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Name: Heather Spenser

EDUG 520 CLASSROOM MANAGEMENT PLAN

Statement of Purpose
Our classroom will foster positive interactions between students and the teacher while
maintaining a safe and inviting environment. Our purpose is to learn and put forth our
best effort every single day.

Rules

1. Respect everything and everyone around you.

2. Speak kindly to others.
3. Be helpful and responsible.
4. Take care of the classroom and school property
5. Try your best each and every day.
6. Safety first

Procedures

Procedure 1) Communication and Question Tools

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http://www.newmanagement.com/main/classroom-gestures.html

Bathroom Pass:

http://www.mydoorsign.com/hall-passes

Detailed steps of Procedure: During instruction, if a student needs to use the

restroom they will raise their hand and demonstrate the sign language motion for
restroom. I will acknowledge the student by nodding my head once up and down
quickly if they have the approval to go the restroom or I will use the one moment
please sign language gesture and allow them to go at another time. When the
students go the restroom, they will take a restroom pass with them so only one
student leaves the room at a time. The bathroom pass will be a tag the has the
teacher and room with restroom on it and it will be attached to a lanyard so they
wear it around their neck instead of carrying something into the restrooms. If a
student needs to get a drink from the classroom fountain they will make a w with
three fingers and move their hand to their mouth. I will again nod my head up and
down quickly if they have the approval to go get a drink of water or I will use the one
moment please sign language gesture and allow them to go at another time. For
class discussions, I will use other sign language cues for students to demonstrate
whether they have a question, answer, or comment. Students will sign A if they have
an answer, C if they have a comment, and Q if they have a question. By seeing the
comments and questions students have I will be able to focus on the answers and get
back to their questions without delineating from the discussion.
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Procedure 2) When students have completed their assignment early.

Detailed steps of Procedure: I will have a poster in the classroom that we will be
reviewed throughout the school year which has permanent activities for the students
to do when they have completed an assignment early. Students should not need to
come to the teacher or ask their peers what they should do next, they will
automatically go to the poster and complete the tasks in order and without talking.
This poster will say:
Im Done, Now What?
1. Double check your work for errors.
2. Complete any late or missing assignments that are not turned in.
3. Read silently and take another AR quiz
4. Work on JiJi, Front Row Education, and/or Prodigy
** Remember that all options are to be completed silently **

Procedure 3) Pencil Sharpening

https://www.bloglovin.com/blogs/a-cupcake-for-teacher-3415692/pencil-cup-labels-freebie-4491532846

Detailed steps of Procedure: Students will be asked to bring two pencils to the first
day of class along with other supplies based on the required grade level supplies
sheet. I will place 10 sharp pencils in the cup to start off the year and the students will
use the sharp pencils throughout the school day and when the pencil is dull they will
place the pencil in the Please Sharpen cup. If a student needs a new pencil they will
simply go to the sharp cup and pull a new pencil to use. This will remove the loud
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noise the sharpener will make during instruction throughout the day. There will be a
designated student assigned to sharpening the pencils at the end of the day when
students are cleaning up the classroom before packing up to leave for the day

Procedure 4): Lining up

Detailed steps of Procedure: Students will have their desks organized in three rows
facing forward to the teacher and white board to avoid distractions that may come up
in groups. When lining up to go to PE, the library, computer lab, recess, lunch, and
dismissal the students are to line up in an orderly fashion. Students will stand behind
their desk waiting patiently, the student in the third row and closest to the door will
follow the teacher out, the student sitting next to the first student will follow them out
and then the student standing next to that student will follow behind, and so on
through the row. Once the last person in the third row has formed the line and walked
out of the classroom, the first person in the second row will follow the last person in
the third row into the line. The first row will follow the last person from the second row
out of the classroom with the rest of the students from that row following behind.
Students are taught to wait until the entire row has joined the line because leaving
their row to line up as well. This avoids chaos in getting students in a line and
encourages safety within the classroom.

Procedure 5) Getting Help during Independent Work

Detailed steps of Procedure: When students are instructed to work independently
but have questions about their work they will use their magnetic numbers to line up
the order in which I will help everyone. If I am working with a student, the others will
take their magnetic clip and place it on the board in the box designated Mrs.
Spensers Help. Students will place their numbers in the order in which they placed
them in the Mrs. Spensers Help box and as I finish helping one student I will follow
the order of the numbers within the box. Students are, however, also instructed to as
two peers before asking me a question on an assignment.
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Consequences Positive Behavior

Tangible:

There is also a way to encourage positive behavior for each individual student. Every
student starts the day off with their magnetic number at green which means Great
Standing but students have the opportunity to demonstrate positive behavior and
move their number up to super star. The students are also able to move down which
will be explained in Negative Behavior Consequences.

