Classroom Management Plan

Zachary McCormic
SCED 499
General Procedures
Students entering/exiting the classroom: Students can talk before class, but need to be
prepared to work when the bell rings. This means going over the drill or warmup, depending on
what is on the board. After class, students will not be lining up at the door, but can pack their
things when instructed to so they can make it to the next class on time. Students can wait at their
desks, as this makes for a safer exit for everyone involved.
Distribution of materials: I prefer to have one student at a time hand out classwork, but I
will hand out all tests and quizzes. I will also be the one to return all materials so students will
not have to worry if their classmates see their grades.
Students going to the restroom/drinking fountain: After any activities or assignments
have been started, students can ask permission to use the restroom or drinking fountain, and only
one student can go at a time. If a student needs to see the nurse, this can be done at any time in
the class, as long as they let me know they are leaving prior to them doing so. I will not deny
student permission to see the nurse (given they are not just trying to get out of class), but I need
to know where they are prior to leaving and where they are planning on going.
Classroom interruptions: They are bound to happen, so I plan on rolling with the
punches. Stop where we are, wait for the end of the interruption, rewind to the beginning of that
thought or sentence, then replay and continue from there. If there is an announcement, I will
repeat pertinent information (as I heard it) to the students to reinforce what was said.
Student tardiness to class: Since the drill or warmup instructions are on the board, late
students are just using up their own time. A verbal warning will be issued for the first violation,
then a discussion to find out why they are late. It may be a locker issue or a long trip between
classes that the student cannot take care of otherwise. I do not want to be too firm on this one, as
circumstances happen, especially in a large school.
Student dismissal from class: Continue as if they were still present materials-wise (they
still receive all handouts), but allow extra time and explanation if the dismissal is excused. If the
student was using the restroom or leaving for another reason, they will need to get caught up
from their classmates.
Food or drink in the classroom: Food is a no-go. Unless a student needs a snack for
medical reasons, it should not be eaten in the class. Same thing goes for drinks, but students can
have water. The water must be in a bottle with a closable lid to help prevent spilling. Plus since it
is water, it is much easier to clean up than other drinks.
Forgotten materials: If homework or an assignment is forgotten in a locker, a student
may turn it in by the end of the day for no points off, and may retrieve it during activity or free

work time, given they are completed with that particular activity. School equipment (pencils,
paper, rulers, colored pencils, etc.) will be available in the classroom. Everything but the paper is
to stay in the classroom.
Sharpening pencils: This is to be done before class, during the warmup or drill, or during
an activity or free work time. If the student needs to sharpen a pencil during instruction, they will
need to use a spare or borrow from a neighbor until they are given time to sharpen it.
Academic Expectations
Turning in homework: Either drop homework off in the homework box by the door if
completed in class, or I will come around and pick-up if from day before. If assignment has been
forgotten, students have until the end of the day to turn it in.
Late or missed work: Late work is 10% off per day for the first week. Any assignment
can be turned in up to the second to last week of the grading period for 50%, as the goal is that
students are doing the work and learning the material, not that they are receiving a 0. I will pay
extra attention to students turning in work late to make sure they are not copying another
students assignment.
Participation in classroom discussions: Will call on students as I see hands, but will
make special effort to wait for students to raise hand to see if I can elicit a few more responses.
Will do my best to call on students who are not regular responders, and will call on them
occasionally to make sure they are engaged in the lesson if they are not raising their hand.
Discussion is to be an open forum, but if it gets out of control, will force hand raising prior to
answering.
Extra help: Time is always available before and after school, and students can ask for
help during activity or assignment time if needed. Will also work to assign additional (optional)
assignments for students who are needing extra help.
Lack of student success: I want to keep grades up-to-date so students know where they
are at all times. If a student is not doing well and is not asking for help, I will ask to speak with
them either during class, or if they wish, before or after class. If a student wants additional help
after this first meeting, I will treat them like a student who needs extra help and offer them
additional work. If not, I will talk with other teachers, coaches or mentors who know the student
for strategies to see what can be done to reach this student. Last step is to contact the parents to
address the lack of success, and to see what additional things can be done, or what can be done to
get caught up.
Student Behavior
Minor disruptions: These will be treated as minor, perhaps with a verbal response for a
certain behavior (it is getting loud for example) or me physically moving to the area where that
behavior was observed. If the disruptions continue, then the consequence escalates accordingly.

Conflicts with classmates: Varies by the type. If the conflict is an argument or

disagreement, will deal with this as if it were a regular conflict each side state their case, and I
would serve as a neutral mediator and allow students to come to a consensus. If no consensus is
met, will make an executive decision on the situation. If it were a case of bullying or physical
abuse, the perpetrator will swiftly be removed from the class and sent to the principals office.
Expectations for student behavior:
-- Treat others in the same way you would like them to treat you.
-- Respect each others property and time in class.
-- Help each other out we are in this learning experience together!
-- No outside food or drink in class (water is ok, but it needs a lid).
-- Dont be afraid to ask why this is science!
Consequences: First Verbal warning; Second Move student from current seat to new
location; Third Remove student away from all peers in a desk by itself (still in class); Fourth
Call and letter home summarizing the call; Fifth Removal from class. If a major violation takes
place, consequence will be adjusted accordingly. For example, cheating on a test will not warrant
a verbal warning, but a more severe consequence for the students involved.
Teacher Behavior
What teacher behaviors will you pay attention to in planning and delivering your lessons
in order to limit student behavior issues? I will pay close attention to limiting the amount of
down time, as this leads to areas where students get off task most frequently. I want to make sure
students have enough time to complete an assignment in class (when warranted, homework is
appropriate), but not to make them feel rushed. I will also vary group work. This means
sometimes they get to pick their groups, other times they will be assigned. I also plan on
mimicking what I believe students should do in my class as the teacher, in the goal of working
toward a positive learning environment.
What actions will you take to build mutual respect and positive relationships? I want to
get to know my students as people, not just as students. This will be kept professional, but I want
to let students see the science nerd I really am, I believe my excitement for the subject will lead
to them becoming excited too. The students will not open up to me until I open up to them
myself.
How will you avoid escalating student behaviors? I need to remember that I am the adult
in the classroom, and that sometimes behaviors happen that are irrational and do not make sense.
I do not want to escalate the behavior for the student, but instead be a wet blanket that the
behavior is snuffed out in. This could mean moving a student, providing alternative assignments,
or seeking help from other teachers or administration. Differentiation is used in instruction, and I
believe it can be used in behavior management as well, as it gives the student an alternative to
the undesired behavior.