MS.

BLAIR’S

Classroom Management
Plan

SPRING 2018
 Table of Contents

Philosophy of Classroom Management

Behavioral Expectations

Pre-School Checkoff

Classroom Slogans or Motto

Classroom Arrangement

Classroom Rules

Hierarchy of Consequences for Rule Infractions

Motivational Strategies

Managements of Procedures and Routines

Philosophy of Classroom Management
I believe that all students can learn in a classroom with
high-expectations, acceptance, and compassion in the
classroom. As educators, it is our job to meet the students
where they are and help them grow as an individual and
grow in knowledge. This can be achieved through the
high-expectations that each and every student should be
held to. Students often meet the standards that educators
think they can achieve to, and go no farther. Holding
students to high expectations gives them the opportunity
to strive to reach the potential that should be seen in
them. Acceptance and compassion are qualities that we
should all have and emanate to others. Each individual is a person with their own strengths
and struggles, and should be treated as such.

Every student learns in his or her own unique way and in his or her own time. Some students
have different processing times, where some topics may click where others do not. Each and
every person has the ability to learn. Once a child’s basic needs are being met, they have
unlimited potential, capped only by the willingness of those around them to help them learn
and access the environment around them. All students can learn incidentally, through
experiences, and through direct instruction. Many students learn many other ways, through
their own unique learning styles. Each student is different and will, with the help of their
educators, learn how to navigate their learning style and make the most of what is available
to them. An educator who loves to learn teaches students to love learning.

When students are treated with kindness and respect, I

whole heartedly believe that while they might not always
demonstrate it, they come to respect you. I believe in
holding my students to a level of maintaining kindness and
respect towards not only myself, staff members, and
classmates, but to themselves as well. With a positive
attitude and some praise, each person can come to
recognize what behaviors are wanted and to be repeated,
while the behaviors ignored or reprimanded are to be
abandoned. When students grow to treat those around
them with respect, then themselves with respect, the
classroom becomes a place of safety and learning for all
students.
Behavioral Expectations

I expect all students to treat one another with kindness and

respect. While many might quote the golden rule at
students, I do not believe that this is effective. Some students
may not feel that they should be treated well, or do not
have a good example of this, so they do not care to treat
others well as per the golden rule. In my classroom, each
student will treat each and every person they encounter
with kindness and respect, including themselves. This is an
uphill battle that I am adamant in fighting. I believe that the
voices children hear become their own inner voice that is then reflected out to the world. With
a positive inner voice, they will have a better attitude towards their elders, peers, school work,
responsibilities, and even themselves.

When students have ongoing behaviors, there is a

causation. It is important to find the root of the
cause and do your best to meet the need. This may
not always be possible. There is a big and scary
world outside of school that students face daily.
Kristin Souers, in her article Responding with Care to
Students Facing Trauma, provides us with great
reminders of how to keep perspective and reach
students.

 Identify what need a behavior is expressing.

 See the worth in each student and build from his or her strengths.
 Remember, kids can’t learn if they don’t feel safe.
 Work from a team perspective.
 Keep the ultimate goal in mind
 Consider whether a basic need isn’t being met.
 Give students grace.
Pre-School Check-off

 Introduction to students
 Introduction letter to send home – example next page
 Familiarize self with building
 Building procedure
 Fire Drills
 Assemblies
 Email Communication
 2 Hour Delays
 Review student IEPs
 Create matrix(es) – example next page
 Review class schedules
 Review curriculum, scope and sequence
 Technology policy/policies for district
 Determine classroom rules
 Review student files and data available
 Prepare classroom/classroom organization
 Draft and distribute letter welcoming students
 Materials and supplies
Classroom Slogans or Motto
Classroom Arrangement
Classroom Rules

1 Keep hands feet, and belongings to yourself

 Students will be told this rule repeatedly. This will be

accomplished by reminders between the lessons the first
week of class, then reminders at the beginning of the day for
the remainder of the first marking period. After that, there will
be reminders after breaks and as needed.

2 Be silent when others are talking

 Students will be taught not to talk when others are speaking, but also to hold still
and be silent. Their silent behavior will encourage them to listen to what is being
said. This will be accomplished by reminders between the lessons the first week of
class, then reminders at the beginning of the day for the remainder of the first
marking period. After that, there will be reminders after breaks and as needed.

3 Wait your turn to speak

 Students will be told not to talk when others are speaking. They will also be
taught to raise their hand and wait to be called on when they wish to speak. This
will be accomplished by reminders between the lessons the first week of class,
then reminders at the beginning of the day for the remainder of the first marking
period. After that, there will be reminders after breaks and as needed.

4 Put all materials where they belong when you are finished or asked

 Students will be shown where all materials

belong as they are introduced to them. Students
will be reminded where these materials belong
each time they are exposed for the first few
times, then reminded as needed afterword.

