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Classroom Management Plan

Classroom Management Plan


Emma Ruppenthal

University of Utah

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Classroom Management Plan

Preamble:
The task of the modern educator is not to cut jungles but to irrigate deserts. - C.S.
Lewis
In a world full of standardized testing, differentiated strategies and all the different types
of students in classrooms teachers have high expectations to meet. As a teacher, I want to be the
modern educator that learns to irrigate deserts. As C.S. Lewis said the task is not to cut jungles,
in a classroom this means students are barely understanding the curriculum and passing tests but
not comprehending. In order to create a classroom environment that is an oasis in the desert, I
will establish a safe and differentiated classroom. I will give each of my students the opportunity
to succeed and expand their minds to learn more about the world around them.
If I want to create my classroom community, my students should be able to feel safe to
express themselves and free their own minds. Through the years of my education I have learned
each student brings their own experience to the classroom and creates a unique community. In
my lessons, I will embrace the CORE curriculum and bring culturally aware, real life and hands
on lessons to my classroom. I will not be a standardized teacher where students sit in their desks
all day, do worksheets and take tests. I will use kinesthetic, visual and audio learning methods to

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reach all of my students. In order for my students to learn they must feel safe in order to take
risks and understand the material.

Preventative Techniques

Classroom Rules:
At the beginning of the year my students and I will work together to create a set of
classroom rules they can understand. We will brainstorm ideas for classroom rules together. The
goal is for the students to understand what the rules are and how to follow them. In my
classroom, I would like to keep the rules to a small number that cover a large range. The rules of
my classroom would be:
1. RESPECT: Yourself, others and your teachers.
2. Pay Attention.

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3. Have Fun.
In the meeting at the beginning of the year I would also take time to come up with classroom
expectations. These are things that are expected from my students while we are working on
assignments, listening to the teacher or others and during lesson time. By asking my students to
come up with the expectations in the classroom they feel like they are in charge and have choice
in the decisions. When we are coming up with the expectations, I will guide the students to some
of the answers I am looking for. As a teacher I would create another poster or a smartboard chart
with classroom expectations such as work quietly, raise your hand if you have a question, always
do your best work and be prepared.
In my classroom I have chosen to have rules and expectations to create a positive
classroom community. When students hear rules they think of things that are not flexible, can not
be changed, and may be restricting to them. Rules often describe attitudes and behaviors that are
undesirable while expectations state the positive behaviors that are in a positive classroom.
(Whitaker, 2014). When positive expectations are set students are more likely to follow them.
The rules will be hung up in permanent location where the students can easily see all year. The
expectations will be pulled up on the smartboard for the first month or so of school when we are
doing classwork. As a class we will go over the expectations verbally so they are reminded of
how a good student works in class. Students do better when they know what is expected of them
and with repetition (Wilson, 2013).

Class Meetings:
Each morning students will gather on our designated morning meeting rug. At the
beginning of each week the teacher will reveal the Special Helper for the week. They are in
charge of conducting morning and informing the class of important events that are coming up.
During morning meeting the teachers role is to act as a guide, fulfill the role as a secretary, and
perform as a group leader. The student Special Helper will be expected to run the meeting
smoothly, open and close the meeting, follow the order of the morning meeting, keep students on
task and facilitate discussion. The purpose of the meeting is to motivate the students to learn,
empower them and develop a positive classroom community. Finally, morning meetings give
students ownership of the classroom and responsibility. Somehow as children, we are constantly
seeking approval for more responsibility but as adults we find responsibility overwhelming. The

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early opportunity to take responsibility for their environment and actions gives the students a
sense of pride. (Styles, 2016).
In my classroom morning meeting will be formatted the same way for every day of the
week. Students will start off by having the opportunity to share about something that has
happened in their daily life such as weekends, sports events, or family visits. Then the calendar
and math routines from the Common CORE. In my ideal classroom, we would transition from
morning meeting into math which would create a smooth transition from routines to lesson time.
The morning meeting should run roughly ten to fifteen minutes.

