Running Head: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

Chantal E. Jackson
Arizona State University

CLASSROOM MANAGEMENT PLAN

Table of Contents
PHILOSOPHY OF EDUCATION...................................................................................................3
SCHOOL-WIDE MANAGEMENT PLAN....................................................................................7
CLASSROOM MANAGEMENT PLAN........................................................................................9
CLASSROOM NARRATIVE AND LAYOUT.............................................................................12
COMMUNICATION WITH FAMILIES......................................................................................15
REFLECTION...............................................................................................................................17
REFERENCES..............................................................................................................................21

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The purpose of education is to replace an empty mind with an open one. -Malcolm Forbes

Philosophy of Education
Youre going to make a great teacher someday is a phrase I heard throughout my life
but never really considered teaching until about five years ago. There was a moment I was lost
and unsure of where my life should go so I spent time exploring different majors. Education
classes intrigued me the most. It didnt hit me until in middle of Ted Telepaks class that teaching
is my calling. Mr. Telepak is the most amazing teacher that changed my life. Fall 2011 was when
I attended his Intro the Exceptional Learner class at Mesa Community College. He is very
passionate about what he teaches, very influential, and most of all, he opened my mind to what
life is like with a disability.
The next semester, I had a two classes with a student who was blind and had a Seeing
Eye dog to help him around. I kept seeing him all around campus for the first few weeks and
finally while in the math tutor center, he walked in and I just had to talk to him. I sat by him, said
hello and told him I was in two of his classes. We talked and got to know each other. He said he
was glad I approached him because no one really does that. After that, when I saw him around
campus, I would say hello. Sometimes, he needed help finding his classroom so I stopped what I
was doing to walk with him to his class. It was no problem at all. Before Mr. Telepaks class I
would not have done that. Mr. Telepak taught me that every single person is the same but some
have a challenge they face every day. I had an empty mind when it came to people with special
needs but thanks to him my mind has been opened.
What also helped me confirm that teaching is meant for me was when I was interning at
the Boys and Girls Club in 2013. Every day I helped students with their homework after school

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and was very surprised at how many students did not understand addition and subtraction while
doing multiplication and division for homework. I would always take a step back to review
counting, addition, and subtraction with them. That was when I realized how important building
a foundation is in elementary. Having a strong foundation gives students self-confidence and
scaffolding comes with ease. Now when there is an unsteady foundation, scaffolding is difficult
to build and students begin to lose their confidence. Thats another reason I want to teach, I want
to help students build their foundations so they can have a successful academic future.
All students can learn is a great philosophy that I have applied to my own educational
principles. Every student can learn, even the ones who disrupt the class and claim that they
refuse to learn. It is my duty as a teacher to give every single one of my students a great
education that fits their individual need. Not every student learns the same way so teachers have
to make adjustments to the materials, lesson plans, and assessments. Differentiated instruction is
a process for reminding us that while our goal in teaching is to teach the content, we are also
teaching the content to a child (Puckett, 2013, 1.1). It is an extension of educational best practice,
not a substitute for it. It is also not an additive but is planned from the beginning (Puckett, 2013,
1.1).
Teaching up is an excellent concept that I will definitely apply to my students. Teaching
up means the difficulty level is just above their comfort level. We dont want students to become
bored from not being challenged. Too often materials and activities are not challenging enough,
or teachers, convinced students poor assessment performance, underestimate students abilities
to understand more complex thoughts (Puckett, 2013, 1.2).
Building community is an absolute must in my future classroom. I want the students to
feel safe, comfortable, and accepted so they can share their thoughts with their peers without

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feelings of fear. In Carol Tomlinsons building a supportive community in a differentiated

