Stephan Wolford

Classroom Management Plan

Elementary/Middle Methods

Creating a Safe Learning Environment:

In my classroom, students are expected to respect others and treat them as they wish to be
treated. I will require that all of my students sign a respect contract. I will sign the contract as
well, because it is important that I demonstrate the same behaviors that I ask my students to. I
want my classroom to be a place where every student feels safe to participate.
I like the concept discussed by William Glasser, Every class should have an agreed-upon
printed set of class rules. I also believe in allowing students to help create classroom rules. I
will follow the schools zero tolerance policy on bullying and targeting of students, but I will also
have my own classroom plan and expectations.
Students should always try their best during activity time. If they try their best, then that is all
you can ask for. Student performance is second to being active. Students are more likely to
attempt an activity when they feel safe and free of discrimination or being teased. In my
classroom students will know that only positive comments are allowed.
When students are working in teams or with a partner, they will be expected to follow all of the
classroom rules. If the students cannot follow the rules, then I would progress through my
discipline hierarchy.

Behavioral Rules:
Basic Rules:

Be safe
Follow directions
Respect yourself and others
Respect equipment
Share
Have fun

Within my class I will use a variety of tactics to create a positive learning environment for all
students. My discipline hierarchy will consist of verbal or visual warnings for first offense. I like
the idea of being able to put a hand up with an index finger or other subtle ways such as visual
contact or proximal contact, so that it calls very little attention from the lesson.
The next step would be to pull the student aside and discuss the issues. This is where I would
give them the opportunity to use the fix-it plan and address their behavior. If the student can

articulate their perspective and we can come to an understanding on expected behavior, then they
will be able to continue participating in class that day. If not then they will be sent to the office.
If the student identifies their inappropriate behaviors and is accepted back into the class, but still
has issues, then they will be sent to the office. The system will be similar to a 3 strike approach.
If the student reaches 3 strikes and is sent to the office, then I will speak to him/her after school.
This may also warrant a phone call to home or a conference with the student, principal, and me
depending on the behavior.
If it is necessary to reach the 3rd step, then students must write up an apology to the teacher
before they return to class the next day. They must also address how they will behave differently
in the future. Due to the nature of the zero tolerance policy and some behaviors being intolerable,
I will also reserve the right to skip straight to the 3rd step if necessary.
If the student is creating a disturbance within the classroom, I will pull them aside as soon as
possible without making a scene or further disturbing the class. I like I vs. you messages with
regards to addressing students and bad behaviors. If you use this method the student is less likely
to be defensive and more willing to own their behaviors. I like the democratic teaching style
because it lays a foundation for the students, and then it allows them to choose their own
direction. I believe that this allows the students to be responsible for their success or short
comings.
Redl and Wattenbergs diagnostic thinking principles are a great guide for teachers to follow
when addressing student behavior and identifying possible solutions. The steps are very basic
and can be easily implemented.

Forming a hunch about the cause of the misbehavior

Quickly gathering facts about it
Exploring hidden factors
Taking action
Evaluation
Flexibility with other possibilities

When working with a student who has a disability it is possible that their disability may have an
effect on their behavior in class. If I have a student who has an issue with their behavior due to
their disability, then there will be a special plan in place to deal with the undesired behaviors. As
long as that student is not interfering with other students learning, I would prefer all of my
students to remain in class if possible. If this means allowing for more reminders or following
different protocol regarding behavioral issues then that is something that I will support.
I believe that this plan allows for inclusion because it demonstrates an understanding of the
importance that I place on attendance and being engaged in the activities within my classroom. I
will do whatever I can to create a positive learning environment for all of my students. If that
means having a special discipline hierarchy for an individual student, then that is what I will do.

I am a fan of the discipline through democracy principles created by Rudolph Driekurs. Since the
students have been given the opportunity to create the rules, they will accept ownership of their
behavior and acknowledge that they are performing below the line when they are acting in a
manner that is unacceptable. I will use the fix-it plan in my classroom. Students will have the
opportunity to accept responsibility for unacceptable behavior and will be given the choice of
correcting their behavior or refusing to. Since the students have been given the opportunity to
create the rules, they will accept ownership of their behavior and acknowledge that they are
performing below the line when they are acting in a manner that is unacceptable.
Students will be familiar with I messages, so they can use that concept in dealing with classroom
disputes amongst each other. When students have a conflict I will allow them to attempt to
resolve the matter between the two of them. If the conflict continues, then I will have them sit
out off to the side and discuss how they can resolve the matter. The students will then have to
report the resolution to me before returning to the activity. If there is no resolution, then I will
attempt to assist in resolving the situation. I will give each student the opportunity to explain
their perspective and act as a mediator.
http://centerforparentingeducation.org/library-of-articles/healthy-communication-techniques/theskill-of-i-messages-what-to-say-when-we-are-upset/
I am a big supporter of Skinners behavior modification theories. I will acknowledge the desired
behavior(s) and use positive reinforcement within the classroom. My hope is that the other
students recognize this and in turn progress towards that desired outcome. Skinner believes that
behaviors which are not reinforced will disappear. I will attempt to use this concept when dealing
with misbehavior. Punishment often has negative effects in behavior modification and
hence is not used in the classroom.
I support the reward system, but I also feel that it can be misused or overused. At the younger
level, I believe that positive reinforcement can be used successfully. For example students can
work towards a free day or game days in gym for active participation throughout.

