CLASSROOM MANAGEMENT PLAN 1

Elementary Level Classroom Management Plan

This classroom management plan was designed to ensure appropriate functioning of the

class environment in order to provide the opportunity for student and teacher success. The

following plans focus is for an elementary level classroom; however, with some minor

modifications, this plan can be implemented at any student level. The content and structure of

this classroom management plan is based on Robert J. Marzano, Jana S. Marzano, and Debra J.

Pickerings book Classroom Management That Works: Research-Based Strategies for Every

Teacher (2003). Marzano, Marzano, and Pickerings (2003) research-based strategies are

emphasized through the policies and procedures within the following plan by addressing

expectations for behavior, introductions and conclusions of lessons, transitions and interruptions,

materials and equipment used, group and individual work/activities, and reactions to behavior.

General Expectations for Behavior

General expectations for student behavior within the classroom include setting rules for

how we treat ourselves and others. Marzano, Marzano and Pickering (2003) state at the

elementary level, rules and procedures for general classroom behavior commonly address being

polite and helpful to others, respecting others property, and physical encounters with others. The

following bullets identify my rules and general expectations for student behavior:

Be Kind
Be Responsible
Be Safe

These three general rules are simple for elementary students to remember; however, they

also encompass many of the commonly detailed rules within the classroom. Students will be

encouraged to provide examples (sub guidelines) for each of these rules to explore the many
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ways these three simple rules may be applied. For example students may say using manners,

helping others, or sharing are guidelines for the rule Be Kind. For the second rule, Be

Responsible, students may give the examples of listening to the speaker or doing their work.

Finally, students may use the examples of keeping hands and feet to themselves or making safe

choices for the rule Be Safe.

Beginning and Ending the Guidance Lesson

My classroom guidance lessons will be marked by beginning and ending with designated

tasks. Marzano, Marzano, and Pickering (2003) describes the manner in which a teacher begins

or ends their lesson sets the tone for what happens next and leaves students with an impression

that carries over to the next time you meet. Therefore, being intentional yet creative when

introducing and concluding a lesson is crucial. The following bullets identify beginning and

ending procedures for each of my elementary guidance lessons:

Begin each lesson by stating My School Pledge (See Appendix A)

Take attendance and acknowledge birthdays/important events in students lives
Introduce lesson topic and provide a brief overview of todays lesson
End each lesson by cleaning up activity and putting away materials
Conclude by talking about The Daily Whats (See Appendix B)

Transitions and Interruptions

School counselors often provide classroom guidance lessons within the students

classroom where they engage in many lessons throughout the day. Therefore, school counselors

must appropriately transition students attention from previous lessons to current guidance lesson

then back to the following lessons. Marzano, Marzano, and Pickering (2003) states transitions

and interruptions are inevitable and can cause chaos without relevant rules and procedures. The

following bullets identify my transition and interruption procedures:

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Greetings/Goodbyes: Upon entering and leaving the classroom, the school counselor will
make a point to say hello and goodbye to the students to mark the beginning and
ending of each lesson.
Use of the bathroom: Student will raise their hand making an L symbol to notify the
school counselor they need to use the lavatory in order to limit distraction. The school
counselor will grant permission with a nod or verbal yes and continue with lesson.
Use of water fountain: Student will raise their hand making a d symbol to notify the
school counselor they need to get a drink in order to limit distraction. The school
counselor will grant permission with a nod or verbal yes and continue with lesson.
Fire and disaster drills: The school counselor will instruct and lead students in a calm
manner to designated safe areas by following safety response procedures.
Classroom helpers: The school counselor will use classroom helpers to assist in activities
and passing out papers/supplies for activities. Classroom helpers will be chosen at
random by school counselor.

Materials and Equipment

Comprehensive classroom guidance lessons require a variety of materials and equipment.

Marzano, Marzano, and Pickering (2003) state the importance of rules and procedures when

retrieving and replacing materials while completing activities within a lesson. The following

bullets identify rules and procedures for materials and equipment used during classroom

guidance lessons:

Distributing/Collecting Materials: This will be done by either classroom helpers or the

school counselor.
Storage of common materials: The school counselor will bring SAM (a cart of Student
Activity Materials) to each guidance lesson which will be equipped with baskets, bins,
and containers of materials including papers, drawing utensils, scissors, glue, lesson
plans, posters and classroom lists. (See Appendix C)
Students desks and storage areas: Students are to have a ready to work area. This
includes cleared desks and un-necessary items stored in appropriate areas.
Use of pencil sharpener: Student will be allowed to use pencil sharpener as needed.