classroom gives a lot of great information. By building community in the classroom the teacher
is giving the students another reason to show up and gives them a sense of belonging, and lets
them create partners for learning. Students come into the room knowing that they matter, are
accepted, going to be challenged but will be supported, it is safe, no one is going to laugh at
them. Building community not only supports students learning but makes the teachers life way
easier (Tomlinson, n.d.).
Tasks need to be respectful, meaning that they need to be meaningful, engaging,
interesting, challenging, and worth doing. Flexible grouping is also going to help with students
learning. Brain research and motivational and learning theories all suggest that learning is a
social activity, and students learn in interaction with others (Puckett, 2013, 1.2). Therefore,
flexible grouping gives teachers the means to balance instructional demands with student needs
(Puckett, 2013, 1.2). Finally, continual assessment helps build effective differentiation because it
measures student responses to curriculum and instruction.
Tips & Strategies for Effective Differentiation and Instruction video gave some great
advice when applying DI. For example, start small is good idea because you do not want to burn
yourself out doing too much at once. You need to be well prepared and organized. It contributes
to the quality of the learning environment.
Vygotskys zone of proximal development is most helpful for classroom management and
instructional planning development because his theoretical framework is based on social
interaction. Social interaction has many benefits to a childs development because our
socialization within a specific culture and society molds our view of the world and teaches us
right from wrong (Puckett, 2013, 2.3). Vygotskys zone of proximal development refers to the

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range of ability between what a learner can accomplish independently and what can be
accomplished when given support and assistance from others (Puckett, 2013, 2.3). Therefore, a
child learns best when there is an adult or a more knowledgeable peer to help the child reach a
higher level of learning just outside his/her comfort zone. Scaffolding helps teachers determine
where to begin instruction because they now know what the student is capable of doing.
Readiness describes what the student is prepared to learn or do next, not what the student can do
right now so teachers can provide experiences within students ZPD through encouragements
which advances their learning. This will not only help with low performing students but with
higher performing students as well. If the higher students are completing their homework quickly
and easily, then it is indicating that their readiness for more complex work is needed.
Constructivism is a learning theory that describes how people create or construct their
own understanding and knowledge based on previous learning (Puckett, 2013, 2.2). It was
interesting to find out that students use personal beliefs and values to interpret and therefore,
teachers must understand what students beliefs and values are in order to help and support their
learning. The Dunn and Dunn learning styles model with the five stimuli strands; environmental,
emotional, sociological, physiological, and psychological gives plenty of information that is
helpful to teachers. Most educators subscribe to the idea that using a variety of learning style
approaches has the potential to enhance learning for a wide range to students, and that exposure
to this variety will expand the approaches with which students are comfortable and capable of
learning (Puckett, 2013, 2.5).
All of these are great perspectives that will help me develop my own classroom. I want
my students to feel welcomed, motivated, challenged, and most of all, inspired to learn. B.F.
Skinner and Barbara Coloroso are two great theorists that have some great advice for me to

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utilize in the classroom. B.F. Skinners operant conditioning will work well in the classroom. I
will use positive reinforcement the most for good behavior. I do not think punishment, whether
positive or negative, will work well for students. Barbara Coloroso theorizes that punishment
can provoke anger, resentment and conflict.

School-Wide Management Plan

Having a school-wide management plan is crucial for everyone; students, teachers, parents,
administrators. It is essential because it helps keep the school running in smooth order. The
Arizona Department of Education utilizes the Multi-tiered support system or Response to
Intervention (MTSS/RTI) to guide students toward good behavior so all students can learn and
achieve academic success. According to Colleen Riley,
MTSS is building supports in place that will benefit students and as well as, educators.
When looking at an elementary school you try to build a framework to support at all levels of
instruction in order to help every student in school succeed. You look at the core instruction,
you look at additional interventions that need to be put into place, and then you provide
professional development so that teachers can help students achieve within that school
system. You also produce data through ongoing progress monitoring. The progress
monitoring really helps inform decisions on an ongoing basis. (Riley, 2014)
The beliefs of MTSS is based on that all students will learn and achieve academic success as
a result of effective teaching, early intervention and ongoing support, and collaboration among
all stakeholders is the foundation of effective problem-solving and data based decision-making.
Having a multi-tiered system of evidence-based interventions is essential for addressing the full

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range of students needs which is categorizes into three sections; universal, targeted, and
intensive.

Figure 1. Model of Response to Intervention.