Group Activity Expectations:

Partners: I will use a variety of methods to group students into partners. I plan on using an IPad
or laptop for attendance and other features. This will allow me to use a program to randomly
determine groups and partners. I will also use traditional methods such as: find a partner of the
opposite sex, find a partner of similar size, and find a partner with a birthday in the same month
as you and so on. I will also allow the students to pick their own partners in some situations.
If the student with a disability does not have a peer or teacher aid who is actively participating,
then I will select a partner for them. When I am selecting partners for activities, and I have a
student with a disability, I will make sure to put them with a person who can assist them with the
activity or game. I want every student in my class to be in the best possible position to succeed.
There may be circumstances where I would use other methods as well, it all depends on the
student and their level of comfort.

There are students in every physical education class that are willing to assist others and actively
engage, and then there are students who would rather be anywhere else. I will make sure that I
am pairing the student up with someone who will make inclusion and acceptance a priority in the
class.
Squad groups will be predetermined by me. I will try to make sure that the squads are divided to
evenly distribute boys and girls as well as ability. Large groups will be done similar to partners
or small groups. One way that I like to split the teams is by allowing students to get toe to toe
with a friend and then having each of them on a separate team.
When working in groups the students should follow all of the classroom rules regarding respect
and behavior. Students have an opportunity to learn from each other while working as a group
for a common goal. Group work is essential in teaching cooperation and communication.

Non-instructional Methods:
Taking Attendance: Attendance will be taken immediately after the bell rings for the start of
class. The students will have 2 additional minutes to report to their line squads for the day. If
they are not present at that time they will be noted as tardy. I will follow this protocol in dealing
with a tardy that is not excused:

Tardy # 1:
Tardy # 2:
Tardy # 3:
Tardy # 4:
Tardy # 5:
Tardy # 6:
Tardy # 7:

Warning, counseled by teacher

Warning, counseled by teacher
Teacher assigns 1 hour of detention
Teacher assigns 2 hours of detention
Teacher makes a phone call home to parents
Teacher completes student referral form and sends student to counselor.
Teacher, principal, counselor, and Parents meet for a mandatory conference

This protocol is a variation from an existing school policy.

https://rhs.schoolloop.com/tardytruancypolicy
http://sbo.nn.k12.va.us/resources/handbook/attendance.pdf

Family Death
Medical Emergencies
Religious observances
Chronic/Extended Illness
Other exceptional circumstances

Each of the above listed situations will be considered an excused absence and will not count
against the students attendance.
Entering/Exiting the Gym: I will always greet students as they enter the gym. They will enter
the gym and have 4 minutes to change. Students will also have 4 minutes to change at the end of

the class. When students leave the gym, I will be at the door to offer encouragement and
feedback on the days activities. When we leave the gym for an activity outside, the students will
leave in a single file line by squad numbers. When we enter the gym from outside, the students
will follow the same protocol.
Starting/Stopping Cues: I will use a whistle when it is necessary. I will use one whistle for
starting activities and two for stopping activities. Otherwise I will use the words begin and freeze
to give verbal direction. When giving direction I will use one hand up in the air to notify students
to remain quiet.
Intrusive Events: Students may only leave with permission, and must return promptly. Students
with medical problems requiring frequent restroom trips must bring a parental note. If the child
says it can't wait then you should tell her she may leave the classroom, use the restroom, and
return promptly. Remind the student that excessive time spent outside the room (more than five
minutes or so) can result in disciplining. I will only allow one student at a time to use the
bathroom, unless it is an emergency.
I will provide a sign-out list for all students allowed to leave. On each line I will record the date,
the student's first and last name, departure time, and return time.
Students will be given the opportunity to use the water fountains in the gym throughout the
lesson. This will be dependent upon what activities we are doing that day. Students may also get
my approval to get a drink.
http://www.netplaces.com/classroom-management/the-everyday-routines/how-to-handlerestroom-and-water-breaks.htm
Equipment Use: Equipment will be setup prior to students coming into class. Students will
know that the equipment is not to be touched until given permission. Any student got touching
the equipment will have to perform one predetermined warm-up activity. Students will help clean
up and put away equipment in the appropriate place when the lesson is done. Any equipment that
is broken, damaged or unsafe should be brought to my attention immediately. I will do
equipment checks prior to each activity.
Equipment use is dependent upon the various activities. If I have a student with a disability in the
class, I will use equipment and rule modifications as a way to allow full inclusion. This can be a
very easy way to incorporate the student without changing the activity or game.
This could involve something as simple as a different color or size ball. For example if I have a
student who is autistic, and I know that a color or texture causes him to demonstrate a tic or a
distraction, then I will make it a priority to avoid those colors or textures. I also like the idea of
having a few lessons that can be focused on sports or activities for individuals with disabilities
such as beep baseball and goal ball. This will allow them to feel more comfortable participating
in the activities, and also allows other students to develop a better understanding of how a
disability can impact the activity.

