PSIII Classroom Management Plan Template

PSIII Classroom Management Plan

Name: Maria Rosvick
School: Lethbridge Collegiate Institute
Teacher Associate: Karen Hudson
University Consultant: Ed Wasiak

1. ORGANIZATIONAL CHECKLIST
Curriculum Planning
Collect a list of what songs have been sung in the last few years
Determine exactly how many students are in each class
Confirm dates for any festivals/expected performances for the choirs
Procure copies of any desired scores not currently in the LCI music library
Plan and gather materials for major projects expected throughout the semester
Learning Students Names, Other Information
Just Like Me activities and name games in the first bit of class
Address each student by name each time I speak to them; this will quickly
cement their names in my mind
Classroom Rules and Procedures
Bathroom/water breaks are at your own discretion, just ask for permissionthey
are high schoolers and should know how to act appropriately. This privilege will
be removed if necessary.
Stands and chairs are to be set up and returned by each individual student
Respect people, opinions, and property
School Facilities and Equipment
Procure a key for the classrooms (choir and CALM lab) and any other required
rooms
Learn where the nearest bathrooms/fountains are. (Is there a staff washroom?)
Tour of building, facilities, and equipment
What supplies are available for free use by teachers? Where are they located?
Where is the staff room?
How can I get reimbursed for needed supplies? (Poster paper, ordered music, etc)
School Policies and Procedures
What is the procedure for a fire drill or lock-down? Are there any planned in the
near future?
Are there any zero-tolerance policies in place?
Become familiar with rules/procedures from school website
Cell phone policy, bell times
Smoking areas?
Where are students expected to go during flex time/spares/lunch breaks? Where
can they not go?
What procedure needs to be followed if bringing in a guest speaker (ex. In CALM
class)?
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan Template

Organizing Classroom, Materials and Supplies

Gather enough copies of any new music being introduced
Make sure everything is functional before trying to use it (including recordings)
Ensure the piano is in place and functional before choir rehearsals
Make sure enough computers are functional for CALM
Test projectors and presentation materials well before class begins

2. RELATIONSHIP/COMMUNITY BUILDING PLAN

Strategies for Building Positive Relationships
1. Learn all students names within the first week, and at least one thing each of
them enjoy (gained through conversations with students and perhaps an
introductory activity)
2. Take the time to answer any students question fully, and if I cannot, make sure
to let them know that I can address it with them privately later that day (and
follow through with it!)
3. Let students ask me several (appropriate!) questions about myself on the first
day
4. Just Like Me activity at the beginning of the first classes
Strategies for Building Classroom Community
1. Immediately address any name-calling or verbal bullyingmake it clear that it is
not acceptable in this classroom
2. Facilitate small and large group discussions, with different groups each time
rather than just letting them stay in their preferred friend groups
3. Consider bringing snacks/new activities on hard days (Fridays, before breaks,
etc)
4. Talk about anxietymany students have it, and understanding it will lead to
better relationships and support among students

3. RULES AND PROCEDURES PLAN

Classroom Rules
1. I will never demand your attention for no reason. When I ask for your attention,
respect that I have something to teach you. I will give you the same respect in
return.
2. This classroom is a safe space. Any ideas or opinions are to be presented
respectfully, and consequently received respectfully.
3. Do your best. If for any reason you feel you cant do your best, please talk to me.
Things happen, and I want you to always feel comfortable in this class.
Explanation of Classroom Rules (and how they will be introduced):
These rules are, I feel, the most important aspects of being in a music classroom
(or, really, any classroom). The first rule is one that I feel very strongly, because I
have been in situations as a student where a teacher demands attention and then
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan Template

does nothing with it. To gain a students respect and thus their attention, you have
to make sure that you are always offering them something they can learn from or
would find interesting once you have that attention. Also, if it is made clear from the
very beginning that I expect respect and will also give it, it will set a standard for
what I want my class to feel like. The other two rules are a part of my teaching
philosophy; every student should feel comfortable in my class, and I want to always
take steps to make sure that is so. The idea of a safe space stems out of my drama
background, where people can be expected to do things outside of their comfort
zone and must feel safe enough around their peers to do so. I feel this is an
appropriate thing to have any classroom, because students must feel comfortable in
order to make mistakes without shame or fear of retribution. In a music classroom in
particular, there is nothing worse than a student who doesnt even try because
theyre scared of playing a wrong note or singing a wrong rhythm. They can never
improve if no one can notice the mistakes they are making. The third rule is selfexplanatory; it allows me to be open to my students and makes them aware that I
am always available to talk and am reasonable when it comes to the many
wrenches life can throw at you. It will help to create a better classroom environment
and a stronger rapport with my students.
All of these rules will be explained fully in my first lesson, as part of my introduction
and explanation of how I will be teaching.