For positive behavior, students will receive pod points within their group of four in a
row. One full row is made up of two pods, making six total pods in the classroom. If
the entire pod of students is showing positive behavior they will receive pod points.
They can receive points all throughout the day and the first pod to get to 10 pod
points gets to dive into the treasure chest of goodies and each pick an item.
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http://candy-land.wikia.com/wiki/Category:Candy_Land_versions
There are also class points. If the entire class works well at PE, engages in
mindfulness, behaves well for the substitute, or demonstrate positive behavior they
will received a class point. The class points will count toward moving one space up in
the Game of Candyland. There will be a larger version of the Candyland board
laminated and posted on the wall. Each class point allows the class to move one
square closer to the King Kandys Castle.
Social: If students are demonstrating positive behavior that is visualized by the
instructor or another student, the teacher will give praise to that student. The praise
will repeat the behavior the student demonstrated which was so positive to encourage
them to continue to make these positive decisions. For example, Lilly, I am very
proud of your for helping Jose with his assignment after completing your own. That is
very kind of you to help others.

Activity: For class points, when the class has reached King Kandys Castle they will
get a movie day with healthy snacks to celebrate their positive behavior as a class. If
individual students move up to super star they can be the first in line for recess and
lunch.

Consequences Negative Behavior

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I will verbally give cues that the student is making bad decision and using negative
behavior. For example, John is that that task you were told to be doing? Do you
think that is a good decision? I will also get down to their level to speak with them
individual if they have already received warnings for the same actions. Once the
verbal cues have been administered, they will move their number. Negative behavior
consequences will run with the same procedures in the positive behavior activities. If
an individual student does not do his homework he will automatically move his
magnetic number down to warning which is just below good standing which is
where everyone starts at in the morning. After warning is 10 minute timeout in the
classroom during recess and that level is a 20 minute timeout.

For pod points, pods can earn points and lose points based on whether they are
following directions, listening to the teacher, working hard on assignments, helping
one another, and keeping a clean learning environment. Pods can also lose pod
points if they collectively are misbehaving or not following the directions.

For class points, student can move backwards on the candy land board game if they
act up collectively as a class, do not act appropriately during library time or a fieldtrip,
and/or receive negative feedback from the PE instructor.

Action Plan

*Please make sure to include below how to prepare all ideas mentioned in this
classroom management plan ex) behavioral charts, rewards, online
communication

Completion
Area Objectives How it will be completed date

Make poster - Make large Poster with Statement of Purpose and Before
for statement Laminate school year
of purpose and - Make large poster with classroom rules and visuals begins
classroom and laminate
rules - Both posters will be colorful and engaging

Set up candy - Copy candy land game, enlarge, print, and Before the
land board laminate. Post candy land game on board in the school year
game and front of the class with a candy land piece made of begins
Develop a Toolkit
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behavior paper to move across the board.

consequence - Make signs for Super Star (Yellow) Good
manipulatives Standing (Green) Warning (Orange) 10-minute
timeout (Red) and 20-minute timeout (Black)
- Make numbers for all the students and attach them
to magnets and place all students at good
standing
- Make small signs in the shape of pods and label
them 1-6. (Write with an expo marker the points
when each pod receives them.
Set up - Make Pencil cups with labels Before the
procedures - Buy Pencils school year
and make - Make additional numbers for the students and starts
posters for sign attached to magnets for Mrs. Spensers help
language chart
- Make Mrs. Spensers Help chart on white board
communication
and place all numbers to the side of the chart
- Make large posters with the visuals of the sign
language cues students will be using in the
classroom and post above the white board for
reference all year long
- Make Im Done, Now What chart with visuals next
to tasks and lots of color and post in classroom

Set up treasure - Order from Oriental trading or dollar tree with Before the
chest different toys, school supplies, or healthy treats to school year
fill a treasure chest. starts
- Purchase treasure chest from Oriental Trading and
make a level for it
Teach the plan
Teach relevant - Develop and implement a lesson plan to go over First week of
aspects of the management plan school and
plan - Once we have gone over the rules and procedures as needed
for the classroom the students will sign a behavior throughout
contract to hold them accountable throughout the the year.
year.
Devise role - After students have reviewed the rules and Second
play procedures for the classroom and signed the week of
behavior contract they will work in groups on a school
specific rule or procedure in the classroom and act
it out in front of the other classmates.
- This will be done in a jigsaw so everyone works on
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a different rule or procedure.

