Classroom Management Plan

Introduction:
In terms of bias I must admit that my ideologies and beliefs are rooted in the teachings of
Barbara Coloroso (Kids Are Worth It!, 2001), Harry and Rosemary Wong (The First Days of School:
How to be an effective teacher, 1998), and Abraham Maslow, specifically in regards to his work A
Theory of Human Motivation" as I firmly believe that all students, regardless of ability are capable of
achieving great things, and have the right to a positive and rich learning experience in which they can reach
their full potential. I also believe that when it comes to a meaningful classroom experience, it cannot be
attributed to one factor alone, but rather a multitude of factors coming together to create a rich, positive,
educational, and memorable experience for both the teacher and the students.
Personally, I believe that classroom management not only as the ways in which a teacher organizes or
manages his or her class, but more importantly, how one thinks about their students and the way in which you
interact with them. By remaining kind but firm, your students will not only respect you but also know that when
they walk into the classroom they are trusted, believed in, and cared for. While the teacher's disposition is one of
the key factors to a conducive learning environment, I also understand the importance of several other key
factors in regards to classroom management and will discuss these below, specifically in regards to the physical
environment (both on a physical and emotional level), rules and routines, and how to deal with misbehaviour in
the classroom.

Teacher disposition:
While I have listed several authors in my references for their inspiration for my classroom
management plan I would like to draw attention here to my most valuable resource, Barbara Coloroso.
I have been a student of Coloroso's for quite a few years now in regards to her works on bullying and
it's prevention in and out of the classroom and now in her writings on positive parenting, which are
easily transferable as positive teaching practices. Specifically in regards to her work on backbone
(teachers), noting that they support students; set clear rules; motivate students; always explain why

something is done and do not just tell students to do something 'just because'; talk to their students;
give second chances; promotes an atmosphere of support and respect; is patient; promotes resilience;
and finally, takes ownership of their mistakes. A teacher must be positive and believe in their students
regardless of ability, you must let your students know that I believe in you, I trust you, I know you can
handle life situations, you are listened to, you are cared for, you are very important to me. (Coloroso,
35-6)
Another important aspect in regards to how a teacher contributes to the overall atmosphere in the
classroom is linked to how a they respond when a student makes a mistake. During my elementary school years
I had the honor of having an amazing teacher, she was a kind and loving teacher who encouraged her

students to just try their best, whatever that might mean. She displayed a large, foot-long eraser at the
front of the classroom with the words For the Big Mistakes printed on it. Whenever a student would
make a mistake and get frustrated she would rush over with the big eraser and tell us Don't worry! We
all make mistakes! That's why we have the big eraser! This would always make us laugh, and we
would continue writing without any frustration whatsoever. This teacher stands as proof as to how
much of an impact we have on our students and I will emulate such practices in my future classroom.
The Physical Environment:
I believe that the physical environment is a key factor in the classroom management plan as it
will dictate how the students will interact with one another and their teacher, as well as helping to
create an environment that is conducive to learning. In my classroom I want students to feel at ease,
and I believe the way to do this is to employ home-like features such as lighting, furniture and plants, as I
have found several studies that indicate that comfortable, home-like and welcoming environments are more
conducive to learning (Oblinger, 2005; Concordia Online Education, 2012). In addition to this, I have

found that having a structured seating plan where students are seated with their peers in order to
promote collaboration and discussion. Finally, I will include visuals that promote a positive environment such as
posters and other materials that promote diversity and acceptance. The atmosphere created by the teacher is

crucial in

ensuring that students feel safe and accepted and are comfortable enough to take risks in their learning.
Seating Plan
Based on the work created by the National training Laboratories, the most information retention

occurs during discussion, practice and teaching others, because of this I would create a seating plan that
would promote high levels of interaction and collaboration among my students. In order to encourage
this, I would arrange students into groups of four, seated sideways so no student's back is facing the
front of the classroom where the instruction takes place. In addition to this I would want the classroom
to have an open flow so the students can easily see each other, discuss instructional material, and so I
can easily circulate among students.

Home-like features
I hope that my future classroom is bright and filled with natural light, but I understand that this
is not always possible, so to combat this I would provide home-like touches to the classroom such as
comfy couches, beanbag chairs, rugs, lamps and plants as as to ensure that students do not feel
threatened by the learning environment.
Visuals
In my classroom I will also have posters and signs decorating the walls, these would include
instructional aids such as grammar posters, reading and writing strategy posters in addition to the classroom
rules, posters that promote acceptance and diversity, and most important of all, the students' own work so that
they will feel a sense of pride.

