Jill Hardee

Indiana Wesleyan University

EDUT-590
Classroom Management Plan

First Grade

Contents

Personal classroom management philosophy..................................................................................3

Classroom rules and procedures......................................................................................................4
Rules.............................................................................................................................................4
Procedures....................................................................................................................................5
Managing Student Work..................................................................................................................8
Classroom Environment................................................................................................................10
Seating arrangement...................................................................................................................10
Keeping the classroom clean......................................................................................................10
Parent/guardian communication plan............................................................................................10
Rewards and Consequences...........................................................................................................12
Positive Behaviors and Rewards................................................................................................12
Redirected Behaviors & Consequences.....................................................................................13
References......................................................................................................................................15

Personal classroom management philosophy

While many discuss the academic importance of an education, teachers are responsible for
teaching students much more than reading and math. In an ideal setting, students learn not only
the core subjects, but also develop socially and emotionally. A classroom management plan
therefore, has two purposes: to create an atmosphere conducive to learning and to help students
grow socially and emotionally.
These purposes are equally important, because either one will develop less successfully if the
other is ignored. A well-rounded education is one that combines academic knowledge with
healthy social and emotional adjustment. I accept that my responsibility as a teacher extends
beyond teaching academic subjects, and have therefore prepared for these ideas in my classroom
management plan.
The goals of my classroom management plan are to create a respectful and efficient classroom
environment, and help students stay engaged in lessons, work well with others, problem solve,
and develop intrinsic motivation.
Developing respect is central to an efficient classroom that allows learning to happen for all
students. Students should respect each others right to learn, as well as the teachers right to
teach. No classroom can function well if students do not respect the teacher and other students.
Respect is an important skill that students need to be taught explicitly. It is important for the
teacher to let students know that they have the right to learn, and the teacher has the right to
teach. When something is interfering with those rights the teacher should address it directly. A
classroom that regularly emphasizes and practices communicating respectfully and showing
respect will naturally see less disrespectful behavior and disagreement and this helps reduce
some negative behaviors that would decrease efficiency in teaching and learning.
My classroom will work as a team. The students should see me as their coach, guiding them, and
rooting for them to succeed. The students should see their classmates as teammates, all playing
for the same team, their successes are shared, and the students successes are mine as well. Part
of creating a culture of respect is giving students an active role and voice in classroom matters.
The students should feel heard by the teacher, rather than simply being told what to do and how
to do it at all times. It is ok to ask students for their opinions, and to take their suggestions!
I am driven by the quote from Russel Barkley that children who need love the most often ask
for it in the most unloving ways (Goodreads, 2015). With this in mind I remember that less than
desirable behavior is often a result of unmet needs. A key component of effective classroom
management is prevention. Knowing what needs students in an age group may have, learning to
anticipate those needs, and planning instruction that in mind can help prevent some problems
from happening altogether. Maslows Hierarchy of Needs informs my decisions partially as I
think about what basic needs my students have to feel safe and loved before they can meet higher
level growth needs (McLeod, 2015). In addition, understanding the developmental stage of

students in the age group of the classroom and any other unique needs of students should inform
instruction to encourage positive behaviors. Positive behaviors can and should be rewarded, but
tangible rewards should be used sparingly. Intrinsic motivation should be the goal rather than
extrinsic motivation.
The goal of a classroom management plan should be to make the day easier and more efficient,
not more difficult. This means that the teacher should be able to gain student attention quickly;
student materials should be easy to locate, distribute, and collect; transitions should be
purposeful; and any discipline should be consistent and simple. Complicated classroom
management systems set the teacher up for failure as the many other demands on the teacher
each day take over. This classroom management plan is simple and flexible, allowing the teacher
to be consistent and keep up with the responsibilities of following through with discipline, but
also allowing the teacher to make changes when necessary. My goal for every class I teach is for
my students to become efficient and successful students, and for all students to develop selfdiscipline and grow socially and emotionally.

