Erika Lopez

Edu 5310
Classroom Management Plan
Preamble
The classroom is a place where much of the students' and teacher's time is spent
throughout the school year. Therefore, I want our classroom to be one that is safe and inviting for
us and for our families. I want my students to feel respected within their classroom. I want it to
be a place where they may share their thoughts and opinions without the fears of rejection or
humiliation from their peers. I want it to be a place where we may share the fun of activelearning!
I want our classroom to be one filled with cooperative learning! I feel student input is
valuable and something which can be learned from if allowed to share. Student collaboration
makes learning that much more personal and meaningful to all students. This is something I want
happening within my classroom, learning that is active and meaningful! I want to incorporate
real-life application within my students learning. By doing this, they are able to see why they are
learning what they are learning and situations in which they may see themselves using it.
I also want our classroom to be one engaged in hands-on learning within an
integrated curriculum! Hands-on learning creates memorable learning experiences filled with
self-discovery. Once again, making learning personal and meaningful. I want my students to see
how much fun learning may be and develop a love for it. I want my students to perform well in
standardized tests, but I don't want to teach them to it. I want their school experience to be much
more than that! I want them to love and crave coming to school every day to learn for a lifetime!

Preventative Techniques
Maintaining a Positive Classroom Environment:
I want our classroom to be one where we can celebrate each other's successes! As is
stated in the book Teasing, Tattling, Defiance, and More, "...we need to proactively build a
classroom environment that leads to positive behavior and explicitly teach children positive ways
to act." (Wilson, 2013, p.16). Often times, it may easily be seen and said when a child does not
do what is expected of them. However, the converse does not always hold true. This is something
I have practiced within my student teaching classroom and I truly love! Within my cooperating
school, they have developed a pin-system where individual students may go down, but they also
have the opportunity to go up throughout the day. All students start at "ready to learn" at the
beginning of each school day. Then, they have the opportunity of raising their pin to "good
example," followed by "class leader," before reaching "outstanding." Those students who reach
"outstanding" are given a note to take home, explaining how they reached "outstanding" for the
day, as well as school currency at the end of the week. If a school currency is not emplaced, a
weekly treasure chest with student vouchers or monthly raffle with student tickets may also be
used.

Beyond individual

praise, I also want to develop a positive praise system where I may acknowledge individual
tables and the entire class as a whole. However, I'm still unsure of how I may do this. An
example of table acknowledgement I have seen has been in regards to table points. Each table is
awarded points when each member is following what is expected of them at a given time. At the
end of the week, table points are counted and the table with the highest amount of points is the
table of the week. The system regarding the entire class is similar to that of the tables, however,

the students work towards: free time, extra minutes of recess, a class wide treat, doggy day, or a
class party.
Procedures:
Classroom procedures will be explicitly taught, modeled, and practiced in the beginning
of the school year. Regardless of the amount of time these procedures may take to fully be
concrete, I'd be willing to bank the time in the beginning of the school year rather than having to
deal with the loss of valuable learning time throughout the remainder of the school year.
However, procedures will be retaught, modeled, and practiced as may become necessary
throughout the school year. Classroom management takes place from August to June!
Team Building:
I plan on doing a team building activity everyday within the first week of school to create
my classroom community. After this first week of school, team building will be done weekly on
early release days in addition to whenever there is a full class change within the seating chart.
This may be take place either at every midterm and/or at the beginning of each term. Also, team
building may be done when students are placed in various groupings and/or do group projects.
For as it is said, team building creates a safe environment for students, which leads to their
willingness to take risks, and resulting in learning!
Classroom Jobs:
Having classroom jobs is another great manner in which students may collaborate
together to maintain a clean learning environment. Not to mention, it gives students an important
role to play within the classroom and helps them feel they had placed an important contribution.

Class jobs will be performed at the end of the day, if not throughout. They will be posted in
pouches and student's names will be visibly placed within each pouch. Class jobs will be
assigned and rotated alphabetically on a weekly basis. If a student does not perform his/her job
as is expected, the student will receive a warning and may be fired from their job. At this time,
the student would not perform a job for the remainder of the week, but will have the opportunity
of reemployment the following week. Class jobs may consist of, but are not limited to: teacher
assistant/secretary, substitute, librarian, equipment manager, floor monitor, computer engineer,
nutritionist, mail carrier, line leader, caboose, pledge leader, date manager, and absent friend.
Classroom Rules:
Classroom rules will be posted on a bulletin board within the room, and will read as
follows: In our classroom, we: respect each other, try our best, make good choices, are a team,
learn from mistakes, create, celebrate each other's success. Classroom rules will be explained in
their entirety, and will be discussed in regards to what they look like and what they sound like.
However, I will provide students with the opportunity to input any classroom rule they wish and
is not already posted. This rule may then be presented to the class as a bill and possibly placed
into law if voted upon by the majority.
Classroom Arrangement:
I want my classroom arrangement to be student-centered. With this being said, I want my
students to be organized in table groups of four. However, my students' desks will be organized
so they may easily access the white boards on either side of the classroom. That way, no student
will have to worry about turning around to access the information from the white board.