The way the classroom 'feels':

The way the classroom feels is another extremely important factor to both students and teachers. It is

important to me that students feel connected both to their peers as well as to myself, in order to encourage an
environment where students feel welcome and accepted and are comfortable enough to take risks and make
mistakes. In order to introduce this feeling, I would begin by doing community building activities during the
first day of school so that the students and myself can learn each others names and make connections. While it is
important for students to get to know one another it is also extremely important for a teacher to know all of their
students not only by their name but on a personal level as well, this makes the student feel special, valued, and
belong, and thus will be more willing to participate even if an activity/task is outside of their comfort zone. In
the first days of school it is also important to let your students know that you promote diversity in all regards,
this will make all students feel welcomed and celebrated, and not simply an add-on to the education system. To
do this, it is important to model this for the students (for example if you encounter racism, prejudice or
homophobia you should respond to it immediately and treat it as a teaching moment). I will also encourage this
by introducing multicultural lessons and displays in the classroom, for example, during language arts class I
could begin the class by reading aloud a text that discusses different cultures, features different social classes,
family structures, or features a narrative text (ie. A native American folktale).

Rules and Routines

Based on the work of Wong and Wong, I believe that routines and rules should be explained and put in
place on the very first day of school, and to ensure that as a teacher, you remain consistent. In regards to rules, I
believe that you should begin the year with a discussion with your class where they can decide what the rules
should be, and based on their thoughts you can condense them down into a few main, positively worded rules so
students know what to do and not just what not to do. By approaching rules in this way, you allow students to
feel included in the classroom community in addition to understanding why the rules are in place and as a result
will feel more accountable for their own actions and behaviours. Students should also be aware of any
consequences that come with not adhering to those rules, and also understand that the consequence will be
directly tied to the misbehaviour. Finally, I believe that it is extremely important for myself, as the teacher, to
model good behavior and attempt to redirect what could evolve into misbehaviour. This will ensure that the
classroom remains a safe and positive space for all those involved.

Routines, like rules, should be implemented beginning on the very first day of classes and may take up
to a few weeks to become fully established. When you establish these routines I believe that it is very important
to explain to the class why these routines are in place, because if the students understand the reasoning behind
the routines and understand that they are in place to benefit them, it will make it easier for the students to adhere
to them. It is imperative that once a routine is established the teacher is consistent, because if a teacher sets up a
routine where homework questions are checked each morning, and then continues to assign homework without
checking it, it is very likely that students will stop doing their homework and will miss out on the information it
contained.
How to deal with students who misbehave:
Regardless of whether or not you have rules and procedures in place, home-like features and a wonderful
disposition it is important to understand that there will always be students who misbehave, because in
summation, they, like adults, are likely to have a bad day, or may be attempting to communicate that they are
feeling sad, alone, or angry. Thus, it is important to model ideal behavior as well as watch for signs that may
indicate that a student is going to misbehave and redirect these into positive behaviours. I feel that students
should not just be penalized when they do something wrong, but should be praised when they do something right
as well. For example, if a student was to interrupt you could simply say that I am sorry John, but I am speaking
to Madeline right now. I will come and talk to you as soon as we are finished speaking. Also, if you see a
student aiding another you should praise them by saying I am very glad you were able to help Madeline John,
that was very nice of you. This way you are discouraging misbehaviour in a positive way, as well as teaching
students what behaviours are favorable rather than simply focusing on the negative. Finally, it is important for
the teacher to pay attention to behaviours that may signal possible misbehavior, for example, if you notice that
Tina fidgets in her chair during transitional times during the lesson, you should redirect her toward a positive
behavior, such as helping pass out worksheets, materials, or simply ask her to help you during the introduction to
the next activity, or if you notice that one student only misbehaves during particular courses (math, language
arts, etc) than you should regard this as a sign that they may possibly be having difficulties and this is their way
of informing you.

Conclusion
In conclusion, I would like to say that I simply cannot wait to enter my own classroom where I can
implement all of the information I have taken from this course and create a fun, engaging, positive and safe
learning environment for my students where they feel cared for and valued. In future, I will model all of the
aforementioned positive behaviours and encourage an environment of positivity and inclusion in order to create
a meaningful classroom experience for my students.

References

Coloroso, Barbara. (2001). Kids are worth it! Raising resilient, responsible, and compassionate
kids. Toronto: Penguin Canada.
Concordia Online Education. (2012). How Comfortable Classrooms Lead to a Better Student
Community. Retrieved from http://education.cu-portland.edu/blog/news/welcoming-classroomsbetter-students/
Oblinger, D. (2005). Leading the Transition from Classrooms to Learning Spaces. Educause
Quarterly, 28, 1, 14-18.
Maslow, A. H. (1943). A Theory of Human Motivation. Psychological Review 50(4), 370-396.
National training Laboratories. The Learning Pyramid.
Wong, H. K., and Wong, R. (1998). The First Days of School: How to be an effective teacher.
California: Harry K. Wong Publications.