Classroom rules and procedures

Rules
Rules and procedures in the classroom should be straightforward with no hidden meaning. The 5
rules that are part of the Whole Brain system are either vague (rules 1, 4, & 5) or too specific
(rules 2 & 3). For this reason, I will use my own set of rules that is short, but not too specific or
too vague, and is tailored to the needs of my classroom, as well as my own philosophy. The rules
should be broad and they should be used as reminders. First graders are still learning the rules
and procedures for being in school, so reminders should help students remember what they
should be doing, for example, class, remember to follow directions quickly. Another reminder
might be remember to do your job first if a student is off-task, talking, or up walking around
the room when remaining seated is expected. The procedures are more specific, they will be
taught and practiced so that students know how to do their job, the rules are designed to be used
as quick reminders and a guide for overall behavior and ethics in the classroom.
Classroom Rules:
1. Follow directions quickly
This rule encompasses a lot. Examples of this rule would include:

When the teacher uses the hands, eyes, ears attention getter
When the teacher asks students to line up
When the teacher tells students to transition to a new activity
When the teacher asks students to open their workbook
When the teacher asks students to begin an assignment or task
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2. Respect others and materials

This rule is also broad, but can be used to remind students to check their behavior in many
situations. For example:

Speaking kindly to others

Listening to the speaker in a discussion
Returning materials to the correct place
Taking care of materials when in use
Keeping the classroom clean
Sitting correctly in the chair
Keeping desk organized

3. Do your job
The main job of the students is to learn, but they do this job in many specific ways and during
many activities throughout the day.

Staying on-task during independent work

Staying on-task during station work
Working well with others during partner and group work
Not talking while packing up
Staying in seat when expected
Using the restroom at the correct time

Procedures
Attention Getters: Whole Brain Teaching suggests using the Class! Yes! attention getter,
however this will wait until mid to end of year. This is a good procedure for students to learn as it
is used throughout the building, including with specials teachers and in the cafeteria, but for a
classroom with first grade students it does not have the benefit of a kinesthetic component.
With Whole Brain Teaching in mind, I will be using the attention getter Hands, Eyes, Ears.
This means that students should drop what they are doing, put their hands up in the air, put their
eyes on the teacher, and be listening for directions. Another attention getter, especially for
important messages is Hands & eyes; students repeat Hands & eyes and fold their hands
together on their desk or in their lap while focusing on their teacher. The rule is that students
must repeat hands & eyes in the same way the teacher said it.
I will use other variations of this as well. For example, to get students in the groove in the
morning I will say Good morning boys and girls and students will respond Good morning
Mrs. Hardee. The rule, and the fun is that they must speak in the same silly voice or tone I
addressed them with.

For younger students, part of the problem with gaining attention or focusing the class to come
back together again as a group is that young students do not have a sense of urgency when it
comes to certain tasks. In order to help students get where they need to be quickly I will use
Ready in 5, 4, 3, 2, 1 to help students have a sense of how quickly it should happen. Other
tasks may need more time and I would count down from 10. The Whole Brain method comes
into play here as well, in the Scoreboard Game (central to Whole Brain) if students do not follow
directions within the counting period the teacher gets a point, while the students do not. My
variation for first grade is that students receive a brownie point for doing something well or
quickly. The brownies are laminated cut outs that go into a cookie sheet when students earn
them. When the cookie sheet is full the have earned a privilege. (See rewards).
Lining up: In order to minimize confusion and a mad rush to the door students will be called by
group. Groups may vary, for example, during specials students will line up by color group. Other
times students may line up according to table group. At other times it may be necessary to call
students who are ready in order to help off-task students learn the consequences of being off task
they line up last. Students will line up for lunch by gender, all girls, then all boys, and at the
end of the day students will line up by bus number so that they can leave the line efficiently
when they reach their buses.
Packing up: The end of the day can be very hectic. In order to help calm down the end of the
day, students should not be allowed to talk until their materials are completely packed up, and
when they choose a neighbor to talk to, the talking must be quiet and the neighbor must be
packed up as well. If the class cannot keep talking quiet they will lose a brownie point.
At the end of each day I will be filling out communication logs for parents. During this time
students should be working on an independent activity at their desk. I will call students a few at a
time to come to the cubbies by saying, Name, come pack. Procedures for packing up require
students to put their backpack on first, take everything out of their mailbox (part of their cubby)
and walk back to their desk to actually put papers in their folder, and their folder in their
backpack, when this is completed they may talk to another packed neighbor. Doing the majority
of their packing at their desks is to help prevent the cubbies from becoming congested. In order
to monitor both the cubbies and the classroom I will stand in a position between the classroom
and cubby area that allows me to hear and see all students during this time.
Encouragement: A key part of a classroom feeling like a team is to encourage others. The
students should always be cheering on their classmates. In order to boost encouragement coming
from other students I will ask them to say, woo to cheer on a student that has done a good job.
Another way to recognize students accomplishments is writing a Shamrock Salute, this is done
through the school. Students will earn a Shamrock Salute for using one of their lifelines. The
students names will be read on announcements and the student earns a small reward. Shamrock
Salutes are for outstanding demonstrations of lifelines.

