Classroom

Management Plan

Christina Martin
I. Personal Philosophy of Classroom Management

It is through education that students find the skills, ambition, and

confidence to enable them to become successful throughout their lives. It is
important for students to be in a stimulating atmosphere where they feel
comfortable to learn and express themselves. Students should feel very involved
in what and how they are learning. There are many reasons that I have decided
to pursue the profession of teaching. This profession is a very rewarding one.
You have the capability to affect children in an incredible way. As a teacher you
are placed in a situation in which the students learn from you and grow from
things you are showing to them. I want to change these students lives and teach
them how to learn from the world around them. I want my classroom to allow my
students to become life long learners. Students that are learning things to fit their
interests and abilities are going to be more perceptive to the topic. It is my desire
to be a teacher that respects the differences of each student and guides my
students accordingly. Many students learn through experience and hands on
activities, my classroom will be rich in this aspect of learning. I want my
classroom to be a safe place for my children to come. My wish for them is that
they enter my classroom each day and know that they are safe, loved, and free to
grow and learn.

III. Classroom Rules

Listen when someone is speaking.
Raise your hand to speak.
Follow directions quickly.
Be a caring friend.
Always do your best work.

I will integrate these rules into my classroom from the very first day of
school. My students and I will have a discussion and we will all work together
to come up with the rules so that they feel as though these rules are
something that they wanted, rather than things that I want them to do. After
this I will make a poster with pictures and bright colors in order to display to
the rules clearly in the classroom. The picture with show student doing the
behavior that the rule states.
I will also have a behavioral management chart displayed in the
classroom. This chart will be hanging somewhere where the students can
reach and get to it easily. Each student is assigned a clothespin with his/her
name on it. Every morning each child starts with his/her clothespin on green.
Below green is yellow, orange, and then red. When a child displays negative
behavior the move down one color. Each time a child moves down a color it
will result in a loss of privilege. When a child is on red at the end of the day
this will result in a call or email home. Above green is light blue, dark blue,
and purple. When a child displays positive behavior the child moves up a
color. When a student makes it all the way to purple they get to pick
something out of the treasure chest.
IV. Daily Schedule
8:40- 9:00 Morning Work
9:00-9:20 Whole Group Literacy
9:20- 10:20 Small Group Literacy/Literacy Stations
10:20-10:30 Music/Movement/Poetry

10:30-10:40 Whole Group Math

10:40-11:35 Math Sessions
11:35-12:10 Lunch/Recess
12:10-12:40 Rest/Practice Site Words
12:40-1:00 Calendar Math
1:00-1:30 PE
1:30-2:00 Show and Tell/Art/Science
2:00-2:30 Recess
2:30-3:00 Writers Workshop
3:00-3:25 Closing Circle
3:25-3:30 Pack and Dismiss

V. Instruction
Whole Group
Whole group time would include: whole group literacy, whole group math,
music/movement/poetry, as well as calendar math.
During whole group times, I will address the whole class in instruction at once.
This could be through read a louds, mini lessons, and circle times. This time will
require students to listen to my instruction for a short amount of time and then we
will have practice with the topic.
Small Group
Small group time includes: Small group literacy, station time, math sessions, and
writers workshops,
This time is where the students will work together in groups of 4-8 and work on
the things such as reading, writing, math and other subjects. During most of
these group time the stations if be differentiated based upon the students skill
level in that topic. Students will work together during this time to solve problems
and discuss their ideas. I will be involved by walking throughout the room and

stopping at each station to discuss with or help the students with anything they
need.
During small group literacy I will meet with each group at the reading table and
we will read and discuss passages or books together.
Individual Work
Individual work will be rare in my classroom but during writers workshop the
students will all be doing his/her own writing. They may be broken up into small
groups at this time but each student will have to write on their own. This
instruction may also follow a whole group time in which I ask students to practice
or reflect on the instruction provided during whole group time.

VI. Transitions

Arrival
Howdy Neighbor: Howdy Neighbor is a great, interactive poem that will
prepare students for the day and transition them into their chairs or on a
rug for circle time. All that is necessary is to say the rhyme and perform
the motions.
Howdy neighbor! (make big wave motion)
What do you say? (shake hands with each other)
Its going to be
A beautiful day. (Make circle in front of body with arms)
So clap your hands, (clap your hands)
And stomp your feet, (stomp feet)
Jump up and down, (jump)
Then take a seat. (sit on the floor or in chairs)

Circle Time

1. Give Me 5: This strategy is great for getting the classrooms attention

when the reading circle is beginning. For this strategy, the instructor will
simply announce to the class to give me five. The students will have prior
knowledge of what this means and will work on doing this properly. The
students are to do 5
different actions when the teacher raises a
hand and says give me 5. This means that the students legs are
crossed, hands are still, ears are listening, eyes are watching, and lips are
zipped. This strategy will prepare student for effective carpet time.
2. Tickets: Using tickets are a great way to get students to arrive to circle time
in an exciting and inviting way. This will really get the childs attention and
interest them in wanting to attend circle time. This makes them feel like
they are going to do something really special. In order to do this transition
the instructor will start by making each student his or her own ticket. As
students arrive to school the teacher will give each student a ticket and tell
them that they need to hold unto it because they will need it to attend a
special group time. As the students join the group at circle time they will
place their ticket in a designated container and then be able to join their
friends on the carpet.
Lining up for lunch
1.
Line Up In Order: A great strategy to get students to line up at the
door is to have them line up in a certain order rather than everyone just
rushing to the door at once. This can be performed in a multitude of ways.
For example, you can explain to the students that whoever is wearing a
certain color may line up and continue to list the colors that the students
are wearing. The instructor could also do this by asking them to tell you a
word that begins with the letter that they are learning about that day. For a
more challenging experience, you could ask the students to line up in
alphabetical order and allow them to work together in order to make this
happen.
2. Charades: This strategy can be used in order to call students to line up
and get ready for lunch. Calling on certain groups of students at a time,
ask them to act out something as they walk to the line. For example, ask
the students to walk to the line as if they were walking through peanut
butter, driving a car, or flying in a plane.

