Ms.

Reyes’ Classroom Management Plan 

Preamble:
Classroom management is the most important component in an educational setting. Creating a
consistent and structured environment with clear expectations, procedures, and positive reminders allows
learning to take place. In addition, classroom management helps prevent problematic behavior.​ ​Creating a
classroom management plan does not only help prevent potential problematic behavior but also creates a
plan on what to do if undesired behavior were to arise in a positive manner. If students demonstrate
inappropriate behavior consequences are set in place along with adequate time to practice desired
expectations or other alternative behaviors that will be taught to the student in order to know how to
appropriately express their feelings.
My job as the teacher is to provide my students with the high quality education they deserve and
provide a safe and comfortable environment for learning to take place. Therefore, it is my responsibility
to have a strong disciplinary plan installed along with clear expectations and easy transitions. Rules and
expectations will be taught and practiced with students to establish a clear understanding. Aside from the
rules listed below I will enforce and expect mutual respect among all. Through a combination of rewards
and consequences I plan to encourage and sustain desired behavior. Within this document you will find
the classroom management plan I have set up for my classroom that includes preventative techniques,
supportive techniques, intervention techniques, and procedures that follow The Big Eight to help support
effective classroom management.

I. Preventative Techniques
Preventative techniques are set in place in order to prevent undesirable behaviors. Instead of waiting for
problem behaviors to occur the preventative techniques decrease the likelihood of problem behaviors and
promote positive and desired behavioral choices. The following are the preventative techniques of my
classroom.
➢ Maintaining a positive classroom environment
○ Have clear rules and procedures
○ Keep students involved
○ Teacher awareness of everything that is going on in the classroom
○ When disciplining use logical consequences
○ Do not allow bullying/teasing/put downs. Instead offer suggestions on how to make
positive comments
○ Create opportunities for students to work together
○ Greet all students as they arrive
○ Create personal conversations
○ Active listening - thoughtfully paying attention to others
➢ Building community
○ Pre-teach sense of community and respect
○ Friendshipping skills
○ Role play reactions to situations
○ Teach toward removing emotions
○ Morning conversations with teacher and peers
➢ Cooperative learning
○ Think-pair-share
○ Jigsaw
○ Assign student to work in small groups, with a specific role assigned to each
○ Gallery walk
○ Corner Call
○ Graphic Organizer
○ Whiteboard work
➢ Engaging curriculum
○ Hands-on activities
○ Activities involving movement
○ Whiteboard usage
○ Manipulatives: cubes, dominos, fraction strips
○ Tying in story problems to students interest
➢ Class jobs
○ Teach, model, and practice classroom jobs with students (electrician, teacher assistant,
messenger, technology crew, substitute, first official, breakfast patrol, pencil patrol).
○ When it’s time to switch jobs, have the previous student teach the new job holder the
position requirements.
➢ Teaching procedures/expectations
○ Expectations will be taught the first day of school and practiced through the week and
remainder of the school year. Expectations should be practiced constantly so students
continue to follow the expectations. The expectations will be taught with an I do, We do,
You do model to ensure all students are aware of what the expectation looks like and
given adequate time to practice.
➢ Classroom arrangement
○ Students placed in table groups with 4-6 students
○ Teacher desk in the front
○ Open area in the center of the room for carpet time instruction
○ Small group table in the back
○ Quick and easy access to supplies needed
II. Supportive Techniques
Supportive techniques are set in place to increase student response, decrease distractions, and create
more cooperation. Students are motivated to continue to stay on-task through verbal guidance, autonomy,
redirection, praise, etc. The following are the supportive techniques of my classroom.