Develop Second
practice - Students will make comic strips the pertain to week of
activities for different rules in order to demonstrate their school and
rules understanding as needed
throughout
the school
year

- The behavior contracts will be sent home to the Second

Share the planto
Disseminate parents to also be signed by them. week of
parents - At Back-to-School night the rules and procedures school and
for the classroom will also be reviewed for the on back-to-
parents as well school night

Discuss with
school leaders - Also collaborate with grade level teachers to Before
review plan and make proper adjustments school starts
- Meet with the school principal and other leaders to
go over management plan

- Create mini lessons to review plan with students Create

Conduct mini- every two weeks or when necessary lessons
review - Adjust mini lessons if the class begins struggling before
sessions with specific areas in the plan school,
implement
all
throughout
Review the plan the school
year

Contact - Phone calls, emails, or conferences will take place Throughout

parents and throughout the year to go over the plan, their the school
follow-up on childs behavior, and their adherence to the plan year. Around
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plan report card

time.

Review the - Review their behavior contracts at the start of the First week of
plan at the second half of the school year to refresh their second half
beginning of memory from break and have students sign the of school.
the second half contracts again. (After winter
the year break)

<POSITIVE BEHAVIORAL INTERVENTION & SUPPORTS>

<PBIS TIER 1 -PLEASE COMPLETE>

SCHOOL BEHAVIORAL STATEMENT OF PURPOSE

College Park Cougars are college bound students who are respectful, responsible,
and safe.

POSITIVE SCHOOL-WIDE BEHAVIORAL EXPECTATIONS

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College Park Cougars are

Respectful
Responsible
Safe

PBIS SCHOOL-WIDE BEHAVIORAL MATRIX

College Park PBIS Behavioral Matrix

Hallway Playground Cafeteria Classroom
Be
Respectful Walking silently Follow recess Use good Listen quietly to all
in the red zone rules manners with adults
lunch aids
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Take turns on Treat people and

playground Do not cut in property with care
equipment lunch line
Raise your hand
when someone
else is speaking

Be
Responsible Walking in line Take care of Eat your own Arrive to class on
equipment lunch time

Pick up your Come prepared

trash when done
Follow Directions

Ask questions
when necessary

Be safe
Following No running on Keep your hands Ask an adult to
teachers blacktop or wood and feet to leave the room
instructions chip areas yourself.
Use material
Keeping your appropriately
hands to
yourself Keep your arms
and feet to
yourself

CLASSROOM BEHAVIORAL MATRIX

Arrival to Teacher lead Cooperative Independent Transitions Departure

Class instruction Work Seat Work from class
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Be respectful Enter class -Raise your - listen to others - little to no - Listen to - clean up
prepared hand if you -take turns talking directions your area
Use inside would like to speaking -follow - No talking - walk quietly
voices speak directions in the red
-be attentive zone
to the teacher
Be -Take - be prepared - contribute to - complete your - take all the - put away
Responsible everything - follow discussions task on time necessary all materials
out of directions - be mindful of - refer to the belongings to - write down
backpack your Im Done Now your next homework
needed for designated job What? chart location -bring
the day - help others for activities to homework
- Go when do after materials
straight to necessary completing home
your seat work
Be Safe -walk into - Keep your - use materials - Keep your - walk -walk
class hands, feet, carefully hands, feet, - listen to -depart with
and and belongings instructors family
belongings to yourself directions member
to yourself - be respectful only
of space next
to your
neighbor
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Restorative Practices

If there were a conflict between students in your class, describe the restorative
practices you would use to address the conflict. (Please describe both informal
and formal practices).

Two girls sit next to each other in class. They have been frequently conflicting over
friends, conversations, and they often argue over their desk space as they share one
table together. On this particular day, student one gets frustrated that student twos
belongings are on her side of the table so she yells, Get your stuff off my side! This
disrupts the class who was independently working on an assignment.
I would first use informal practices like affective restorative statements and
restorative questions to address the conflict. I would walk over the student one and
student two and begin by using an affective statement to the students. It upsets me that
you cant respectively share a desk together and properly use communication skills
effectively. Then I would move on to restorative questions. Directed at student one,
How do you think she (student 2) feels when you shout at her like that? What are you
frustrated about? Student one would express her frustration with student two always
having her stuff on her side. I would then direct restoration question to student two,
What do you hear student one saying that makes her frustrated? Student two would
respond with what she heard student one express. Then I would go on to ask them
both, How do you think we can solve this problem? As a group, they would come up
with a plan to keep each others belongings on their side of the desk. I would try to tape
off the two areas of the desk so they have boundaries to follow, and if the behavior
continues I would reassign seats. If conflicts still occur between the two students, I
would have a meeting with their parents to go over this continuous behavior between
the two students which is a formal practice to address the conflict. I would form a
responsive circle between the parents, students, and myself to find a resolution to these
on-going conflicts so they can work on behavioral tools to avoid conflict.
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