Osborn School District does follow the MTSS and their form of it is call 1-2-3 Magic. From
my field experience, I have found that all schools in the Osborn School District utilize the 1-2-3
Magic for students behavior but there are different versions in all of my rotations. For my first
rotation in 5th grade at Solano Elementary, it was apparent 1 was a warning, 2 was moving the
disruptive student to back of the class, and 3 was going to the buddy room which was a
neighboring teachers classroom to cool off before returning. If the student continues to push
his/her bad behavior then the principal is given a referal about the student and the situation. After
a number of referrals then the students is evaluated by the Behavioral Interventionist.
While in 1st grade at Encanto, I have never seen a student go past 2 which was sitting at a
desk in middle of the room while the rest of the class worked at tables in groups of six. I think it

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was because the younger students take negative consequences more seriously. They sought out
the positive reinforcements from the teacher, students, and parents.
Field experience in 3rd grade at Longview Elementary is another perspective I have not seen
before. My mentor teacher uses Class Dojo to manage student behavior. When the students see
and hear that points have been lost, they quickly correct their behavior. Students are given a
warning before she begins to take points away. If taking points away does not correct the
students behavior, then 1-2-3 Magic comes in. Instead of sitting at the back of the class, the
student is asked to sit right outside the classroom to cool down. Then the buddy room is next if
they continue misbehaving.
When I become a new teacher, I will intervene at the earliest time possible. I will not only
use Class Dojo but also use all the supports given to me for managing student behavior. The
supports and interventions are there for educators to access in order to support students and know
how to help them be successful.

Classroom Management Plan

Having a classroom management plan is an absolute must for every single classroom. Can
you imagine not having one? Getting through a day and managing student behavior would be a
daunting task. That is why a classroom management plan should be in place before the students
take their first steps into the classroom for the first time. From my rotation in 3rd grade, I have
learned that students are not only responsible for themselves but also as a table group and as a
whole class.
As individuals, students earn points on Class Dojo. Class Dojo is a behavior management
tool used to take and give points to students. Each student has their own profile and avatar. Not

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only can students see how many points they have earned or
lost, but the parents can also see for themselves as well when
they download the app onto their smartphone or tablet. This is
a great tool that I will most definitely be implementing in my
own classroom. The goal with Class Dojo in my 3rd grade
mentor teachers class is for students to earn enough points to
win a prize at the end of the week. My mentor teacher has a
prize box fill with small toys like bubbles or yoyos. The
students have to earn one hundred points each week if they
want a chance to dig through the prize box. It is great
motivation for them to continue to earn points.
Another tool used for behavior management is clip charts.
The SmartBoard and Class Dojo both have to be turned on in
order for students to see where they stand. I would implement
Figure 2. Example of Superhero themed clip chart.

the clip chart as well because it is anchored to the wall for

everyone to see at all times without the need of technology. Figure 2 is an example of a clip
chart I would like to use in my classroom. On a side note, I have seen classrooms with a color
theme or a football theme and since Im a superhero fan, I would personalize my classroom to a
superhero theme. This clip chart was found on pinterest and I would make my own similar to this
one but with less levels. From top to bottom, the five levels would be Outstanding (purple),
Great Job (blue), Ready to Learn (green), Warning (yellow), and Buddy Room (red). 1-2-3
Magic is implemented once they move down a level from green. After the Buddy Room, then the

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principal is sent a referral. When a students clothes pin is moved, this will encourage them to
correct their behavior or continue the great work they are doing.
Since I do not plan on having students sit in rows, they will be in groups. The students will
work together as a group to earn table points. As a group, they work together to keep their area
clean, organized, and show they are ready to learn. At the end of the week, my mentor teacher
has lunch with the table that has the most points. She also brings a dessert and juice for them. It
is a great way to talk and get to know the students.
Finally, as a class they work together to earn Fun Friday which is a chance to have an extra
recess at the end of the day on Friday. This is rewarded less often. A great tool I have recently
learned is writing FUN FRIDAY on the whiteboard so the whole class can see. As the week goes
by, the letters are slowly erased one by one when the class is not following directions, talking
over the teacher, or not paying attention. They have nine warnings about the their behavior
throughout the week so if the entire Fun Friday is erased, then they did not earn an extra recess.
At the beginnng of the school year, the teacher will continuously go over the class rules. The
rules for my classroom would be; Respect others, be prepared, keep hands and feet to ourselves,
raise hands to speak, do no talk over others, and do not distrupt others from learning. There are
several consequences students will learn. From class dojo points being removed, to clothes pin
moved on clip chart, to moving to a buddy room. There will be an anchor chart that the class
will make together about what is good behavior and what is bad behavior. The anchor chart will
be on the wall all school year long. The rules and procedures will be reviewed after each school
break to remind students they need to continue their good behavior.
As for procedures, anytime the class needs to line up, they will line up by groups. The groups
that have clean areas and quietly waiting are the first to line up. When it comes to sharpening