➢ Guiding techniques
○ Use positive verbal guidance
○ State rules in positive terms
○ Model the behavior you want students to follow
○ Reinforce appropriate behavior through clip chart and verbal praise
○ Offer choices
○ Redirect and offer acceptable substitute
➢ Proximity
○ Teacher moves and circulates around the classroom in anticipation of student needs.
○ Teacher scans faces through visual gaze to monitor student attention.
○ Stand close but do not hover.
○ Teacher whispers re-directions to off-task students.
○ Teacher offers positive cues to on-task students.
○ Teacher is fully present and available to students during instruction and independent
work.
➢ Time on task techniques
○ Giving students a set time to complete a set of problems (place timer on board)
○ Use class noise meter to help keep noise level down
○ Stand near the off-task student but keep eye contact with the on-task student
○ Ask questions that prompt students to self-correct
○ Involve students in the lesson to engage
➢ Body language
○ Teacher has confident posture
○ Purposeful gestures
○ Credible tone of voice through commands
➢ Attention prompts​:​ Silent and call and response prompts are a good way to focus students’
attention for instruction to follow. Some examples include:
○ Teacher: 1, 2, 3, eyes on me; Students: 1, 2, eyes on you
○ Teacher: Can I get a; Students: Whop whop
 ○ Teacher: Skittles skittles; Students: Taste the rainbow
○ Silent prompts (Ex: making the sign of the letter “r” in sign language to represent
“respect”)
○ Clap and response rhythms
➢ Classroom​ ​rewards:​ There are many opportunities for students to be rewarded both intrinsically
and extrinsically. Some examples include:
○ Class tickets awarded for on-task behavior, work completion, and following expectations
that can be spent in the class store
○ Verbal praise
○ Letters sent home
○ Table points that earns a treat at the end of two weeks
○ Class points that earns the entire class a party of their choice (within reason)
○ Jag swag which is a PBIS implementation through the school
○ Mystery motivator that delivers a prize to the class for continued desired behavior (Ex:
after following 9 different expectations/procedures as a class, the class will be rewarded
with 15 extra minutes of recess)

III. Intervention Techniques

Intervention techniques are used when a student has broken expectations, procedure, or has an
undesirable behavior. In order for students to learn and be safe we need them to follow certain
expectations and procedures. If those are broken, the teacher will intervene and provide a consequence,
reteach procedure, or teach acceptable behaviors as needed. The following are the intervention
techniques of my classroom.

➢ Clip chart
○ A clip up/clip down card pull system will be used in the classroom, which includes a
range of colors that reflect your student’s behavior throughout the day. Consequences for
disruptive, off-task, or disrespectful behavior include:
■ Being given a warning (first card pull)
■ Missing one recess (second card pull)
■ Being sent to another classroom to work - 10 to 15 minutes (third card pull)
■ Being referred to the office and call home (forth card pull)
➢ Teach conflict resolution:​ Students may not always know how to resolve a conflict in an
appropriate manner, therefore the teacher is there to guide through conflict resolution. The teacher
will offer examples and modeling of how to resolve future problems.
➢ One-on-one conversations with students:​ It is not appropriate to call students out for
inappropriate behavior in front of their peers nor may it be a good time to address a problem with
 a student during instruction. Pulling a student aside in the hallway or away from their desk to
address the problematic behavior calmly can help redirect attention or resolve the problem.
➢ ​Contracts:​ There are students that need further assistance and check-ins in order to ensure they
are on-task, are completing their work, and overall being successful in school. A contract is
written specific to students to help increase desired behavior.
➢ Planned Ignoring:​ For students that are demonstrating undesired behavior to seek attention,
planned ignoring may be appropriate.

IV. Procedures
Procedures are implemented to help students know what to do when they enter the classroom all the way
until the end of the day. Having procedures set in place will keep days running smoothly and establish
consistency. The following are the procedures of my classroom.

