Heading: CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

Christina Torres
University of Utah

CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

Preamble:
I know it is my job to teach, and to teach is what I plan to do. However, if my students
are bouncing around the classroom and goofing off I cannot teach. In order for me to fulfill my
job and obligations to my students, I need to set some rules and boundaries for my students. This
is where my classroom management plan comes in handy. By creating a management plan that
sets expectations instead of consequences and encourage teamwork, I am setting up my students
to succeed.
Through explicit instructions, set routines, anticipating students needs, and providing
opportunities for children to be themselves; students will learn what is expected of them. Once
they learn what is expected of them; then they can focus on more important task like curriculum,
teambuilding, history, and respect for differences. After all my job is to prepare these students to
become the future leaders of tomorrow, and right now so much of tomorrow rides on respect,
collaboration, innovation, and communication. With the classroom management plan I can make
these four traits possible.

Preventative Techniques
Classroom Rules
In order to encourage good behavior, respect, and self-control, my students will learn the
classroom rules from day one. By starting off the school year stating my rules students
will learn my standards and expectations of them. In addition, classroom rules help
establish a safe environment allowing students to learn.
Classroom Rules
1. Follow directions the first time given
2. RESPECT yourself, classmate, teacher, guest, and property.
3. Raise your hand
4. Take charge of your own learning
5. Have fun and be yourself
Team and Community Building
In order for kids to feel comfortable they need to get to know one another. By completing
team building activities throughout the year students will become friends and be more
willing to open up and take risks.
Team Building = Safe Environment = Willingness to take a Risk = Learning
1. During the first week of school students will engaged in a team building
activity each day such as name game, getting to know you activities,
interviews, team art projects, and so forth.

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2. Each classroom party will start with a team building activity. This is a way for
the students to remember that it takes all of them to earn rewards.
3. Students will be given the choice to choose their own seat at the first of the
year.
4. A student will be picked each week to be the star. During their week, they
have the option displaying a poster about themselves and bring in a classroom
treat. They also will receive 10 minute of fame telling the class about them, a
star pencil, and line leader for the week.
5. There will be a suggestion/comment box available for students to
communicate what is on their mind to me. Students will be encourage to write
about their challenges, accomplishments, suggestion for lessons, topics they
are interested learning about, and any unanswered questions.
Class Jobs
School is where students go to learn how to be productive citizens and reach their
potential as human beings (Charles, 2014). Part of being a productive citizen is learning
to take responsibilities and performing different jobs. In addition, classroom jobs teach
students how to show respect for their school and classroom. Following are some of the
jobs I will have in my classroom.
1. Lunch table cleaners
2. Recycle
3. Paper passers
4. Line leader
5. Room cleaners
Classroom Arrangement
In order for students to learn they need to be in a clean and organize environment.
1. Students desk will be arranged into groups of 4-5 to build teamwork. On the
first day of school, students will pick their own seat. Then on the first Monday
of every month, starting in October, students will move desk so they get a
chance to seat next to everyone.
2. All items in the classroom will be label for easy access and organization.
3. If space allows, I will set up a classroom library for students to have a quiet
space to read.
4. All meetings will take place on the classroom rug, such as read-a-louds, team
meetings, and other activities.
5. Bulletin Boards
a. Star of the week (where the star of the week poster goes)
b. Writing board that lists the six traits of writing and the writing process.
c. Math board (changes depending on unit studying)
d. Reading poster with the list of genre.

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e. A scientific process poster

f. Students work bulletin in the hallway to display all their work for others to
see.
Teaching Procedures
To make sure I accommodate every child in my classroom, I will establish set routines
that help build a safe and predictable environment.
1. Students will start the day by completing morning work they can do on their
own (15-20 minutes).
2. Follow by the Pledge of Alliances.
3. Then we will move into the next activity depending on our classroom
schedule that will always be written on the board.
4. Read-Aloud will always take place after lunch recess to allow the students a
chance to calm down and regain focus.
Cooperative Learning
If [we] are to develop contributing members of society they must learn to cooperate,
behave responsibly, and show considerations for others (Charles, 2014). Some ways to
prepare them for this task are:
1. Partner work
2. Group projects
3. Whole class points
4. Classroom jobs
5. Building social skills
6. Teaching how to respect and appreciate different cultures
Engaging Curriculum
To prevent classroom problems and to capture the magic of learning, I will using the
following traits in my classroom.
1. Hands-on activities
2. Cooperative learning
3. Providing choices
4. Peer teaching
5. Service learning
6. A suggestions/comment box
7. Pictures and artifacts in my lessons
8. Guest speakers/guest presentation
9. Group discussion
10. Text to real world connections
11. Field trips
Student Needs

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Being a kid is not always easy, especial if their needs are not being met at home. Instead
of having them dwell on their issues, I want to provide them with an environment where
they can grow by offering different resources such as:
1. Food/snacks
2. Winter coats
3. Setup a school wide clothing box for students to get needed clothing.
4. Extra backpacks with school supplies available
5. A suggestion/comment box so students can express their needs either
academic or emotional.
6. Have an open door policy with parents.
7. Know where local community resources are and how to get hold of them.
8. Be available before, during 2nd recess, and after school for students to talk or
get additional help on assignments.