Student Illness: When a student is unable to attend school due to an illness, a written note or
phone call made by the parent or a physician documenting the illness is required

Safety/Accident Rules and Procedures:

Code Red: Will be used to indicate a fire emergency. The students will have practiced and
understand the appropriate actions to take when I call a code red. We will follow the school
policy and plan. The students will know to get up and leave the classroom in an organized
manner. As they leave the classroom, I will count off each student to make sure that everyone is
accounted for. They will walk single file to the designated area. I will then count all of the
students again.
Code Blue: Will be used to indicate a weather emergency. The students will have practiced and
understand the appropriate actions to take when I call a code blue. We will follow the school
policy and plan. The students will know where they are supposed to go, and how they are
supposed to get there. If time permits, I will do a count off as the students are leaving the
classroom and once the students arrive in the desired location.
Code Black: Will be used to indicate a stranger in the building. The students will have practiced
and understand the appropriate actions to take when I call a code black. We will follow the
school policy and plan. The students will know where they are supposed to go, and how to get
there. If we are outside we will report to the closest safe place such as the office or another
classroom that can be secured. I will make sure that all students are accounted for.
Code Yellow: Will be used to indicate a classroom emergency. If we are in the gymnasium or a
classroom, I will send a student to the office to report the incident and get other help. If we are
outside and it is safe to send a student for assistance, then I will. We will follow the school policy
and plans for a classroom emergency. I will have my phone on me at all times in case of a
significant classroom emergency.

Communication with Parents:

Parents play a pivotal role in their childrens development of morals and personal ideals. They
also play a similar role in teaching them their eating and physical activity habits or lack thereof.
Beyond discipline it is also important that the parents reinforce the healthy habits that you are
trying to teach their child. If the parent understands and demonstrates the importance then the
child is likely to follow their lead.
Calls to Parents:
With this in mind it is important that I have a positive relationship with my students parents.
There should be an open line of communication between the parents and myself. I will also make
calls to my students parents/guardians to report exceptional behavior in the classroom. I believe
that this is a great way to build a positive relationship with them. Parents/guardians are used to

getting negative calls about their child, but if I make positive calls, then they will be more
receptive, when I have to make a negative call home. Everyone likes to hear that their child is
excelling in the classroom and exhibiting a positive attitude
Respect Contract:
During the beginning of our year, I will have the students take their respect contract and our
classroom rules home, so that they can get it signed by their parents or guardians. A mutual
respect is important because it can help avoid confrontation when you have to make a phone call
to them because of a bad behavior.
Online:
I would like to start a link on-line where parents/guardians and teachers can openly communicate
about student learning and assignments. I think that this would be a good way for the
parents/guardians to follow along with what their students are doing in the class throughout the
year. If the parents/guardians have any questions, then they can refer to this cite. I would also
have ways that they could post questions or concerns about the class to me in a private manner.
Newsletters/Pamphlets:
Throughout the quarter I will send out parent newsletters as well. During individual units and
school promotions such as the walk around the world, I will be sending out pamphlets on the
activities and health benefits associated with participating in physical activity. I will also send
home materials on my plate and other important health concepts. See attached.
Communication with parents is important for every student, but if I am working with a student
who has a disability that requires them to have an IEP, then it is even more important. If I have a
student who has an IEP, then I will have specific communication planned out with them. It is
important that a student with an IEP has the opportunity to meet and reach the desired goals.
These goals can only be made and met through communication and the teamwork of the IEP
team.
This communication will allow the student and his/her parents to have input into the concept of
inclusion and the students least restrictive environment. I am a fan of inclusion as the primary
option whenever it does not interfere with the students outcomes. I believe that there are many
benefits of engaging in physical activity with peers.