Engaging Curriculum:
As I stated previously in my philosophy it is difficult to create an engaging curriculum
when everything is standardized on tests but teachers are expected to differentiate their lessons
and be culturally responsive in their classroom. While it is difficult, it is not impossible to engage
students in the lessons. In order to help my students become engaged in the curriculum and
lessons I will preview each lesson unit with my students on Friday. Every Friday I plan to share
with my students the new subject matter we will be going over the following week. They will
learn about the standards and objectives that are expected to completed. Students will have the
chance to give feedback and input about ways to make the unit engaging or refine the unit. This
opportunity will also help students that are absent learn about what is coming up. Students that
were there for the preview will be able to explain to absent students what is happening or get
them excited about the material (Hunter, 2014).
In my college education, I have done research on the impact of interest on comprehension
and metacomprehension. As would be expected the more interested students are in the topic, the
more likely they are to remember the material and become engaged in their learning
environment. In my classroom, I would find out about my students interests by having them fill
out a student survey and talk about somethings they are interested in and work to incorporate the
information into my curriculum materials. For example, if I have multiple students interested in
sports I can write math lessons with a large amount of sports teams in it or use hands on sports
lessons to help them learn the material. Another example is animals, almost all students love
animals. I can use animals in Social Studies, Science and Writing lessons. Animals teach about

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living and nonliving things, how they are specific to a climate and where they live and writing
reports about the animals they have learned about.
Last, there are multiple styles of learning. The four main categories are visual, audial and
verbal and physical. In one classroom, a teacher will never encounter just one style of learning.
In many cases teachers tend to use verbal and visual teaching strategies but, it has been shown
that physical and audio learning have been strong strategies as well. In my classroom, I intend to
use all four styles of learning and teaching strategies together. The use of hand motions to teach
concepts, moving around the room and repetition will engage students on a physical and audial
level. In other subjects students will listen to stories or directions and read them on the board.
The goal is for all of my students to be able to understand the material no matter how it is taught.

Classroom Jobs:
In my classroom, I will have a chart with a list of jobs. As the teacher I will assign the
jobs weekly. Another point I would like to make about classroom jobs is that I will not have a
job for each student. I want them to feel ownership and like they earned their responsibility to
have this job. The jobs in my classroom will be:
Special Helper: leader of morning meeting
Desk Inspector: Make sure the desks are clean
Line Leader: Lead students to and from rotations
Door Holder and Lights Monitor: Hold door during transitions and make sure lights are
on and off
Paper passer: pass out papers to students
Attendance taker: marks a daily attendance chart of students absent, late and present
Supply passer: when scissors, glue and other supplies are necessary
Board Eraser and Calendar helper: Change date and erase the board
Mail man or woman: Fill mailboxes with completed work and home note.
Hall monitor: Keeps students quiet while walking in the hallway. (Watson, 2016).

Classroom Procedures:
Bathrooms: Students will use silent signals to ask to go to the bathroom. If they are given
a wait symbol they will put their hand down and teacher will signal time when it is

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appropriate for them to go to the bathroom. Students will go to the bathroom one at a
time to avoid Bathroom parties.
Silent Signals: At the beginning of the year silent signals will be established for going to
the bathroom, getting water, asking a question, saying a comment, making a connection,
agreeing/ disagree
Completed Classwork: When students complete their work they will make sure their
name is on their work, have completed it to the best of their ability, and turn it into the
classwork basket.
Homework: Homework will be due on Wednesdays and Fridays. Students will have
folder they take home every day with their homework and home note. They are expected
to bring back the folder each day and turn in their homework to the homework basket.
This is separate from the completed classwork basket. Daily folders will be placed into
mailboxes. Homework will not be considered a punishment for uncomplete work. It is an
opportunity for students to get a deeper comprehension of what we are learning or fill in
the gaps or things they did not understand. The teacher will send home resources for
parents to work with their students on the homework or in their free time at home.
Rewards and Consequences: Students will sit in tables and be awarded table points. Each
table is working towards 20 points to earn a class prize at the end of the week. If all tables
are able to reach 20 points then we will have a class reward on Fridays such as 5 minutes
of extra recess, a brain break party, or bring a stuffed animal to school.
Absent: When students are absent, it is their responsibility to talk to the students in their
table group to find out what they missed and check out the absent work folder in the back
of the classroom. If the student has trouble understanding any missed material they will
ask the teacher.
Recess: Before recess students will line up respectfully at the door. The line leader will
be at the front, the door holder will hold the door and turn off the lights and the recess
monitor will carry out the supplies. The students will be expected to walk quietly down
the hallway and out to recess. When recess it over the students will line up outside and
wait for the teacher to bring them back into the classroom.