Sitting down: getting back to their seats can be a difficult task because students tend to see it as
an opportunity to talk. I think thats fine. Students need to talk and socialize, that is a big part of
the school experience. The important part of this procedure is that students need to know at what
level to speak. If they speak too loudly, they will be asked to do a do-over. Students will return to
wherever they just were and try making their way back to their seats or the front carpet, or
stations, or where they may be going. They will need to turn voices off this time because they
were too loud the first time and not doing their jobs.
Classroom meetings: In order to give students a voice in the classroom, I will hold weekly
meetings. Weekly meetings should happen every Friday morning, this will allow for some issues
to crop up during the week for students to discuss at the meeting. Students will be able to bring
an issue to the table and the class will discuss it. The teacher will lead the discussion, but ideas
for solutions are encouraged from students so that they are part of the team and feel a sense of
responsibility for their behavior.
Using the restroom: In first grade, students have a bathroom in the classroom. In order to
remain in the classroom working and avoid using valuable instructional minutes standing in line
at the bathroom, students will take turn using the classroom bathroom rather than taking time out
to visit the school restrooms. During station time, and after recess, I will call two students at a
time to line up, use the restroom, and wash their hands. This will allow students to use the
restroom at times of the day that we are not involved in whole group instruction. Students are
also allowed to use the restroom in the morning during breakfast/morning work time. They do
not need to ask to use the restroom at this time.
As first grade students, the need to use the restroom can be very urgent, and their ability to wait
can be limited. The three built-in bathroom breaks are designed to limit the amount of
instructional time students miss, however there will of course be times that individuals need to
use the restrooms outside of these break periods. During independent work or whole group
lessons students should not use the restroom without permission unless they are about to have an
accident. If it is an emergency, students may use the restroom without permission. If students
need to use the restroom at any other time when it is not an emergency they should hold up their
index and middle finger crossed together to signal that they need to use the restroom. This will
be at the teachers discretion. Some students naturally cannot hold it as long, others use the
restroom to get out of work, so this will be decided on a case by case basis after getting to know
the students and recognizing any patterns. It is usually clear when a student has an emergency. If
it is unclear, I will error on the side of caution and send the student.
Hand Washing: At the beginning of the year, students will have a mini-lesson on hand washing
and bathroom procedures. This is to explain to students how to wash their hands most effectively
and minimize the spread of germs, as well as to teach them the proper procedures for knocking
on the door, listening for a response, and then entering the restroom if it is empty.