Supportive Techniques
Even with the best proactive work, children will sometimes still break rules and fail to
meet expectations (Wilson, 2013). This is my back up plan to remind students that I
notice their slip up and to correct them so they can get back on task.
1. Proximity: Move closer to the student so they can shift their focus back to the
task at hand.
2. Positive Praise: Notice another student during well and say, Thanks Jimmy for
raising your hand. This will remind the students of the rules and expectations.
3. Circulating the room while students are working and ask them to show me
their work, read to me, or ask them a question.
4. Body language: Use nonverbal cues like a shake of a head if someone is
messing with something they are not suppose too or a finger to my lip
meaning to quiet down.
5. Attention getters: Use verbal cues like Snap, crackle, and pop everybody
stop or Waterfalls shhhh to gather the whole class attention.
6. Redo: For some disruptions the class or the student will have to redo the task
asked of them using the correct procedure. For example, if the class lines up
noisy for lunch, then the class will return to their sit and try lining up again
quietly.

Intervention Techniques
Depending on the situation each consequence will be different since it is important for
students to understand the misbehavior is not acceptable. In other words the consequence
will match the bad behavior. Following is a list of consequences.
1. Change partners or seating arrangements
2. Time out or a loss privileges
3. Sitting in a another teachers classroom to finish work

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4. Loss of classroom points.

5. Having a problem-solving conversation with the student. If that does not work
then involved the parents/guardians.
6. On extreme cases, take up to 5 minutes of recess away. However, I believe
recess is needed for students to get their wiggles out, so taking away recess all
together does not help. That is why I would only take up to 5 minutes per day
of recess time.

Overall Procedures
Basic Management:
a. Quiet: A simple audio signal will allow the class to know that I need their
attention and to turn their full attention to me.
b. A hand signal will allow the students to know they can shout out an answer as
a class or that I want them to read altogether.
c. In order to keep track of my students behavior in assembly, on field trips, or in
the class I will use a program call Class Dojo. Class Dojo allows me to give
positive praises, corrections, messages to parents, and announcements on one
website. Also parents have access to review their students progress every
day.
Homework: The purpose of homework is for students to get a chance to practice what
they learn in class. In addition, students will be required to read 30 minutes a night to
increase their language art skills. With this in mind, homework will be used as a resource
to assess students understanding of the curriculum. Homework will be given on a
Monday or Tuesday and due back Friday. Homework will not be given on the first or last
week of school or a week that consist of less than 4 days in class.
Assignments: All in-class assignments need to be completed before the student goes
home for the day; otherwise the student will complete them the following morning during
morning work. Students will be given excuse passes for any work they miss due to being
pulled out of class. However, students will be taught majority to all of the material they
missed.
Absent Students: Students whom are sick 1-2 days will still be required to do the
homework, but will be given until Monday to turn it in.
Students out longer than 2 days in a week are not required to complete their homework.
All students who are absent will make up some of the in-class work in order to get caught
up on the material.
Chronically Absent Students- Depending on the situations the child may or may not be
responsible for their attendance.
1. My first step of action is to call the parent and to the principle.
2. All homework assigned will be excused since it would no longer be review for the
student, but a brand new concept.

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3. When the student does return I will try every effort to get them caught up. In addition,
I will allow the student to come in before or after school to receive more torturing.
4. Lastly, depending on the situation law enforcement will notify.
Assessment: Students will be constantly asses throughout the year to make sure I am
meeting their academic needs.
a. Formative: Test, quizzes, DIBELS, and state mandate tests.
b. Informative: Homework, assignments, journals, classroom discussion, exit tickets,
walks around the room during activities, and thumbs up or down.
c. Continuous: At the beginning of the year students will create their portfolio listing
their strengths and goals. As the year goes by, students will select work to add to
their portfolio demonstrating their growth. Portfolios will display for parents to
see during both parent teacher conferences as way to see the growth their child is
making. Before the portfolios go home students will write their new strengths and
goals for next year along with a reflection of what they learn.

Classroom Procedures
Morning Procedures:
a. Students will put their jackets and backpack in their lockers and bring in any material
needed for the day.
b. Students will do morning work first which will include grammar sentences, math
problems, or journal writing.
c. The Daily Schedule will be written on the board.
End of day Procedures:
Students will spend the last 5 minutes of day, cleaning up the room, collecting any
papers needing to go home, and putting up their chairs.
Transition: Students will learn to transition from one activity to another in 30 seconds.
Lining up/Hallway:
a. Students will push in their chair and quietly line up with the line leader in front.
b. While walking in the hallways, students will walk single file with their mouth close
and their hands to themselves.
Bathroom: Students are responsible for using the bathroom during their schedule times
(ie. lunch and recess). Regardless I will allow for emergency bathroom use, but only with
permission. Students will be informed bathroom use is off limits when I am teaching.
Also only one boy and girl will be allowed to use the bathroom at a time.

Parent/ Guardian Communication

School Functions: such as parent-teacher conferences, back to school nights, carnivals,
and other school activities.
Letters: On the first day of school, parents will receive a letter about who I am and my
philosophy, a copy of the class syllabus and student expectations, and any other notes
needing to go home throughout the year.

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Class Dojo: Parents will be sent a link to Class Dojo, allowing them to see all the positive
praises and message about their child.
Phone Call homes/ Emails: When students go above and beyond I will call or email their
parents to let them know of the good praise.

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Reference
Armstrong, T. (2006). The Best Schools: How human development research should inform
education practice. ASCD: Alexandria
Charles, C. M. (2014). Building Classroom Discipline. Boston: Pearson
Wilson, M.B. (2013). Teasing, Tattling, Defiance and More Positive Approaches to 10
Common Classroom Behaviors. Northeast Foundations for Children, Inc.