will help students get started in their writing conferences and share sessions.
*Writing Conference Checklist attached below*
o Mini-lessons will consist of suggestions, literature, learning procedures,
strategies, qualities of good writing, assignment issues, etc. I will have minilessons available (in mini-lesson notebook and also on a flash drive) for when
certain topics or concerns arise in class that need to be addressed. These minilessons will take 10 minutes at most, depending on questions and comments.
Mini-lessons in my classroom will usually take place after writing conferences.
o Writers will come together to publish and celebrate their finished work. This will
occur at regular bi-weekly intervals. We will decide as a class if we would like to
construct a class newspaper or use an internet resource (blog, website, etc.) for
publications. All students will get an opportunity to publish their work, but no one
will be forced to do so.
o Format
All assignments will be typed unless completed in writers notebook or
otherwise specified (class website) or other arrangements are made with
the teacher. Assignments will be 3-hole punched, and students will need to
make sure the holes do not cover up words on the assignment.
o Heading Papers
All papers will be headed at the top, on either side:
An example of a proper heading will be displayed at the front of the
classroom all year.
o Turning In Assignments
All assignments must be 3-hole punched before turning in (3-hole punch
available in class), unless turned in through class website. All assignments
will be handed in, collected by me and placed in Turn In box.
o Returning Assignments
All assignments will be returned 1-2 days after completion, unless bigger
assignments require longer return time. Returned assignments will be
given to students to be placed in portfolios.
o Late Work
All late work will be accepted. Students will turn in late work into the
Late Work folder. Students need to turn in all assignments to complete
their portfolio. Late work will always be accepted, no questions asked and
graded with a 1 point deduction for each day past the due date. I believe it
is important to accept late work to encourage students to complete
assignments and still receive feedback on the assignment.
o Absent/Missed Work

Students who are absent or miss work for other reasons will have the
opportunity to complete assignments with no due date or deductions.
While attendance is taken absent work will be gathered and deposited
into the Absent Work folder. Students will know to check that folder for
assignments when they return. All lessons and assignments will also be
available online on the class website.
Class Discussions
o How to Participate
All students will be encouraged to contribute with relatable, respectable
comments, thoughts, ideas, etc. No student will be put down or criticized
for their contributions.
o How to be an Audience
Whether listening to my instruction, a peers presentation, a guest speaker,
or attending an assembly I will expect my students to be respectful and
responsible. I will explain to my students how to be an active listener.
Do not talk while others are talking.
Do not use electronic devices during presentations.
Applaud at appropriate times
Maintain appropriate body language: Sit up, feet on the floor, head up
How to get my attention
o When a student wishes to speak, either to ask a question or share information,
they may chime in whenever as long as it is relatable to what information is being
talked about.
My Turn: Please give me your attention
o Attention will be given when students hear the ding of a bell (sound could vary),
which means stop and look and me. Students will: Freeze, turn and face teacher,
and be ready for instruction.
Need Help?
o Students who have questions or need help should ask peers first before asking the
Acquiring Materials and Supplies
o All materials and supplies will be available to students at any time as long as they
treat materials with care and respect. Privileges will be lost if materials and
supplies are misused.
Group Work
o Depending on the activity, groups will either be assigned or chosen by the
students. Varying groups will give students the opportunity to work with
different people, with different interests and abilities.
When working in groups, students will be expected to respect each others
opinions, comments, and differences.
When working on a group project, students will be graded individually as
well as a group. Roles will be chosen within the group to assign each
person a task. Individuals will also grade the people within their group.
o Transitioning from class activities, presentations, library, outside activities,
students will remain quiet and respectful.

Restroom/ Hall Pass

o I will have a Hall Pass (small whiteboard labeled Tardy on one side and Out
on the other) located by the door. Only one student will be allowed to leave the
room at a time, unless groups need to leave for a particular situation. The student
will sign out with their name, the time, and their destination and will erase their
name when they return. Planners may need to be signed depending on school
As long as students are responsible with this procedure and return in a
timely manner they will not need to ask me to leave the room. If students
take advantage of this procedure then I will require them to check in and
out directly with me; still using the white board.
o If students have any downtime, they will know to silently read, work on
classroom homework, or work on other class homework.
Technology Procedures
o Cell phones can remain on during class, unless it becomes a problem or
distraction. I will allow students to listen to music while working independently.
As long as my students are respectful and responsible while listening to their
music I will allow it. If this procedure is taken advantage of then I will ask that
the electronic be put into Electronic Jail (bowl).
Snacks and Drinks
o Snack and drinks are welcome in my room as long as my students are respectful
and responsible with cleaning up after themselves.
o The bell does not dismiss the class the teacher does. Students should not pack
away their belongings until I instruct them to do so. When I dismiss the class,
students will drop off their portfolios before they leave.
Emergency Procedures
o The first day of class we will go over the schools emergency procedures (Fire,
Severe Weather, Lock-Down, Etc.)
If the school does not have a procedure for quickly showing if students are
accounted for I will recommend keeping three full-sized brightly colored
sheets or construction paper in your grade/attendance book. The same
color-coordinated system can be used in a lock down situation, where the
colored sheet is slide under the door outside of the room.
Green (Green means Good!): use a full-size sheet of bright green
construction paper to show that all of your students are accounted
for and present.
Red (Red means Stop!): use a full-sized sheet of bright red
construction paper to show that you are missing students.
Yellow (Yellow means Extra): use a full-sized sheet of bright
yellow construction paper to show that you picked up an extra
student. During a drill or actual emergency students may have
been out of the classroom and need to join the first teacher they
find! This allows students to get to safety and be accounted for

Emergency Medical Procedures

o The first day of class I will have each of my students fill out an Emergency
Medical Information card. This card will include contact information of their
parents and/or guardians. The purpose of this card is for students to let me know
if they have any medical conditions that I and/or their peers need to be aware of
and know how to react to (seizures, allergies, etc.)
After I have read all of my students medical cards I will work with the
individual students with medical needs to design a particular procedure for
reacting to their needs. The student and I will then inform the class of the
procedure if they feel comfortable doing so.

My Classroom Rules, Consequences & Rewards

1. Be Safe
2. Be Respectful
3. Be Prepared
Consequences Other than discipline plan set by school
1. Strike 1: Warning name on board
2. Strike 2: Safe Seat
Fill out My Action Plan
3. Strike 3: Referral - After school detention or lunch detention for 15 minutes
Student calls parents/guardian to let them know what happened
Students write a letter stating what they did and how they will change their
behavior letter gets copied, sent home, and put in teachers student file
4. Youre Out: Office Visit
1. Decided by class
Ways to earn rewards are by following rules and producing quality work

My Classroom Management Techniques

Procedures & Expectations: Establish expectations immediately and
consistently and provide structure so that students will be successful.
Teacher-Student Relationships: Ask questions, map out students
schedules, join in on school and community events, hold high expectations,
peer-acquaintance activities, etc.
Feedback/Reflection: Provide contingent, specific and credible feedback to
support and guide my students in the right direction. Peer and self-reflection
will constitute as a bridge between teacher-student and student-student.
Reinforcements: Increase positive behavior through praise and recognition.
Work with Parents: Introductory letter, classroom website, progress
reports, conferences, etc.
Differentiated Instruction: Providing students teaching strategies to
complement their individual needs and interests.
Behavior Contracts: Agreement designating the exact behavior(s) each
individual will display.