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Lunch: This is similar to the procedure for lunch. The lunch cart manager will pick one
other student to help carry all of the lunches to the cafeteria and give hand sanitizer to the
students.
Transitions: Transitions at any time in the classroom will be done in a quiet and orderly
manner unless otherwise told not to. Students will be expected to be sitting attentively
by the time the transition is over.
Morning meeting: Special helper will open, facilitiate and close the morning meeting
after the first rotational session in the morning. Morning meeting is time to announce
special events, the daily schedule and things coming up in the classroom.
Class room clean up: At the end of each day, students will have a designated clean up
time where pencils found on the floor will be placed in the Need to be sharpened bin
and pieces of trash on the floor will be picked up. As a class this should take less than
two minutes. After completing their home note students will put it into their daily folder
and clean up on top of and underneath their desks. Once this is done students will place
their chairs, upside down, on top of their desks.
Finishing work early: If students finish their work early they will turn it into the
completed classwork basket and look at the chart for what to do. In my classroom, I will
have a jar of tasks for students to complete if they finish early or a journal prompt to
write about in their classroom journals.
How to sit in chairs and rug: When students are sitting in their desk seats they will be
expected to have their pockets on the seats, all four legs of the chair on the floor and
sitting with their head up. When students are sitting on the rug they are expected to be
sitting with their pockets on the floor, not touching the person next to them, and paying
attention to the teacher or whoever is listening.
Attention Getters: Throughout the day the class will have time to work independently. In
order to get their attention, I will use call and responses such as 1,2,3 Eyes on me...1,2
eyes on you, Hocus Pocus...Everybody Focus, Class Class...Yes Yes, Mac and
Cheese.Everybody Freeze. I will also use countdowns such as in 10 seconds I expect
you to be in your desks with a pair of scissors out and a pencil ready..9,8,7. Last I will
use clap go, clap okay. After giving a set of directions and seeing if anyone has any
questions I will clap Go and the students will respond with Okay and begin the activity.

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Beginning of the day: When the final bell rings, students will be expected to be in their
seats with their materials ready for the day according the daily schedule. Backpacks
should be placed in lockers, daily folders in mailboxes and all other items put away.
Emergency Situations: The teacher will designate a student to be the door closer and light
manager in an emergency situation. A check list of names will be copied and placed on a
clipboard where the teacher can easily access next to an emergency supplies backpack.

Classroom Arrangement:
In my classroom, my students will be set up in tables. These tables will consist of three to
four desks each. As part of my classroom management strategy students will work as a table to
earn table points throughout the week. They will work together to have their supplies ready,
listen to the teacher, earn points through games and so forth. Students will also learn they may
lose points as a table even if it is just one student causing the problem. The point of this
arrangement is for students to understand how a classroom community works and that we need
to learn to get along with everyone of our classmates even if it means we may not think they are
our best friend. I intend to have six table groups with each table earning points for themselves
and every table working to earn enough points for a classroom goal. This not only builds respect
between each other but teaches the students they all have to work together in order to be
successful in the classroom.

Creating a Positive Classroom Community:


In order to create a positive classroom environment, I will have students make class
posters about rules, expectations or fun quotes to give them a sense of belonging in the
classroom. Another way to make the classroom their own students will have a gallery wall
where they can display their favorite piece of work from the previous week and then when they
change it out put it in a portfolio to keep until the end of the year. As the teacher I will constantly
give students positive feedback and compliments to keep them motivated. Every day we will
have time to work on building our community. There will be a designated time each day
dedicated to team building activities such as a hula hoop challenge, team orientented games, or
other sportsmanship P.E facilitated games.

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When students are having a difficult time with one another or face a problem we will
work together to solve it. Our classroom is built on respect and trust. Students will use Peace
Pathways to address a problem they may have with another student. Another way I will build
classroom community is by having an anonymous compliment box. When students think another
student did something good that day they can write down an anonymous compliment and put it
in the box. These compliments will be read at the end of each day or every other day.

