Vanderlinde

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Miss. Vanderlinde

Classroom Management Plan

Grade 1/2 Montessori

January-April 2019

• I must share clear and sound classroom expectations with my students.

Behaviors that do not follow my classroom expectations must be addressed

quickly and effectively. If students continually struggle to follow expectations I

can model what these behaviors should look/sound like for my students. Ex. “That

was not very respectful speaking, can we try saying something like this next time

(model that sentence).” Or “I would like to see you using our hand signals during

discussion…. If we have nothing to share we can still show we are thinking by using

our thinking fists (model this hand signal for students).”

• I often find it difficult to control student behaviors during group discussion, and I

find at this grade students became easily distracted (side conversations, fidgeting,

shifting positions on the carpet etc.) In order to address this I need to be

consistent by noting unacceptable behaviors and addressing them immediately.

• Students who shout out during discussion will be reminded that they need to

remain respectful and quiet, respect is the foundation for effective classroom

management in my classroom. I will practice the following procedure to address

disruptive behavior in the classroom. If a student is off task, distracting others or

disrupting discussion I will:

1. Start with a glance over in that students direction

2. If this does not work the student will be given a warning

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3. If this fails, the student will be asked to return to their desk (or an alternative

location.) Lastly, the student will be asked to head to the principals office if they

are unable to learn with the remainder of the class.

• In order to remain firm and follow through with my classroom management, I

will ensure students have stopped their disruptive behavior, or have followed my

instructions before moving forward with my teaching.

• I will additionally keep note of all the seating situations that may be problematic

within the classroom. I will ask students to make smart seating choices, and if

they do not make smart selections I will rearrange the class to ensure ‘smart

seating’ before beginning my lessons or learning activities.

Classroom Expectations:

Ask 3 Before Me: It is expected that students will problem solve and ask 3 of their

peers for help, before coming to me. This encourages students to be more independent

and allows me to be more readily available within the classroom.

Participation Hand Signals: In order to encourage student participation and focus, I use

the hand signal strategy during discussions and mini lessons. When students are asked to

think, or respond I ask them to show me their thinking, or signal to me that they have an

answer or strategy. To show they are thinking the students form a thinking fist, as

students come up with answers or strategies they can put out fingers to represent

these thoughts (see image below). When students use this strategy they are encouraged

to participate, and as a result are less likely to engage in disruptive behaviors.

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Respectful Listening and Speaking: Students will continually be reminded of the

importance of respectful listening and speaking in the classroom. Ex. Not shouting out,

putting up a hand to share, listening while others are sharing or speaking and providing

positive feedback when applicable.

Self Regulation Zones: Students will work towards recognizing their emotional zones, (sad,

tired, angry, excited etc.) These zones are posted in the classroom and are accompanied

with colors (blue zone, green zone, yellow zone, red zone.) In order to develop awareness

surrounding emotional regulation, these zones will be used to discuss student behavior in

the classroom. “Is this a green or a red zone behavior?” “How can we move to a more

appropriate zone?”

“Everyone has the right to learn”: Every student in my classroom has the right to learn.

When student behaviors are taking away from other’s learning (ex. Disruptive behaviors)

they will be reminded that we work as a classroom community and that “everyone has

the right to learn.”

Classroom Management Strategies:

Hands On Top: This strategy is used to grab student’s attention, when I say “hands on

top” the students will freeze, put their hands on their head and respond with “that

means stop.” I will use this strategy consistently, unless it proves to be unsuccessful.

Reset and Refocus: Reset and Refocus is a mindfulness practice. If students are

struggling to focus, I may ask students to reset and refocus. No matter what we are

doing in the classroom, we will pause. Students will be asked to return to their desks,

close their eyes, focus on their breathing and think about how we can reset our

behaviors. I will play relaxing music during this time.

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Voice Levels in the Classroom: When students are working (independently or in groups)

the noise levels in the classroom tend to go uncontrolled. In order to manage these noise

levels I will use a Voice Level Chart (see image below), this chart will be posted in the

classroom, with a magnet placed on the appropriate noise level for different activities.

Ex. Independent worksheet work (no talking or whisper), Math centers (table talk).

Blurt Cubes: Students will each have a collection of Blurt Cubes on their desk. If students

blurt or shout out they will lose a block, at the end of each day the cubes reset. If I

notice student table groups, or the class as a whole is doing well keeping all of their cubes

they will be rewarded with a fun read aloud. (See image below)

Teacher vs. Student Points: For this strategy students and the teacher are competing to

collect points. If the teacher notices an awesome behavior in the classroom the

students will get a point. If students however are not following classroom expectations

or instructions the teacher will receive a point. This acts as a visual representation of

student behavior.

End of Day Talking Circle: At the end of every day students participate in a talking circle.

Students form a circle and reflect on their day, and develop a sense of community. This

is a great opportunity for reflection and discussion. It additionally presents opportunity

for the teacher to address classroom expectations if necessary, or acknowledge positive

behavior within the classroom.