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pencils, students are not allowed to sharpen pencils when the teacher is in front of the class
teaching a lesson. They need to learn when it is a good time to sharpen pencils, meaning when
the loud noise coming from the sharpener will not distract others from learning. There will be
group leaders/captains that will gather the materials for the entire group. It is best practice to
only have 5-6 students gather materials at once than it is to have 25-30 students all up at once.
There are many teacher call and response for the class but so far, the only one I have used is
Class, Class and the students respond Yes, Yes! To gather their attention. There are so many more
to implement. This example is only a small fraction of all the different call and response.
Teacher
Piece of pie
One, two, three, eyes on me
Hocus Pocus
Ready Set
Eeny meeny

Student
Piece of cake!
One, two, eyes on you!
Time to focus!
You bet!
Miny mo!

There are many elements that go into a classroom management plan. I will make sure I have
rules, consequences, and procedures ready to go before the first day of school. It will take
students some time to learn the plan so I will have patience and remind them of the rules and
procedures.

Classroom Narrative and Layout

In the classroom layout, students are seated in groups of four to promote collaboration
between students. Think, pair, share is a structure I will be implementing often so this layout will
help students easily turn to a shoulder partner for discussion. The focal point of the classroom is
the SmartBoard so the layout is setup to where all students can see the board without struggle.
On both sides of the SmartBoard there will be whiteboards. The whiteboard closest to the

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teachers desk is a space for the teacher to write the date, the days schedule, reminders, and table
points for students to see. The space next to the teachers desk is where the clip chart will be
hung. There is plenty of space for storage and bookshelves to keep the classroom organized.
Behind the teachers desk, there is a bookcase and a filing cabinet. The space will be used to
keep all the papers and books organized. The filing cabinet has three drawers which will be for
upcoming homework, past homework, and extra work/sub plans. The upcoming and past
homework are organized by days of the week. When a student was absent and needs the
homework they have missed, all they have to do is look in the past homework drawer, go the day
they missed where they will find the missing homework. When students have lost their
homework, they can look through the drawer to find it but they will lose Class Dojo points for
being unprepared. In case there are times when the class is ahead of schedule, the extra work
drawer has some fun worksheets like word searches or coloring pages students will work on or
they can silently read. In the same drawer, there will be materials for a substitute teacher.
Substitute plans need to be updated at least every module. On the teachers side of the classroom,
there are two computers students can use. The laptop or iPad cart has wheels so it will not always
be in the classroom but that is the area where it will placed. It is not picture on the layout but I
will be utilizing a magnetic Where are we chart. Every student will have a magnet with their
name on it. There will be different sections for students to move their magnet; restroom, nurse,
office, buddy room, etc. The chart is placed on the door so as the students are leaving the class,
they will move their magnet to a section and move it back when they return. On the other side of
the hallway door, there are cubbies for students to put their work in throughout the week. The
teacher will also put flyers, reminders, and newsletters in their cubies rather than handing them
out where they sometimes manage to lose them right away. There will be a class library at the

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back of the room. The students are welcomed to pick a book to read while in class but the book is
not allowed to leave the room. It might not return. Next to the class library is the sink/water
fountain students use to wash their hands or take a drink of water throughout the day. It is great
to have that in the classroom because students would be leaving the classroom several times
throughout the day to get a drink of water if it wasnt for the sink in the room.

Communication

Figure 3. Classroom layout.

with Families

Communication is essential to parent involvement. It establishes a strong working

relationship between parents and teachers which will most benefit the student. In an article by

Figure 4. Map of Parent Communication

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Graham-Clay, it states communication begins with the welcome sign when the parent first
enters the school building. Welcome signs reflecting the range of ethnic languages spoken in the
school community create an even more inviting atmosphere (Graham-Clay, 2005, p.118).
Parents should feel welcomed from day one. They should feel invited and encouraged to
communicate with the teacher any time of the year. At the beginning of the school year, the
teacher are encouraged take a quick survey about how and when the parents would like to be
contacted. Would they prefer phone calls, emails, text, or a written letter? This is a great time to
introduce Class Dojo to them. If they have a smart phone and/or internet access, then the teacher
can help the parents download, sign up, and give a quick tour of how to use it. Many parents

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work so it would be best to find out what days and times would work for them.