Visiting the clinic: Visiting the clinic can become a problem at times when students want to go
to the clinic for everything, or when they invent illnesses in order to leave class. For this reason,
I will try to minimize clinic visits by having plenty of Band-Aids in the classroom, limiting
Band-Aid use to only injuries where students are actually bleeding, and asking students who say
their stomachs or heads hurt to lay their head down for a short period before going to the nurse.
If a student feels warm or is quite visibly ill or hurt they will of course be able to visit the clinic.
The goal is to prevent loss of instructional time for students who simply want out of class, not to
punish a child who is truly sick or hurt.
Recess: When at recess, students should know that grabbing, touching, knocking down, or
otherwise invading the space of other students is not allowed. They will be asked to sit out of
recess for a couple minutes to take a break if they cannot follow these rules. At the beginning of
the year students should also walk with the teacher around the perimeter of the recess area so
they understand the boundaries that are safe during recess. Additionally, students should practice
the procedures for lining up at the door when they hear the recess whistle.
Tattling: Because tattling can be time consuming, a mini-lesson will help students understand
what should be reported and what they should not worry about. Students who do report
something should be reaffirmed with a quick response like thank you for telling me or you
really know our procedures. Students who continually tattle may benefit from a specific job in
the classroom that gives them some responsibility and gives them positive attention from the
teacher (Wilson, 2011).
Managing Student Work
Supplies: Students should keep crayons, an eraser, and a pencil in their pencil box. Their pencil
box should stay in their desk when it is not in use. If supplies are missing or completely used,
supplies can be replaced from the community supply. This ensures that every student has the
supplies they need and solves the issue of needing to share supplies.
Homework Folder: Each evening students will be responsible for taking their homework folder
home and returning it the next morning. Each morning, as soon as they have hung their backpack
and taken off their coat if needed, students should put their homework folders in the folder bin,
which is located near the cubbies. This folder will be used to send classwork, homework, and
communication and reading logs home. The classwork can stay at home, however the homework
and communication/reading log should return to school. The communication log should stay in
the right sight of the folder; it will come home and return to school each day. Homework packets
may be removed from the folder, but should return to school on Thursdays. On Friday, I will pull
communication logs from the folder so that a new one can be sent home on Monday. Lunch
money may also be sent in the folder, however it must be in an envelope with the students name
and lunch pin on it.

Desk Folder: The students desk folder will stay in their desk at all times. This folder is for work
students are still completing. For example, each morning students will complete morning work.
Part of the morning work will be word study words that they must trace and say each morning,
when they are done for the morning they will put that paper in their desk folder for the next day.
Incomplete Work: Students that do not complete morning work, or any work required of them
throughout the day will be asked to leave the work on top of their desk. This allows me to easily
see who needs to go to study club, which is in another first grade classroom during recess. Those
students will need to stay in to complete this work before they may go to recess.
Complete Work to Go Home: When students complete an activity and it is ready to be home
they will be asked to take the work to their mailboxes (in cubbies). At the end of the day they
will empty their mailbox and put the completed work in their homework folder to go home.
These papers will include graded tests, checked classwork, and other completed classwork that
does not need to stay at school.
Writing & Math Journal: All students will have two composition notebooks to keep in their
desks.
Station Folder: All students will have a station folder. These folders are kept in a file together on
the counter. When students go to stations they should take their folder with them. When they
complete a station they put their station work in the folder. At the end of stations, students return
their folders to the counter. These papers will allow me to check that students are doing their
station work, see where they have mastered content or where they are struggling and contribute
to their language arts grade.
Managing the Papers: If students are putting their work in their mailboxes, desk folders, and
stations folders they should have no problem managing the papers. The trouble will be with
students that do not put the papers away properly, especially if they just stuff papers in their desk.
I will remind students that their desks should not look like a trash can. If I say, class check
your desk and make sure it looks like a desk and not a trash can that will be the opportunity for
a student to clean out his/her desk if it is disorganized.
Assessments: Assessments that need to be saved at school, for example, Benchmarks, Hearing
and Recording Sounds, Letter Identification, and Concepts about Print will stay in a filing
cabinet with folders for each student. This may also include other assessments like math tests, or
even homework that is significant to show parents at a parent meeting.
Work for the Week: Any worksheets or papers that will be used for the week will go into filing
drawers labeled for the day of the week that they are needed, for example all of Fridays papers
will be in the Friday drawer. This makes it easy for me to make copies the week before and file
them in the necessary drawers. All papers will be paper-clipped to make things run smoother.

