Elementary Classroom Management Plan

1. Creating a Safe Learning Environment:

I will base my positive learning climate on Skinners Behavior Modification Theory.
Skinner believed that behavior should be taught through reinforcement and providing a
reward for good behavior. Inappropriate behavior should not be reinforced, so it will
disappear. I will not use punishment in my classroom, because it brings out a negative
effect. Instead I will praise students by calling out their name in front of the class
congratulating them on job well done. My expectation during active learning time is to
follow the classroom rules. I want them to follow the instructions before I send them off
to do the task, which will make them listen to me carefully. While they are completing
the daily task I want them to respect each other and the teacher while keeping their hands
and feet to themselves. The students need to be aware when I start or stop the class and
completely it appropriately.
Adaptations to Clear Instructions:
Speak clearly and comfortable pace
Use gestures or actions to illustrate
Check frequently for understanding
Avoid idioms, jargon and slang
Relate the material to the students personal experience
Source:
http://air.rrc.mb.ca/classroom%20support/Strategies%20To%20Create%20An%2
0Inclusive%20Classroom.htm

2. Behavioral Rules (Hierarchy of Discipline):

5 classroom rules:
Keep hands and feet to yourself at all times
Follow instructions the first time they are given
Start and stop on signal
Listen when the teacher is talking
Respect each other and the teacher
Consequences:
1st warning- verbal warning is given
2nd warning- time out of the activity (5-10 minutes)
3rd warning- removal of the remainder of class
4th warning- sent to principals office and call home
5th warning- conference with parents
Incentives for good behaviors:
Praise- Hearing their name out loud in front of the class congratulating them
Reward- Provide them stickers, small toy, etc. from a basket
Note/Call- Sending a positive note or call home to parents when they complete at
least three good behaviors that stand out from others
Conflict Resolution:

Step 1: Walk away from the conflict and take a deep breath
Step 2: Looking at the other student in the conflict, directly state to them what the
issue was
Step 3: Have that other student state what they thought the issue was
Step 4: With honesty between the two of them they will reach a solution and
agreeing on what the issue was and how they can prevent it from happening again
Adaptations for Rules
Disregard time limits
Oral prompts
More spacing between students
Place student with special needs near teacher
Eliminate outs/strike outs
Source: http://www.pecentral.com/adapted/adaptedactivities.html

3. Motivation:
During the first day of class I will inform the students on how physical education will
benefit them for the rest of their life. I will have understand that they can take the skills
learned in during class time can be completed outside of class. They will also get an
understanding on how they will benefit from staying healthy and fit by completing the
daily tasks during class time. Since the students are at a younger age I will provide them
with choices, so they can learn basic decision-making skills. I will also be modifying the
activities, so that it will be challenging for each student but appropriate for their level.

4. Group Activity Expectations:

Partners:
Toe to Toe
Back to Back
Same Gender or Opposite Gender
Same height
Same color shirt, shoe, eyesetc.
Large Groups:
Birthday Groups
Call out a number or blow a whistle, and they find that many to form a group
Every other person in a line
Same color shirts, shoes, eyesetc.
Squad lines:
Alphabetical Order by first or last name
Certain line, box, etc. - their own pod
Efficient grouping: Making sure that everyone participates equally while following the
classroom rules. While working in groups they should work on communication skills like
saying please and thank you. I also want them to work on positive feedback skills
and having positive sportsmanship by encouraging each other.

5. Non-Instructional Methods:
Entering/Exiting the Gym: I will have the students sit in their box/pod where I
assigned them to sit the first day, so I can take attendance when they enter the
gym. When exiting the gym I will have them line up on designated line from their
activity area when I call out a color. I will be able to switch of the order often,
because I can do colors of clothing, eyes, hair, etc.
Taking attendance: As mentioned above I will take attendance right away when
all the students come in and sit in their pod waiting for class to start. To take
attendance I will have a chart with each students name and the date of class and
place a checkmark each time they come.
Starting/Stopping cues: To start activities I like to remind the children to start
when I say Go or Start. To stop activities I like to say Freeze, so the
students know to stay in place and be quiet. When we are doing activities were it
is louder I will use music or a whistle to start and stop, so it will be easier to hear
and understand.
Intrusive Events: When the student needs to leave the class for the bathroom,
drink, or office I will have them sign out where they are going and when they
come back. I will have this I on a bulletin board next to a clock, so they can write
down the time when they leave and come back, because they only have 3 minutes
to be gone. Also on the bulletin board will be a pass with Physical
Education/Gym on it which needs to be with them when they are gone, so if they
are seen by another faculty member they know what class they should be in. Since
it is at the elementary age I want the students to ask me first as well before they
go in case they will something important.
Teaching area/boundaries: I will use the lines on the gym floor or needed use tape
to map out the area I want the students to perform each task. They will be
informed ahead of time what each line or tape means. For activities such as
stations I will use posters or signs to demonstrate which task they need to
accomplish at that station.
Adaptations for Playing Area:
o Decreased distance
o Well-defined boundaries
o Simplify patterns
o Adapt playing area (smaller, obstacles removed)
Source: http://www.pecentral.com/adapted/adaptedactivities.html

Organization of equipment: The equipment for physical education classes will

always be locked away in a closet which will be closed during class for safety
reasons. I will have equipment being used during the class period on a rack or bin,
so the students know that is only equipment they can touch or use during the
period. I will try to have equipment set up and ready for each class beforehand if
it is not in the way or a distraction to students while they enter the gym. When
students are getting or putting away equipment I will be there monitoring them to
make sure they are maintaining safety which is also mentioned before they
receive equipment. All equipment will be checked over before classes start and
the students will tell me if anything is broken.