Supportive Techniques
Guiding Techniques:
To support students who may need some guiding back on track, I plan on using positive
praise reinforcement. As is stated in Teasing, Tattling, Defiance, and More, "...a verbal reminder
or a redirection is what's needed to help a student stop a negative behavior and return to a
positive behavior." (Wilson, 2013, p. 30). In order to do this, I will praise an exemplar student
near the student who needs redirections. For example, I could say, "Oh, Alexia! Thank-you so
much for showing respect on the carpet! You are listening, not talking. You have your eyes on
me, and you are sitting crisscross applesauce with your arms crossed in front of you. You're not
playing with anything nor touching anyone else. Thank-you so much! Please put your pin up for
being a good example!"
Circulate Around the Room:
To support students while working at their tables or in groups, I will circulate
strategically around the room. First, I will approach those students who demonstrate latency
and/or confusion when released to do class work. Then, I will approach those students who tend
to become disengaged pretty easily and quickly. Finally, I will approach any other students who
are in need of the support before circulating freely around the classroom.
Proximity:
To support students who are off-task at a given time, I will use proximity management
with them by moving closer to their location. This in turn, refocusing their attention and
redirecting them to what is their expectation.

Time on Task Techniques:

To support students when they are on task, either on an individual or whole-class basis, I
will place at least one green slip within a glass jar or bowl. For a negative behavior observed, I
will place a red slip within the glass jar or bowl. At the end of a given time, I will draw out a
piece of paper from the jar or bowl. If I draw out a green slip, I will give the students a given
amount of class points that would make the time on task worthwhile. For example, three or five
class points. If I draw out a red slip, the students would get no class points and would be
encouraged to increase their time on task as a classroom community.
Body Language:
To support students when they are off task, I will use body language to refocus their
attention and redirect them. For example, if a student is not working out a math problem as
he/she should be, I will stare at the student with "the look" until he/she notices and refocuses to
work out the math problem.
Intervention Techniques
Consequences:
When it comes to student consequences, I truly believe in logical consequences! As
Teasing, Tattling, Defiance, and More states, "Unlike punishments, logical consequences are
respectful of children, realistic for them to carry out, and relevant to the behavior." (Wilson,
2013, pg. 32). The three types of logical consequences are those of: loss of privilege, reparation,
and positive time-out. However, when a consequence is administered to a student, it is important
for them to know you still love them. Once they have gone through with their consequence, try

to praise them for a good act pretty early on after. By doing so, they may see they may bounce
back by making good choices.
One-on-One Conversations with Students:
To intervene on individual student behavior, I will pull the student aside into a one-onone conversation. By doing this, I may get to the bottom of the students' behavior and find out
the antecedent to the behavior and how I may support the student. Not to mention, I may see how
the student would like for me to intervene into the matter.
Phone Calls Home:
To intervene in a an infraction created by the student, I will make a phone call home to
explain the situation to the student's family. In doing so, I am informing the family about what is
going on in school with their student, as well as see if any information is shared about why the
behavior could have taken place at school. In addition, I am informing the family about the
consequence that is to follow with the student, and/or see how they would like for me to
intervene in the matter.
Teach Conflict Resolution:
As an intervention strategy within a whole-class setting, I can teach conflict and
resolution through role play. In order to do this, the students may come up with ideas for conflict
scenarios. As a class, we may come up with resolutions towards those conflicts. Finally, I will
first call upon volunteers before selecting students at random to come up and role play the
conflict and resolution scenarios for the class. By doing this, students will have a few tools with
them if they ever find themselves encountered in a conflict situation as those role played.

The Counselor:
When students come across non-serious situations which they would love to report to me,
I can direct them to The Counselor. The Counselor is what I'm thinking about naming a binder
which will serve as a resource for students and will help me save time. It will contain advise tips
towards resolving certain situations and lined paper where they can date their entry and write
their report about what happened. Even if a situation is more serious, I will still have students
write their report in The Counselor after they share with me what happened. An example of a
situation where I would direct students to The Counselor is if they would come to me after recess
and report a certain classmate wasn't playing tag fairly. An example of a situation where I would
have my students report something directly to me is if Diego would have elbowed Ben in the
stomach, Afterward, I would have the sharing student write his/her report within The Counselor
for future reference.