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Figure 4 is a map about the essential parts of family communication. It gives a quick
overview of when to communicate, structure of communication, methods of communication, and
communication barriers teachers may face. Figure 6 is an example letter of introduction to
parents at the beginning of the school year. It talks about the importance of reading and what to
expect from parents to help their child.

Dear Parent/Guardian,
I am excited to be your students teacher this year. To begin, I would like to
explain my beliefs about literacy and how I will support your student in my classroom.
I believe that every single student is capable of learning how to read and write. Every
student deserves an excellent reading teacher because they look to me for motivation
which can make a difference in their reading achievements.
Throughout the year we will be working on decoding, fluency and
comprehension. I will be continually assessing your students progress to know where
he/she is in reading development, and will know the next steps to continue towards their
reading achievements. Every student is at a different reading level and I know a variety
of ways to teach reading and know which method works best for your student. A variety
of text is always available to them in the classroom. They also have weekly school
library visits where they get to check out their own books.
Research shows that students learn the most outside of school. This is where I
am going to need your help. The students are required to read at least 30 minutes a day
after school. Please let them either read to you and you can both read together.
Remember to record his/her reading on a daily reading log that I will provide. Your
support and encouragement is important to their reading and writing development. I
look forward to great school year and please feel free to contact me with any questions
or concerns.
Sincerely,
Ms. Jackson

Reflection
The first descriptor on managing student behavior is students are mostly well-behaved
and on task, some minor learning disruptions may occur. This descriptor is worked on from day

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one. Students need to know what well-behavior means as well as good manners. This is the best
time to utilize positive reinforcement. Whenever I see students showing good behavior and
manners, I will give them praises like this makes so happy that everyone is at their desk and
ready to learn or great job class for walking in the hallway quietly. There will always be
moments when students are not on their best behavior so I have to make sure they know their
behavior is unacceptable and could lead to consequences like class dojo points taken away or
moving their clip on the clip chart.
This all goes along with the second descriptor, teacher establishes rules for learning and
behavior. Rules will be in place before the students walk into the classroom for the first time. It
my duty, not only for the students but also for myself, to follow the class rules. If a student
breaks the rule, then I have to make sure they follow the consequences and not let it go because I
may too busy at the moment. The third descriptor states the teacher uses some techniques, such
as social approval, contingent activities, and consequences to maintain appropriate student
behavior. A technique I observed in one of my rotations was taking away minutes from recess.
This student did not worry about losing class dojo points or moving his clip on the clip chart. My
mentor teacher found out he really cared about recess and immediately corrects his behavior
when he finds out he lost 10 minutes of recess. If his misbehavior continues, then he loses his
entire recess for that day. This descriptor is my area of refinement because I need to discover
more techniques that will help manage student behavior.
The teacher overlooks some inconsequential behavior, but other times addresses it,
stopping the lesson. From my field observations, I have learned that in a class with over twentyfive students, you cannot stop at every single students disruption. You will never get through a
lesson if you have to constantly stop. Students should know the rules for when the teacher is

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speaking; students raise their hands to speak, they do not talk over the teacher, and they do not
disrupt others from learning. When students are being too disruptive and addressing it is a must,
then I will stop the lesson to remind students what they should be doing, or tell them to move
their clip, or even tell them to go the buddy room to calm down. This moment should be quick so
I could continue on with the lesson. The last descriptor states the teacher deals with students
who have caused disruptions, yet sometimes he or she addresses the entire class. This can
happen during the last descriptor I discussed where I tell the student to move their clip or go to
the buddy room. This can also be addressed after the lesson. When students are working
independently, I will pull the student to the side to talk about his/her disruption. There are days
when the entire class has to be addressed. When this happens, I will remind the students of the
rules and consequences that have been in place since the first day of school. Consequences will
not happen every single time the class needs to be addressed because some offenses only need to
be a warning so students can correct their behavior.
Having a respectful culture in the classroom is a must. Without it, not much learning will
take place. The first descriptor of Respectful Culture is teacher-student interactions are
generally friendly, but may reflect occasional inconsistencies, favoritism, or disregard for
students cultures. I feel this is where I will have a steep learning curve. Students bring a lot to
the classroom, especially their culture. I will let my students know that I can make mistakes and I
will learn from them so I encourage them to correct me if I made a mistake when addressing
their culture. This is also where family communication helps with learning about the students
culture. The second descriptor states students exhibit respect for the teacher and are generally
polite to each other. Throughout my life I have heard many quotes about respect like respect is
a two way street or you give respect, you receive respect. It is a clich, a phrase overused but