6. Equipment Use:
Organization of equipment (same as above): The equipment for physical education
classes will always be locked away in a closet which will be closed during class for safety
reasons. I will have equipment being used during the class period on a rack or bin, so the
students know that is only equipment they can touch or use during the period. I will try to
have equipment set up and ready for each class beforehand if it is not in the way or a
distraction to students while they enter the gym. When students are getting or putting
away equipment I will be there monitoring them to make sure they are maintaining safety
which is also mentioned before they receive equipment. All equipment will be checked
over before classes start and the students will tell me if anything is broken.
The students will be taught at the beginning of the year and before each lesson on the
particular class period I will show what the equipment should look like in good condition.
This way they will know to report if its not working right or something broke.
7. Safety
As a faculty member I will have my class period attendance list, room keys, emergency
packs, and a radio/phone ready in case of an emergency. The school district will have an
emergency action plan that reports where the gym class should go for each type of
emergency. I will make sure my students remain in a single file line and follow only the
class and me so they dont get lost or out of control. I will have the class start to leave
and I will make sure everyone is out of the gym and close the door, and then lead the
students to the appropriate area.
8. Communication with Parents:
At the beginning of each year I will send a letter home introducing myself, providing
them information on the material that will be presented in class, and information on how
they can contact me. I will also have an online physical education page on the school
website that the parents can view for updates or reminders on the class. Parents will
receive calls home or letters for students that have been performing very well or students
that are causing misbehavior constantly. I will also host an open house night and host
parent teacher conferences. Throughout the year I will send home some homework
assignments with the students that involve the parents participation to make sure they are
involved in their childs education.
Sample letter: (resource PE-Central)
Date
Dear Parent and/or Guardian:
My name is Robyn Hellenbrand and I will be your son or daughters physical
education teacher this year. In this letter I want to briefly describe the physical education
program at (name of district) and what your child can expect to learn over the course of
the year.

At (name of district) your child will have physical education (district schedule).
The program has been designed to focus on three major areas that are contributed to
ones physical health and well-being:
Movement concepts: we will go over basic locomotor skills (ex. running,
skipping, jumping) and non-locomotor skills (ex. pushing, balancing, and
stretching).
Motor skills: we go over basic manipulative skills (ex. throwing, catching,
kicking)
Importance of well-being: providing lifelong wellness and fitness; using
health-related fitness components (ex. muscular strength/endurance,
flexibility) and skill-related components (ex. speed, agility, balance)
As a physical education teacher I realize that children are at all different
developmental levels, and have a variety of needs and interests. I will attempt to provide
all children with beneficial and enjoyable experiences. Each of my lesson plans are
adjusted to fit each students level of skill of fitness.
In closing I want to invite you to an open house, parent teacher conferences, and
participation in your childs homework assignments throughout the year. I am very proud
of the physical education program at (name of district) and looking forward to being your
childs physical education teacher this year.

Sincerely,
Robyn Hellenbrand
Physical Education Teacher
(Name of District)
(Contact information)

Reflection on Adaptations
When speaking to students with special needs is very important that you present clear
instructions. The first step to complete clear instructions is to speak clear and at a comfortable
pace. A comfortable pace means that you are not racing through your thoughts and you can tell
that your students are following along. Some students learn best if you use gestures, actions or
demonstrations when your try to illustrate something. Students learn best in all different ways
like verbal or visual. Every student has the right to receive checking for understanding, but
students with special needs may need more time spent on instructions. The students may need
you to describe in multiple ways. Lastly, relate your material to your students personal
experience, because they will look up and relate to you so much better.
Every classroom should have set classroom rules on the first day of class. Every class
may need modifications if there are students with special needs present. Students with special
needs usually benefit from time limits that are extend or disregarded all together. If there is a
short, set time limit it puts a lot more pressure on the student. Like I stated above students learn
differently, so you will want to use oral prompts and not just posters of the rules for example.
When designing home spots for attendance or even groups during class time you may want to
allow more spacing between the students. If a student has a wheelchair they should be allowed as
much room as they need for safety reasons. Some students with special needs learn best and
follow along better if they are placed near the teacher. Lastly, one it comes to games you may
want to eliminate things like outs or strike outs. This will allow the student to feel more
confident when they are able to complete the task in the time they need.
Playing area is one of the main concerns when it comes to students with special needs.
The student may need a smaller place to work with, so you can decrease the distance they can

play in. If its a distance they have to travel you may want to decrease the distance, so they do
not get overworked or hurt. When play games or for safety considerations you will need to make
sure your boundaries are well-defined. If you are outside make sure hazardous areas are marked,
so it is less likely for an injury. It is best to simplify your patterns or adapt youre playing area to
make it less complex. Students with special needs usually prefer straight forward, easy to follow
instructions or games.

References
Differentiating Instruction for Students with Disabilities." PE Central: Adapted Physical
Education Web Sites. PE Central, n.d. Web. 04 Nov. 2014.
Dixon, Barbara. "Classroom Support." Strategies to Create an Inclusive Classroom. Red River
College, 5 July 2013. Web. 04 Nov. 2014.