Classroom Environment
Seating arrangement
I do not want procedures and discipline to become stale and the room arrangement is no
exception. The room arrangement will change throughout the year, sometimes out of necessity
and sometimes just for a change. One theme, however, should endure throughout the year and
that is a sense of teamwork and collaboration. In order to foster the kind of collaboration I would
like to see, I plan to group students together either with a partner, a small group, or even with
most of the class. I would prefer to avoid the use of straight rows with the exception of testing. In
group or partner seating there may be some students who have trouble staying on-task and would
do better sitting away from others. This will be considered as needed.
Partner seating

U-shaped for discussion

Group seating

XX XX XX XX

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X
X
X
X
X
X
X
X

XX
XX

XX
XX

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XX

XX
XX

XX
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XX XX XX
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In addition to seating arrangement, the room itself needs to live up to the efficiency I desire in
my rules and procedure. In order to maintain efficiency, the room will be decorated simply and
for utility. This does not mean that the classroom will be colorless, boring, or empty. The wall
space should be used for posting helpful guides for students, this should include the classroom
rules, a word wall with vocabulary words, anchor charts about the writing process, station signs
posted for various stations, as well as some decoration that makes the classroom welcoming.
Decorations will not be overwhelming.
Keeping the classroom clean
In order to keep the classroom clean and help students take responsibility for their classroom, I
will ask students to clean briefly at the end of the day. During this time I will play a quick song
to help students move quickly while picking up trash and materials from the floor and around the
room. Before we begin daily cleaning time, I will talk with students about their responsibility to
keep the classroom clean and that we all work as a team to keep our classroom looking nice.

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Parent/guardian communication plan

Parent communication will happen almost daily. In order to communicate efficiently, I will use a
communication log. The log will include codes for 5 positive behaviors, and 5 redirected
behaviors. Throughout the day I will keep track of any positive or redirected behaviors by
circling the code next to the students name. For example, if a student yells out an answer during
whole group discussion I would circle T for talking out. If a student is on task I will circle O
on the positive behaviors. Of course some behaviors will not be coded, as it would take a
significant amount of time, but the communication log serves several purposes. This log includes
a space for the parent to initial that they have seen the chart each night, and a space for the parent
to write a note or for the teacher to write a note to communicate easily. This keeps the line of
communication open in a way that takes a lot less time than a phone call or email, though both
can be used when needed.
When students receive a positive behavior note, the parents or guardians can be reassured of their
students good behavior and the student can feel good about getting positive recognition. When a
student is redirected it has the effect of keeping parents informed, giving the teacher a record of
redirected behaviors if needed later, and sending a message to the student that those behaviors
will be recognized and the teacher will notify guardians.

Parent Communication Log Key

Positive Behaviors
M using manners
K showing kindness
P following procedures
HW hard worker
O on-task

Redirected Behaviors
H hitting
T talking out
NP not following procedures
D disrespect
OT off-task

Reading Log: On the back of the communication log is a reading log that asks guardians to read
with their child for 10 minutes each night. If they have completed the reading they will simply
make a check mark and write the title of the book. In total the reading log and communication
log should only take 15 minutes each evening. There is not a consequence for not reading, it is
just a way to help guardians get involved in their childs education and encourage them to read
with their child.
Email/Phone: In addition to this daily communication, I will send emails to all parents to keep
them informed of important dates, upcoming events, or special projects. I will use the phone or
email to call individual guardians when needed. When speaking to the parent I will keep in mind
the idea of sandwiching a negative between two positives. I want to form working relationships
with guardians by being sure parents know I am working to serve their childs needs and I enjoy

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working with their child. Parents should always receive some sort of positive communication
before I have to call or email about a negative behavior.
Grade Level Newsletter: At the beginning of each month, parents/guardians will receive a copy
of the first grade newsletter. This will highlight things students have been or will be working on
as well as upcoming events, reminders, and goals.
Rewards and Consequences
Positive Behaviors and Rewards
A variety of rewards will be used for both the class as a whole and for individual students who
go above and beyond. Individual students may earn lunch with the teacher or special time on
Friday for an activity of choice. Brownie points will be given for the class as a whole when
students do an outstanding job with procedures, get a great report from the substitute, receive a
class compliment from another adult or teacher in the building, or for having a great day. When
the tray of brownies is full students will have a party. The party may be lunch in the classroom
with a small treat as dessert, or a quick dance party in the afternoon, or a class game like Bingo
or Jeopardy that can be designed to fit into the curriculum so that learning is happening even
during the reward!
Motivation and Engagement: Part of encouraging and created more positive than redirected
behaviors in students is keeping them motivated and engaged. Lessons will be designed when
possible around student interest and always with developmentally appropriateness.
The teacher will
be enthusiastic about teaching.