Supportive Techniques:

In my classroom I intend to use the BIG 8 strategies to help my students be successful in the
classroom. These 8 strategies are:

Expectations: By setting high and positive expectations for my classroom, my students


will have the ability to succeed and fully understand the material in the classroom. My
expectations will be clear and understandable. Students will have time to practice how
good expectations lead to good habits such as sitting properly in their seats.
Time Management: This is one of the most difficult tasks for a teacher to accomplish in
the classroom. No matter how much planning time is allotted not every student will finish
the work that is expected of them. Therefore to help my students I will set up timers that
they are able to see so they can keep track of how much time they have to complete an

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assignment. I will also give students verbal warnings about how much time they have left
to complete an assignment such as a two minute warning. For some of my students, I will
create a subject clock so they know when we will be learning each subject. Some students
function in a checklist manner and if they can mentally check off the things they have
done throughout the day they feel accomplished.
Cueing: Cueing is similar to time management in a way that gives students warnings
about when they need to be completed with assignments. Another way to cue students is
by restating the expectations for each part of the day and giving positive feedback.
Circulate Around the Room: During independent work time, I will cue students
by giving positive compliments for their hard work that the whole class can hear.
Circulating around the room also gives the teacher a chance to see what students
understand and do not understand the material, much like an informal assessment.
Attention: As discussed in my preventative techniques section, I will use attention getters
such as call and response, countdowns, music and clap repeat to gain the classroom
attention. I will state what is expected of my students during countdowns so they
remember what a ready student looks like at 0. From the beginning of the year, I will use
teacher cues and prompts to focus students attention rather than raising my voice. In my
classroom, at times I will whisper my directions so that only my attentive students can
hear. When the class notices something is going on they will follow in order to hear the
directions. When I am using a prompt or cue to get my students attention I will not move
around the room for them to follow me with their eyes. I will set a model for what is
expected of them.
Proximity: This is a key strategy in classrooms far and wide. During instructional time, I
will teach from the front of the classroom where all of my students can see what is
happening and face me. During independent and group work time I will circle around the
room to observe what is happening while still being aware of other actions in the
classroom. This means placing myself in a spot where I can still see what is happening at
other tables and not turning my back on students. As the teacher, I will walk with
confidence and intent around the classroom. On a tough day, I will still show I am
confident with a fake it until you make it attitude. Students rely on their teacher to
communicate the attitude for the classroom. During independent and group work, I will

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be sure to use proximity to check in with my struggling or off task students to remind
them of what is expected of them or to answer any questions they may have.
Signals and Reminding Language: Before beginning an assignment students will check in
with what is expected of them such as what the conversation level should be and what a
focused student looks like. When students are completed with their work they use signals
for questions, completed work or comments. When a student shouts out to let the teacher
know they are finished they will be reminded of the expectations.
Voice and Body Language: As the teacher and head of the classroom students are a direct
reflection of how their teachers act and feel. When the teacher is frustrated or flustered
the students become flustered or when the teacher is calm and prepared the students are
more likely to reflect these behaviors. When I am speaking to my students, I will be sure
to be aware of the the volume, tone, word choice and pitch. When working with whole
group my voice is more likely to be loud and in a comforting tone as opposed to working
one on one with a student. I am more likely to be whispering or speaking quietly with the
student and using specific diction choices to help answer the students question. As for
body language, I will walk with confidence and speak with intent. (Brinkman, Forlini,
Williams, 2013).

Intervention Techniques:

Consequences and Warnings: At the beginning of the year students will come up with a
warning and consequences system to follow throughout the entire school year. Warnings are
giving to students that are talking out of turn, being disrespectful of others, not in control of their
bodies and so forth. Students are given three warnings before a more serious consequence is
considered in the classroom. After one warning students should quiet down and review the
expectations of an attentive students. If two warnings are given students are asked to return to
their seats or find a quiet spot in the classroom. After a third warning, students are asked to find a
quiet spot in the classroom and will talk to the teacher at the appropriate time. If the behavior
continues then they will be sent to a buddy classroom to work on their assignment or other work.

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Conflict Resolution: Peace Pathways and I statements have become the main conflict
resolution method in classrooms. In the Peace Pathways method students go through different
steps to solve the problem.
1. Introduce and Review Ground Rules
2. Storytelling and I statements: Each person shares their side of the story without an
interruptions and mediators will listen to each side of the story.
3. Identifying Needs and Issues: Students will use I statements to examine their needs and
define the problem.
4. Finding Solutions: Students will create their own solutions to resolve the problem and if a
teacher needs to pulled in to help resolve the issue then they will ask.
5. Final Agreeement: Students will write their resolution as an I statement on a piece of
paper and each of the participants will sign. (Fairfax, 2016).