Grades:
Parents will be able to see students grades updated throughout the quarters on the online cite
provided. The students will also receive monthly grade reports that they can take home to their
parents/guardians. Parents/guardians who do not have access to the online cite are welcome to
call me anytime throughout the quarter to discuss students grades.

A
B
C
D
F

100-90
89-80
79-70
69-60
59-0

Reflection:
This was one of my first attempts at creating a real classroom management plan. I found
the experience to be both difficult and very enlightening. This experience has allowed me to
recognize many things about myself and my classroom expectations. My personality drives my
classroom management plan. I am a people pleaser, and I have a difficult time when it comes to
enforcing classroom management. This is something that I will have to learn to deal with as a
future educator. I also like to incorporate others opinions in making decisions. I believe that this
is a positive quality, because it allows me to incorporate other perspectives.
I realize that when I have my own classroom and students, that I will be responsible for
the learning environment and student performance outcomes. This is a very big responsibility,
one that I wont take lightly. This classroom management plan is by no means finished or set in
stone. I will continually look for ways to improve as a teacher. I have a new realization of how
important a thorough classroom management plan is when it comes to running an effective and
smooth class. It is crucial that students understand your expectations and how to meet them.
I included the theorists and perspectives into my classroom management plan that I did,
because they are ones that I feel make for the most successful classroom learning environment. I
really like the classroom democracy approach because it coincides with my personality. I believe
that when students feel important and a sense of belonging, that they will be more motivated to
be actively engaged and respectful. I wrestle with classroom misbehavior and punishment,
because I see punishments as a barrier to positive student and teacher relationships. I believe that

there should be consequences for student misbehavior. If the consequences are undesirable, then
I believe that students will generally choose to avoid the behaviors. It is inevitable that students
will act out, but I believe that if it is handled properly then the student and the teacher can grow
from the experience. I had a very difficult childhood and I was labeled as a bad kid. When I
felt that my teachers expected me to behave like that I met their expectations. I believe that it is
important to get to know your students, and the causes for their misbehavior. Once I felt like I
was given up on, I had no ties to the teacher, and no reason to care how they felt about me.
Communication is very important to me as a person, so it will be an important attribute
for me as a teacher. I will make it a point to communicate with my fellow faculty members as
well as my students and their parents. I will make whatever efforts necessary to keep a positive
relationship and open lines of communication with my students parents/guardians. I really like
the idea of having a school shared on-line source in this day and age where technology is ever
changing. I believe that this makes communicating much easier for most. I will still use other
options as well obviously.
Attendance is a very important concept to me, because I am a firm believer that you cant
learn the material as well if you are not present and do not have the opportunity to work with
your teachers. Active participation ties into attendance, because most people learn through
practice. This is an area of conflict when many students have no desire to participate in physical
education for various reasons. I will expect all of my students to be actively engaged during each
and every class. In order for this to happen the students have to feel safe and confident in their
abilities. I believe that this relates back to respect and student behavior. I will do everything that I
can in my classroom to advocate for positive student interactions.
I believe that my items are age appropriate because they are very simple basic concepts.
The rules are short and to the point. The theorists and approaches that I selected are easy to
implement with elementary students. I messages are a great thing for students to learn at a young

age, because they help the student describe their feelings. Classroom democracy is another great
concept, because it teaches students a sense of belonging. They will learn that they are a part of
the whole. Young students should learn how to cooperate and work respectfully with others. If
they struggle with this concept it will continue to get more difficult for them as they get older, so
it is essential to teach students the right way at a young age. The physical education setting is a
great place to teach and practice those concepts. I believe that the fix-it plan is a great approach
to use with young students as well, because it teaches them responsibility. Students learn how to
be held accountable for their actions, and how to solve the issue.

Resources/Theories:

http://nfld.k12.mn.us/greenvale/about/building-discipline-plan/
https://uwplatt.courses.wisconsin.edu/d2l/le/content/2559847/viewContent/15507196/Vie
w
http://sbo.nn.k12.va.us/resources/handbook/attendance.pdf
https://rhs.schoolloop.com/tardytruancypolicy
http://centerforparentingeducation.org/library-of-articles/healthy-communicationtechniques/the-skill-of-i-messages-what-to-say-when-we-are-upset/
https://uwplatt.courses.wisconsin.edu/d2l/le/content/2559847/viewContent/15507197/Vie
w
http://www.netplaces.com/classroom-management/the-everyday-routines/how-to-handlerestroom-and-water-breaks.htm
http://www.educationworld.com/a_admin/newsletter/templates/template001.doc
B.F. Skinner
William Glasser
Fritz Redl and William Wattenberg
Rudolph Driekurs