Procedures
Morning Routine:
When students come into school every morning, they will do a few things before sitting
in community circle to begin the day. First, they will remove their backpack and jacket and place
it within their cubby. Second, they will take out their necessary materials for the day from their
backpacks and place them onto their desks. Third, they will turn in their homework. While the
students are completing these tasks, I will be taking role. Finally, when those three things are
accomplished, the students will come to their spot within the community circle where we will do

a morning check-in and discuss any announcements of the day. The goal is for this morning
routine to take a maximum of 15 minutes.
End of the Day Routine:
15 minutes before the school day is over, I will have the students reflect on what they
learned that day or something memorable we did as a class. They will do this journal writing for
10 minutes. If they finish early, they may write about a topic of their choice for the remainder of
the time. Maybe we could even share some of those reflections together as a class. Five minutes
before the bell, students will take out their planners and write down their homework for that day
and any announcements, if applicable. Afterward, they are able to do their classroom job, clean
their personal work space, gather their belongings, and put up their chair until the bell rings.
Transitions:
To transition students throughout the school day, I will follow a few simple procedures.
First, I will gather all the students' attention. When that had happened, I will provide the students
with instructions about what I would like for them to do and what we would be doing next. Then,
I would have the students rephrase what is expected of them to do. Next, I would provide the
students with a countdown while they transition. For example, if I wanted them to transition
from the carpet to their desk, I would say something like, "One, stand up. Two, find your seat.
Three, sit down. Four, learning procedures."
Lining-up:
Before students are allowed to line-up, they will go to phase two. Phase two is when
students are standing by their desks, with their chairs pushed in, and they are waiting for

instructions by looking at me, without talking, and possibly have their arms crossed. Once all
students are at phase two, we will proceed with lining-up. The first student to line-up will be our
line leader. Next would come either the line leader's table or our winning table of the week,
according to the table points, if I decide on awarding tables points within my classroom or not.
When students line-up with their tables, they are to stand in line next to their elbow buddy. After
the winning table, exemplar tables from phase two will be called upon to line up. Finally, the last
table or the caboose's table will be asked to line-up, with our caboose being the very last student
in the back of the line. This student will be in charge of turning off the room lights and closing
the classroom door.
Bathroom:
When a student has got to go to the restroom, the student will ask me by raising their
hand in the air. Their hand will be in a fist with their thumb tucked under their pointer finger.
This is the hand gesture for bathroom in sign language. Once I have granted the student with
permission, he/she will sign out on the hall pass log. Afterward, he/she will take the hall pass to
the bathroom. The hall pass will be a lanyard with a few cards within its plastic case. The
students will select the card representing the boys or girls bathroom, and go to the bathroom.
Once they come back, the students are to log their return on the hall pass log.
Turning in Homework:
Students will turn in homework as part of their morning procedures. To turn in their
homework, the students will line-up by the baskets where I will have a file folder with each of
their names on it. There will be two different-colored baskets, one for submitting homework and
one for picking up graded homework. The students are to find the file folder with their name on

it and turn in their homework within it. Through this system, it is easy to see which students
turned in their homework without having to worry about "no names."
Getting a Drink/Sharpening Pencils:
When it comes to student's sharpening their pencils or getting a drink, the procedure they
must take varies upon whether I am teaching or not. If I am teaching, I will either provide the
student with an emergency pencil of mine or ask them to wait on getting a drink until after I
finish. Unless it's an emergency. If I am not teaching and it is the students' work time, they will
be able to sharpen their pencils and get a drink freely. However, I will ask for there not to be a
line at neither the pencil sharpener nor the drinking fountain.
Communication with Families
Phone Calls:
Phone calls will only be used to communicate with families upon the result of: an
emergency, concern, infraction, or superior deed. However, at the beginning of the school year, I
will attempt to make a phone call to each family to let them know what a joy it is to have their
student within my classroom for the school year. By doing this, I hope to learn something about
their student and establish a communication with the families. When it comes to reminders, I will
use the program Remind 101. Remind 101 is a phone app parents may download and enroll
within the class code. Through this app, I may text parents a message in 160 characters or less, as
a one-way street, without disclosing my cell phone number, to provide them with certain
reminders.

Newsletters:
I will send home newsletters once a month with the students. These newsletter will
include what we will be learning within the month and how parents may prepare themselves to
support their students. Also, I will include any classroom, school-wide, and community resources
and event announcements. Maybe I will even include a fun puzzle or riddle every month that
students may be rewarded for solving.
Classroom Web Page:
I will create a classroom web page, like a Weebly account, where families will be able to
receive more information about what is taking place within the classroom. On here, they may be
able to see: student blogs, what exactly we are learning about on a daily and/or weekly basis,
daily and/or weekly announcements, as well as have access to online resources to support both
them and their students.
Volunteering:
As it is known, parent involvement within their student's education is vital! Therefore, I
will welcome and encourage any form of volunteering on behalf of the families. Whether this
may be assisting me with: small-group work, reading to the students, sharing a talent, teaching an
area of expertise to the class, or preparations, within the school and/or at home. Whatever
contributions families are willing to provide will be welcomed and encouraged on my behalf!

Resources:
Wilson, M.B. (2013). Teasing, Tattling, Defiance, and More...Positive Approaches to 10
Common Classroom Behaviors. Turners Falls, MA: Northeast Foundation for Children,
Inc.