5 Follow all school rules

 It is vital that all students follow and respect all school rules. Educators and staff
should support these rules and implement them along with the rules of their own
classroom. Students will be taught these rules alongside any rules set forth by the
classroom teacher.
Hierarchy of Consequences for Rule Infractions

Green Prevention Phase

Teacher Behavior: Teacher Action:
Withitness Eye contact
“Teacher Look”
Movement Management Silence – silent, waiting for
Proximity Control
everyone’s attention
Verbal Reminder
Active Lesson Plans Proximity
Smooth Transitions Call on the student
Caring Relationship
Yellow Intervention Phase
Teacher Behavior: Teacher Action:
Calm, firm, and confident 3 questions:
Always focused on the What are/were you doing?
Behavior Chart Change behavior, not the child
Avoid hostile response – “you” What is the rule?
Sandwich – positive, What should you be doing?
‘negative’/problem, positive
Orange Penalty Phase
Loss of Privilege (tech Teacher Behavior: Teacher Actions:
time, group game, etc.)
Delay until both are calm Graduated list of penalties –
Red Careful not to wait until student yellow through Do Not Enter
forgets infraction
Parent Call/Letter Impose penalties privately
Reestablish a positive
Do Not Enter
relationship ASAP
Teach problem solving
Send to Office
strategies

Responding to Defiance If a student continues to be defiant….

Always assume the best of the student
When a child is resistant… Maintain soft eyes and soft voice
Make choices clear – “You have a choice
Offer student choices
right now.”
Walk away to let student consider the
Respect the choice made
choices
Follow through with the consequence
Repeat procedure with a new/escalated
choice’s if necessary
Motivational Strategies
Many students are motivated by pleasing their parents or
teachers. Other students need extra motivation. This can be
provided through positive or negative reinforcement.

Praise and positivity is a huge motivational strategy! Positive words

to a student can change their attitude towards the work they are
doing or even themselves. Hearing good things will lead to feeling
good things. I truly believe that the way we talk to students and
the way they talk to themselves shapes the way they grow and
develop – who they are and who they become. Positivity and
praise will lead to a positive image.

Informing students of your expectations, and making sure they are appropriate (in the zone of
proximal development) is so important for success! If students know what they are to do, what
is expected, they will grow to meet these standards.

One of the concrete strategies I have

utilized in the classroom is the use of a
reward chart (example below). Students
earn stickers for performing a wanted
behavior, and when they land on a special
box, they win a prize. In the instance of my
example, students would earn a sticker for
team reading with no more than 2
redirections during a 15-minute time frame.
If they successfully made it through this
period, they earned a sticker. Every time a
student landed on a “P,” they earned a prize in the form of a Hero Tag, a part of the School
Wide Positive Behavior System. By collecting 10 or more of these tickets, students could earn
prizes. Students who needed more immediate feedback could earn a
prize out of the prize bucket when they land on a “P.”

Knowing each student as an individual and building a motivational

plan based on them as an individual is also an important approach,
especially for the more challenging students. Some students seem
impossible to reach, like you’ve tried everything, but it is essential to
never give up! Key into what that student likes as an individual and try
to work with that. The littlest things may end up working wonders.
Management of Procedures and Routines
Students will be taught procedures and routines regularly and repetitively, especially in the beginning of
the year. Repetition and consistency is key in the students’ ability to master these tasks. As students
master these skills, the support and guidance will become less. They will receive regular reminders, but
will come to know what to do independently of instruction, to the point of operating even when there is
a substitute. Different classrooms and students will need different levels of continued support.
 Morning Routine:
o Enter the classroom using inside
voices
o Unpack your backpack; hang up
your jacket and backpack
o Make your lunch selection and say
hello to Ms. Blair!
o Say hello to your friends and
classmates as you make your way
to your seat
o Sit in your seat and read or work on
the morning work quietly until we
begin our day
 Throwing away trash:
o You may throw away trash
whenever you need to if I am not
teaching the whole group
o Do not play basketball with your
trash
o Make sure all trash lands in the can
o Pick up trash even if it isn't yours
 Use of Pencil Sharpener
o Sharpen your pencil BEFORE class
o Have more than one sharpened
pencil in your pencil pouch
o If your pencil lead breaks, use your
extra pencil, or borrow a writing tool
from table friend
o Do not interrupt a lesson to sharpen
your pencil
 Signals for attention:
o When I need your attention, I will
raise my hand
o As soon as you see the signal, stop
what you are doing, and raise your
hand
o Look at me and wait quietly for
directions
 Fire drill:
o Stop everything
o Stand up and line up quickly, but
without running or pushing
o First in line leads the line outside
o Second person in line holds the
classroom door for the rest of the
class, then becomes the last person
in line
o Third person in line holds the outside
door only for our class, then
becomes the last person in line
o Wait patiently, calmly, and quietly
in line outside until we are allowed
to go back to what we were doing
 Lining up:
o When your table is called, stand up
quietly
o Push in your chair
o Take all necessary items
o Line up without touching others or
talking
o Face the front of the line
o Watch where you are going
 Finishing Early:
o Place the completed work in the
middle of the table or in the
homework bin
o Silently, stand up and walk over to
the activities bin or library
o Quickly choose a silent file folder
activity or book
o Return with it to your seat
o Work on the activity quietly