➢ Managing student work

○ Rubric outlining clear expectations
○ Communication of assignments and requirements
➢ Monitor progress:​ Students progress in subjects and concepts will be monitored through several
various forms of formative and summative assessments. ​Assessments are intended to inform
teachers of the holes in teaching and learning in order to meet student individual needs. The
following are examples of various assessments used to guide instruction: response cards,
self-assessment, group/pair presentations, quick writes, written summaries, DAZE testing
DIBELS, weekly reading tests, root word quizzes, figurative language quizzes, phonics
assessment, exit tickets, chapter tests, writing assessments, model making, homework
assignments, personal observation, and engagement strategies.
➢ Entering the classroom:​ Students are to enter the room quietly and politely. Then must remove
their hat/hood if they are wearing one. Students entering late should not interrupt other students
and follow appropriate procedure and expectations.
➢ Morning routine:​ Students must come to class prepared and ready to learn. The students will be
greeted at the door by the teacher. Then students must hang their backpack and jacket in their
assigned cubby. If students would like breakfast they can grab it and sit down in their assigned
seats. After students will take out their journal for their assigned morning work.
➢ Lining up:​ When lining up students are to stand up quietly, push in their chairs, line up without
touching others or talking, face the front of the line, and watch where they are going once they
begin walking.
➢ Walking in hallway:​ Students are to walk in a straight line, 3rd tile from the wall in the hallway.
Similar to lining up, students must face forward, stay in line, and go straight to where they are
going.
➢ Attention prompts (signaling): ​When I need students attention, I will give various call and
response chants. As soon as students hear the signal, they must stop what they are doing, look at
me, and listen for directions (Ex: Teacher: Hocus Pocus; Students: Time to Focus).
➢ Getting drinks:​ When I am not teaching the whole group, students may get a drink from the
class drinking fountain. They should take only a three to five second drink and return to their
designated spot. Students can also bring a water bottle to keep on their desks.
➢ Bathroom usage: ​Students must use the restroom on their way out recess. In order to go to the
restroom during class students will need to give the teacher three class tickets. Students may not
play in the restroom and must return to class before two minutes have passed.
➢ Pencil sharpening:​ When I am not teaching the whole group, students may sharpen their pencil.
There may only be one person at the pencil sharpener at a time. If I am teaching the whole group,
students need to take a pencil from the pre-sharpened pencil cup.
➢ Done early with work:​ Before turning work in students must check their work twice. If students
are done before the provided time they must not distract classmates or interrupt them as they are
still completing their work. When students are done they will complete other work I have
assigned to early finishers or read their library book independently if asked to do so. If students
absolutely have nothing to work on they are to come to me for a task.
➢ Absent:​ If students are absent they are to check the drawer labeled with the day(s) they have
missed and collect the missing work with their name on it. It is their responsibility to make up any
missed work. I will check in with the absent students to make sure they understand how to
complete the missing work.
➢ Transitions:​ In order to move students in and out of class and between activities smoothly to
save valuable instruction time there must be transitions. To create a smooth transition students
must give me their attention quickly after an attention prompt, then I will proceed with directions
or a procedure, and then give students a keyword for them to begin and give them a time frame
for them to complete the direction.
➢ Voice Levels:​ When students are working there are appropriate voice levels depending on if they
are working independently, in groups, or with a partner. Level voices range from a 0-4.
➢ End-of-day routine:​ At the end of the day there will be a first bell that will ring signaling that
there are 10 minutes of school left. At that time the teacher will notify the students of when to
begin clearing their desks and place papers they were working on away in their folders to prepare
for dismissal. Students will be excused by table groups. Quiet tables will be excused to stack up
their chairs, clean the floor around their table groups, pack their things, and then line up. Once the
second bell rings to dismiss, the teacher will walk the students out the door and wish them
farewell.
V. Communication with Parents/Guardians
Communication with parents/guardians is important for students to succeed and progress in their
education. Topics of conversation between parents and the teacher include student behavior, academics,
​ he following are the forms of communication techniques used in my classroom.
and social well-being. T

➢ In-person communication
○ Available 7:50-8:10 a.m. and 2:55-2:30 p.m. (after school hours)
○ Alternate times may be arranged
➢ Other forms of communication
○ Phone: (801) 646-4882
○ Email: kcreyes@graniteschools.org
○ Letters sent home with reports of students behavior
➢ SEP conference ideas
○ Share student sample work
○ Focus on positive in regards to behavior and academics
○ Have students set their own goals for remainder of quarter
○ Share areas of improvement

References
Forlini, Gary, Ellen Williams, and Annette Brinkman. (2010). ​Class Acts​. Lavender Hill Press.

Wilson, Margaret Berry. (2013). ​Teasing, tattling, defiance and more: Positive approaches to 10 common
classroom behaviors.​ Northeast Foundation for Children, Inc.

Shepherd, T. L., & Linn, D. (2014). Behavior and classroom management in the multicultural
classroom: Proactive, active, and reactive strategies. Thousand Oaks, CA: SAGE Publication.