Classroom Procedures
1. Attention-Getting Procedure
-Raise hand and wait for students to raise their hands as well (mostly effectively in
CALM during group work)
-Use simple countdowns that will be established early on, after explaining that they
are not being used as a way to belittle the students but are rather a very effective
finish-your-sentence-then-pay-attention strategy.
-Upon losing students attention, maintain an expectant posture and simply wait for
them to realize that I want them to return their attention to me. If this persists,
explain why it is important not to waste time (especially in regards to preparing for
upcoming performances).
2. Start-of-Class Procedure
-Gather music, chair, and stand (when needed), and sit in your assigned place (choir).
-Sit in assigned place/computer and wait for instructions (CALM).
-All drinks/bathroom breaks/supply runs should be completed in the first five minutes
of class unless told otherwise.
3. End-of-Class Procedure
-When dismissed, put away chair/stand/music and wait (away from the music room,
as other students need to access it) for the bell to ring.
-Any homework assignments or specific practice sessions will be written on the board
before the end of class. Students are expected to write them down or record them in
some way that they will remember them.
4. Question-Answering Procedure
-Students will raise their hands and wait to be called upon.

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

PSIII Classroom Management Plan Template

-If for any reason I cannot provide a satisfactory answer for a question, I will direct
them to ask again at a later time, when I have more time or have gathered more
information. Follow-up is key.
-All student answers will be presented respectfully; if for any reason they are not, I
will return students attention to my second classroom rule and why it is important to
always respect each other and create a safe space for everyone.
5. Safety Procedures
-Every student will be aware of the proper way to treat their chairs/stands to ensure
that they do not fall or create dangerous situations.
-In the case of an emergency (such as a fire or lock-down), all students will refrain
from talking and listen to the guidance of the teacher as they are lead through the
approved safety procedure.
-Only the teacher is to use a fire extinguisher, unless a particular student has been
specially trained in its use for when the teacher is not present.
6. Other Procedures: homework, lateness, absence, personal electronic devices (iPods, cell
phones-secondary level) materials and equipment, clean-up, transition, announcements,
etc.
-There is no eating while singing; there will be time allotted if the students need to
eat, but not while rehearsing.
-Late students are to enter quietly and set up as quickly as they can, with as little
disruption to the class as possible. At the end of class, I will expect a short
explanation as to why they were late.
-There will be no phones or iPods being used during rehearsal. They may be used at
the end of class after cleaning up and awaiting the bell.

Explanation of Class Procedures (and how they will be taught and reinforced):
Most of these procedures are relatively self-explanatory and a part of many of the
music programs I have been involved in in the past. I will introduce most of these
procedures as they arise (such as introducing what I expect at the end of class at
the end of class) instead of simply throwing all of them on the students in the first
ten minutes and expecting them to remember what to do in every situation. If my
expectations are not met in most situations, I will call the class attention to it and
make them redo what they should have done in the first place. A few of the
procedures, especially the safety and other procedures, will be introduced right
away, as they are important and should not wait until the situation arises.

4. INTERVENTION PLAN
Strategies for Responding to Misbehaviour:
1. A simple name-call in order to draw the students attention to their misbehaviour
2. A short, private word with the student explaining why the behaviour is
unacceptable
3. After three strikes, a lunch-hour meeting with the teacher in order to discuss how
this behaviour can be avoided and why the student is engaging in this behaviour
4. A phone call home to discuss the behaviour with the parent and how it might be
addressed at home
5. Administrative intervention
Justification/Explanation of Strategies:
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan Template