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it is still true. I will show respect to my students and their families at all times and I hope I
receive the same respect in return.
The last descriptor of Respectful Culture is teacher is sometimes receptive to the
interests and opinions of students. As I have mentioned in the classroom management plan, I
have interests in superheroes so I know I will have some things in common with the students.
However, they will have other interests that does not apply to me but I will still be receptive to
what they have to say about their interests. I will also be very receptive to their opinions. There is
no wrong opinion and students should not feel afraid to share it.
I think my attention to these descriptors will positively affect my instruction and student
achievement. When managing student behavior is well controlled, then my instruction is more
effective because of the less disruptions. When I am proficient in Respectful Culture, my
students are respectful to me and to their peers which also positively affects their learning. I am
not the only person in the classroom learning about students cultures, my students are also
opening their minds to different cultures.
This research has helped me a great deal in planning my first classroom. What I have
learned from all my rotations is that teachers are constantly making adjustments to the lessons,
seating arrangement, schedule, rules and procedures, etc. all for the benefit of the students. I have
made a few adjustments and changes to my own classroom management plan. I am in support of
technology in the classroom but was hesitant at the same time because the students are so young
and I was not sure if they can handle technology. Much to my surprise, the third graders know a
lot about technology and even how properly handle them. When the iPads came into the
classroom, they knew the drill. They knew whose turn it is for the iPad, where to sit with the
iPad, and what apps to use. There were no disruptions or confusion over the iPads. Now I am no

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longer hesitant to bring technology into the classroom with the lower grades. Another change my
plan has undergone was adding to the class dojo. At first, I thought the students should be
responsible for themselves when earning points but I realize they need to be responsible as a
whole class. Therefore, I added group points because a group leader is assigned and he/she gains
learning experience of how to be a role model and lead their group to success. I also added FUN
FRIDAY in which the class works together as a whole to earn a reward.
Field experience with Osborn School District and my coursework with the iTeach
program has given me confidence in becoming a great teacher. I know that once I am actually in
a classroom of my own, I will quickly learn even more because the real life experiences Im
gaining. No matter how difficult it may get, I will always keep a positive attitude and always
respect others. My ambition for teaching is to build a strong educational foundation for every
student. I feel that this semester has built me a strong foundation for teaching. I am open for
adjustments and changes that will take place almost every day in the classroom. I am open to see
what students can bring to the classroom with their knowledge, backgrounds, and culture. I am
excited to replace their empty minds with an open one.
The purpose of education is to replace an empty mind with an open one. -Malcolm Forbes

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References
Graham-Clay, S. (2005). Communicating with parents: Strategies for teachers. School
Community Journal, 15(1), 117-126.
McLeod, S. (2007). Skinner- Operant Conditioning. Retrieved March 18, 2016, from
http://www.simplypsychology.org/operant-conditioning.html
MTSS. (n.d.) Retrieved March 20, 2016, from http://www.azed.gov/mtss/
Puckett, K. (2013). Differentiating Instruction: A Practical Guide. San Diego, CA: Bridgepoint
Education.
Riley, C. (2014). Collen Riley: What is a Multi-Tier System of Supports (MTSS)?. Retrieved
March 20, 2016 from https://www.youtube.com/watch?v=IjyzTNfwdCU
Tips & Strategies for Effective Differentiation and Instruction (2011). Retrieved March 18, 2016
from http://www.youtube.com/watch?v=mVRYSC8YyYA
Tomlinson, C. (n.d.). What is differentiated instruction? Retrieved March 18, 2016
from http://www.differentiationcentral.com/Video_Clips.html
Watson, A. (n.d.). 50 Fun Call-and-Response Ideas to get Students Attention. Retrieved March
20, 2016 from http://thecornerstoneforteachers.com/2014/01/50-fun-call-and-responseideas-to-get-students-attention.html