Group work

Classroom guidance lessons may incorporate group activities which foster collaboration

and interpersonal skills. Marzano, Marzano, and Pickering (2003) state cooperative group work
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is a powerful instructional activity that promotes positive interpersonal relationships and

attitudes about learning. The following bullets identify procedures for group work:

Movement in and out of the group: The school counselor will give clear instructions prior
to students entering groups. The school counselor will then count to ten for students to
group up and organize themselves.
Expected behaviors of students in the group: Students are expected to work
collaboratively through communicating and following general rules listed above.
Expected behaviors of students not in the group: Students are expected to remain within
their assigned groups and participate quietly amongst themselves to prevent disruption.
Group communication with the teacher: Students will raise their hand to communicate
with the school counselor. On some occasions the school counselor or students will
choose a group speaker to communicate their thoughts.

Seatwork and Teacher Led Activities

Classroom guidance lessons may also include individual seat work or teacher led

activities. Marzano, Marzano, and Pickering (2003) state sometimes whole-class instruction

is the best way allow students time to practice and review the content that has been addressed.

The following bullets identify procedures for seatwork and teacher led activities:

Student attention during presentations: Students are expected to participate and engage in
lesson/activity by using active listening skills. The school counselor will ask for students
to give her FIVE which is listening ears, eyes on speaker, no talking, quiet hands, and
quiet feet.
Student participation: Depending on the activity, students will participate on a voluntary
and involuntary basis. Students may volunteer a comment or answer by raising their
hand. The school counselor may also call on students to form groups or engage in activity
in some manner.
Talking among students: The school counselor will have a red, yellow, and green light
system when students are engaging in activities that require talking amongst themselves.
Red light means too loud; students need to lower voices. Yellow light means voices are
starting to get too loud; students need to lower their voices. Green light means students
are using appropriate level of voices.
Obtaining help: At any point throughout lesson/activity students are encouraged to ask for
help. If completing an individual task, student can ask the school counselor for help by
raising their hand. If completing a group activity, students can first ask their peers within
their group for help before asking the school counselor.
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Out-of-seat behavior: Students are expected to remain in their seats/groups unless

instructed by the school counselor to move about the room.
Behavior when work has been completed: Students who have completed their work, prior
to the rest of the class, are expected to sit quietly. If time allows, students will have the
option to color at their desk. The school counselor will have a supply of coloring sheets
when needed.
Teacher Reactions to Behaviors

A school counselor must be prepared to address a variety of behaviors within the

classroom while encouraging appropriate behaviors. Verbal and physical teacher reactions are

the simplest ways to acknowledge and reinforce acceptable behavior and to acknowledge and

provide negative consequences for unacceptable behavior (Marzano, Marzano, & Pickering,

2003). I will use the following procedures identified by Marzano, Marzano, and Pickering (2003)

for acknowledging and redirecting behaviors within the classroom:

First step: The school counselor will make eye contact with an offending student by
moving closer to them. This is a subtle but powerful way of alerting a student to the fact
that he/she is misbehaving.
Second step: The school counselor will use a physical signal such as a finger to the lips or
shake of the head to indicate that a given action is inappropriate.
Third step: If a student is not responding to step one or two, the school counselor will
provide the student with a simple verbal reminder and state the expected appropriate
behavior -- ideally as privately and subtly as possible.
Fourth step: If a student continues not to respond to the more subtle interventions, the
school counselor will simply tell the student to stop the inappropriate behavior.
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References

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works:

Research-based strategies for every teacher. Upper Saddle River, NJ: Merrill

Education/ASCD College Textbook Series

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Appendix A
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Appendix B
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Appendix C

This cart contains all the materials a school counselor and their students need to complete
classroom guidance lessons and related activities. I have named it SAM (Student Activity
Materials) in attempt to create something unique in making our own space when using other
teachers classrooms while implementing guidance lessons. At the beginning of each year,
students will color and decorate the SAM poster on the cart. This allows students to feel some
ownership over the carts materials. By having students to feel that SAM is theirs, they are held
responsible to take care of the materials as they will be using them throughout the whole school
year.