I believe this plan is effective because it maintains the classroom teachers

authority. Many teachers would go immediately to the administration, but this
removes the teacher as an authority figure and decreases the respect that the
students have for them in the classroom. The fact that the interventions are
primarily private is to avoid shaming the student and creating a rift in the
relationship. When it is private, the student is more likely to be honest as to their
reasons for acting out and also more likely to listen to the reasons that the teacher
wants them to behave properly, as they wouldnt be egged on to be stubborn by
their peers, or feel the need to keep up their street cred in front of others. The
phone call to the parents is important because they have to be kept in the loop, and
leaving it for the student to explain why they were in at lunch or disciplined in class
is not a sure way to make sure that you wont get an angry phone call from the
parent due to miscommunication. If these interventions dont work, it is time to call
in administration, as they have other strategies for dealing with behaviour that I
may not have thought of, and they need to be aware of any severe problems that
are arising in the classroom.
Relation of Strategies to School Policies and Procedures: The school believes
strongly in respect and the importance of excellence, which includes obedience to
rules put in place by all teachers. The school encourages understanding a students
motivations before punishment, but they also believe in swift intervention if
necessary. That is why I feel a three-strike policy is best.

5. FIRST DAYS LESSON PLANS

Lesson Plan #1

Date: Sept 2, 2015

Objectives:
Students will be able to display competence in simple warm-up
exercises.
Materials:
Piano
Student list
Procedure:
Introduction:
Introduce self
o Ms. Rosvick, student teacher, here until the end of the semester
o I will be teaching some of your choir classes in that time, as well as
CALM.
Introduce basic rules/procedures
o Although Im only here for a little while, I have a few basic rules that I
think will help all of us have a productive and fun time in the
classroom.
o Explain three basic classroom rules
Respect: If I want attention, theres a reason. I will return the
favour.
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan Template

Safe space: explain its importance and why everyone should

feel safe in order to learn. Make BIG mistakes!
Gannbatte kudasai: My own band teachers motto, in Japanese.
o If you respect me and my rules, I will respect you, and we will have an
awesome time together!
Get-to-know-you
o Were going to go around the room, and I want each of you to
introduce yourselves and tell me one thing that you like, such as
soccer or cats or reading books.
o Finish with myself, and then open the floor for general questions about
myself. Finish the session once questions are exhausted or they have
asked enough for now.

Body:
Lead warm-up
o Lead a short physical warm-up, and explain why this is important: Your
body is your instrument and must be treated as such!
o Have students stand in a formation around the piano
o Start with simple warm-ups: Bumblebee, Oh This Is So Low, etc.
o Listen to and get a feel for each students vocal range and ability
Organizing the choir
o Ask for input on what section of the choir each student was a part of in
the past.
o Ask students to arrange themselves as they have in the past, and put
new/unsure students in where they feel they might be successful
o Be very clear: This is not permanent! There will be a lot of shuffling as
time goes on!
o Perform a few more warm-up activities, with larger range, to get a
better feel for how the choir sounds together.
Closure:
Ask students to remember where they have been placed for now; we will look
at music next lesson!
Thank students for being so helpful in my first lesson
Assessment: Listening to tone production and watching posture/breathing.
Shuffling students who are potentially unsuited to their current position. Singing
along quietly with problematic warm-ups.

Lesson Plan #2
Date: Sept 4(?), 2015
Objectives:
Students will be able to sight-read several familiar or semi-familiar
pieces with moderate proficiency.
Materials:
Copies of music
Piano
Recordings
Version 3.0
Keith Roscoe, 2010, modified from Bosch, K. (2007). Planning classroom management (2nd ed.). Thousand Oaks, CA: Corwin Press

PSIII Classroom Management Plan Template

Procedure:
Introduction:
Ask students if they have any new questions for me, now that theyve had a
day or two
Arrange students in the same configuration as the previous lesson; see if they
can remember on their own before helping out!
Body:
Lead warm-up
o Physical warm-up: stretches, roll-downs, etc. This will be the norm!
o Vocal warm-ups: Start slow, with scales and small intervals, and then
move into more complex warm-ups such as Me-Ah
o Ask students if they feel prepared to sing!
o Have one person from each section hand out music to that section. It
will be separated into piles (approx. 4 songs?)
o Play the recording of each song before trying to sing it; have the
students follow along attentively in their scores
o Attempt each piece; get a good gauge on how strong the students
sight-reading abilities are, and also whether each student feels or
sounds like they are in the right section.
Closure:
Collect the music in neat piles.
Thank them once more for being an excellent class, and that I look forward to
next week.
Assessment: Much the same as yesterday: Listening to tone production and
watching posture/breathing. Shuffling students who are potentially unsuited to their
current position. Singing along quietly with problematic warm-ups. Having students
sing along with the recording if a sight-reading goes particularly badly.

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