Behavior Contracts: In many cases students need constant positive affirmation to stay on task
and not distract others. If positive affirmation does not work a behavior contract will be set up
during a one on one conference with the teacher. The student and teacher will work together to
come up with the disruptive behaviors noticed and a contract that reminds them what is expected
of them. Behavior contracts may come in different forms. Some students need to be constantly
reminded about their atttitude and behaviors as well as rewarded. Students that are put on a
behavior contract are working towards a reward (Scholastic, 2016). For example:

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One on One Conversations, Calls Home and Visits to the Principal: All of these intervention
techniques will lead to deeper consequences than just inside of the classroom. When a students
behavior is completely out of line they may need to be talked to by someone who is not their
teacher such as a principal or a parent to reinforce the appropriate behaviors. When a student has
a conference with the teacher about their attitude but is able to calm themself down then the
teacher can send an email home just telling them about the event that happened at school today.
The email does not need to be forceful and tell them to discipline their student at home. It is a
simple reminder of how the day went. Secondly emails home should not just focus on the
negative behavior but enhance how the student was able to calm down.
If the students behavior does continue to a point where the teacher can no longer be
effective they will move to the next step which is talking to the principal about the event,
appropriate actions and their behavior. In this instance a phone call home is appropriate in letting
the parents know the extremity of the situation that occurred at school that day.

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Communication with Parents and Guardian


Text Reminders: At the beginning of the year the students will be sent home with a
packet of papers such as forms parents need to fill out, a letter from the teacher about
what to expect and introducing themselves and a chance to sign up for a text message
reminder about school and classroom events. The teacher will send out text messages to
remind parents about short days, holiday celebrations, school events and assemblies.
Newsletter: Every week on Monday, I will send a newsletter home in the students daily
folder. This newsletter will give parents an update about what we have been doing in the
classroom, volunteer opportunities, things we need in the classroom, school events and
objectives covered. This newsletter will also be available digitally on the class website.
Classroom Website and Blog: As stated above the weekly Newsletter will be posted on
the class website by the 8:00pm Monday night on the day it was sent home in the Daily
Folder. On the website, I will also keep a updated version of exciting things that are
happening in the teachers life or special events students shared in the classroom. Some
example may be a vacation I took or one student winning a sport game. This gives the
parents not only the chance to connect with the teacher but also with the classroom
community.
Email and In Person Meetings: I will provide my email to parents in every newsletter, on
the website and at the beginning of the year. They will be informed that each of their
emails will be promptly responded to with 24 hours and if they do not hear from me feel
free to drop by the classroom and talk. I will be available to talk in person 10 minutes
before school starts and 10 minutes after school is over. If it is something that will need
more time to be discussed parents may set up with a meeting with me at a time that is
appropriate for the parent and teacher.
SEP Conferences: There is not better chance to communicate with the parent and student
about how their child is doing in the classroom. During SEP conferences parents have the
chance to ask the teacher questions and voice their concerns about things happening in
the classroom. It is also another opportunity to get to know more about the student.

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During SEP conferences, I will have a goal sheet that both the parents and student will
sign. We will come up with a behavior and academic goal the student can work on in the
classroom and at home. When it is completed the teacher, parent and student will sign.
After all the parent teacher conferences are over the teacher will type up each individual
goal and tape it to the corner of the students desk so they are reminded of their
expectations.

Bibliography
Behavior Contracts and Checklists That Work | Scholastic.com. (n.d.). Retrieved
December 01, 2016, from http://www.scholastic.com/teachers/top-
teaching/2015/10/behavior-contracts-and-checklists-work
Forlini, G., Williams, E., & Brinkman, A. (2013). Class Acts: Every Teacher's Guide To
Activate Learning. New York City, NY: Lavender Hill Press.
Hunter, D. (n.d.). Engaging Curriculum: A Foundation for Positive School Culture -
Whole Child Education. Retrieved December 01, 2016, from
http://www.wholechildeducation.org/blog/engaging-curriculum-a-foundation-for-
positive-school-culture
Wilson, M. B. (2013). Teasing, tattling, defiance and more: Positive approaches to 10
common classroom behaviors. Turner Falls, MA: Northeast Foundation for Children.

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