3. Are You Ready for the Hall? Singing this song while students are in line
will allow them to take a look at themselves and see if they are ready to
walk down the hallway correctly. This can be a gentle reminder of the
proper way to walk through the hallway. This strategy will transition the
students from talking in line to being prepared to leave the classroom. Sing
the song to the tune of Do Your Ears Hang Low?
Are you ready for the hall?
Are you standing straight and tall?
Are your hands behind your back?
Are you leaving any gaps?
Are you quiet as can be?
Are you looking straight at me?
Now, lets go quietly.
Rest time
1.
Caterpillars: Leading the students into quite time is important to
help them understand that it is time to relax and be quiet. Reciting a poem
to the students in a quiet voice will keep their attention and they will be
heavily engaged in trying to figure out what the teacher is saying. Recite
the following about a caterpillar:
Lets go to sleep, (wiggle your fingers)
The little caterpillars said,
As they tucked themselves (interlock fingers as if praying)
Quietly in bed.
When they awake
By and by (palms up, cross over hands)
Each one will be (clasp thumbs and flutter fingers to make a
butterfly)
A pretty butterfly.

Dismissal/Closing circle time

1. The End of the Day: At the end of the day it is important to close out the
day on a positive note. Chanting a poem or singing a song can accomplish
this. Students love to feel included in chanting this song with them will

allow them to feel involved as well as reflect on what they have learn at
school that day. Chat the following poem with the students:
It's the end of the day
Almost time to go.
Tell us, (name of child),
What do you know?
The child called on demonstrates something learned
during the day! (Time permitting; the rest of the children can
replicate what they see.)

VII. Management System

I will have a behavioral management chart displayed in the classroom.
This chart will be hanging somewhere where the students can reach and get to it
easily. Each student is assigned a clothespin with his/her name on it. Every
morning each child starts with his/her clothespin on green. Below green is yellow,
orange, and then red. When a child displays negative behavior they move down
one color. Each time a child moves down a color it will result in a loss of privilege.
When a child is on red at the end of the day this will result in a call or email
home. Above green is light blue, dark blue, and purple. When a child displays
positive behavior the child moves up a color. When a student makes it all the way
to purple they get to pick something out of the treasure chest.

VIII. Changing Behavior

1. Identify the Behavior
Inappropriate behavior: Running, pushing, shoving and crying during line
up time.
Desired appropriate behavior:
- Cooperate when not the line leader
- Do not push, hit, or run
- Control emotions
- Demonstrates proper line behavior (hands to self, quite, etc.)
2. Strategies to change behavior
- Job board
- Feet sticker on the floor showing where to stand
- Transitions so not everyone goes to the line at once
- Act like a
- Individual reward plan
- Outline expectations clearly
- Involve others if needed (parents, counselor, teacher, principle)
- Change the environment
3. Set Goals and Objectives
- The student will be able to line up without running
- The student will be able properly stand on the feet placed on the
floor
- The student will be able to follow the job chart implemented in the
classroom
- The student will demonstrate proper line behavior
IX. Involving Others
Parents:
Keep open communication with all parents
Newsletter home to keep parents involved

Let parents know I am always accessible to them

Email
Frequent parent conferences
Allow parents to volunteer in the classroom

Counselor:
Communicate needs
Ask for assistance
Take advantage of services
Discuss how to work together to improve student behavior or learning
Other teachers:
Maintain a relationship with other teachers in the school
Ask for help when needed
Exchange ideas and advice
Principle
Maintain professional relationship with the principle
Open communication about what is going on in the classroom
Be an involved staff member
Ask for assistance or advice

X. Planning for Challenging Children

Hitting, Pushing, Shoving
Provide a cozy corner for child to go to calm down
Explain to the child why these behaviors are not acceptable
Explain to the child how to use I-messages
Continue to encourage student to be empathic

Screaming to Express Emotions

Ignore behavior
Teach student breathing techniques to calm down
Encourage student to use big girl/boy words
What does this student need? Why are they upset?

Use social stories

Cannot Focus
Give student tasks one step at a time
Create signals that are used when the child needs to get back on track
Take breaks to do jumping jacks etc.
Manage distraction
Cannot Sit During Whole Group Time
Allow child to hold something during whole group time
Use visual cues
Use carpet squares or bean bags
Have students get involved with the lesson
Use multi-sensory instruction

XL. Resources
Marion, M. (2015). Guidance of Young Children (9th ed.). Columbus, New Jersey:
Merrill Pub.
Wong, H., & Wong, R. (2009). The First Days of School: How to Be an Effective
Teacher (Second ed.). Mountain View, CA: Harry K. Wong Publications.
http://differentiatedkindergarten.com/