provide visuals to accompany lessons

to aid in understanding and maintain
interest.
stay in close proximity to all students
when teaching by moving throughout
the room.
provide a visually appealing
atmosphere.
develop differentiated lessons that meet
every student at their level.
keep a running list of books read to
help students see their hard work.
recognize positive behaviors and
communicate it with parents.
(Concordia Online, 2015).

Students will
actively participate by engaging in
discussion with partners, groups, the
teacher and the whole class.
transition to new activities often to keep
from becoming bored and restless (20
minutes or less per activity).
sit where they are able to focus.

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keep individual lists of books read to

help them see their hard work.
create a portfolio of their best work as
decided by the student.

Redirected Behaviors & Consequences

The communication log is the organizing feature of the problem behavior plan. When students
have a redirected behavior it will be noted on their communication log, but also on the master
paper for my own notes. The master sheet I have on my clipboard helps me fill out the
communication logs at the end of the day, but afterward it is dated and filed.
Study Club & Recess Time: When students are redirected two or more times, they will begin to
lose recess time. For example, if a student talks out twice in the morning, I will remind the
student the first time to raise their hand, but the second time I would circle the behavior. The first
few instances of redirected behavior will be dealt with first by using geography. If a student is
talking during a whole group lesson on the carpet, I will ask the student to move to a desk or
other spot where they may be less temped to talk, or become distracted. If a student is talking too
much or not accomplishing work during independent or station time they will first be moved
away from the student or students they are talking to.
Students who do not complete classwork because they are tardy, talking, off task, or not
following directions they will stay in for study club during recess to complete the work. At recess
I would ask certain students to step out of line to walk a certain number of laps if the behavior
was not resolved another way. The laps are from fence to fence on the playground, a distance of
only about 50 feet. Students are not allowed to talk while walking laps.
2 redirected behaviors = 2 laps
3 redirected behaviors = 5 laps
4 redirected behaviors = 7 laps
Behavior Contract: For a student that continually behaves in a way that is distracting, or
consistently is not completing in class work, even after other interventions, the student will meet
with the teacher one on one to create a behavior contract. The teacher may suggest ways that the
student could stay on task better and feel better about their day at school. The teacher and student
should agree on an individual plan that works for that student. If this contract is ineffective, a
parent call will follow.
Parent/Guardian Contact: It is important that the teacher maintain positive relationships with
parents/guardians. The communication log and monthly grade level newsletters are a couple
ways that communication happens, but it is important to make positive contact with
parents/guardians before speaking to a parent about a redirected behavior. A beginning of the
year email will follow the parent night to let parents know that the communication log will be
sent home, and that they may see a number of redirected behaviors towards the beginning of the
year as a result of just trying to really get students learning procedures. Parents should not be
alarmed if they are hearing about redirected behaviors more than they are used to, it is just a way
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of really getting into a consistent routine. For students who begin showing signs of problematic
behavior, I will make a phone call or send an email just to begin forming a relationship with the
parents/guardian before the situation becomes too problematic.
Timeout: Students who do not respond to redirections or who are causing a big distraction to the
room will be asked to walk across the hall to another first grade classroom with their work where
they can continue to work.
Office Referral: Office referrals are a last resort and are used only if all other interventions have
failed to correct the behavior. If a student hurts someone or threatens the safety of others the
student will be sent to the office without any prior intervention.

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References
Battle, J. (2015). Whole Brain Teaching. Retrieved from
http://www.wholebrainteaching.com/index.php?
option=com_k2&view=item&layout=item&id=159&Itemid=125
Classroom job application. Retrieved from
http://mrsreeve501.weebly.com/uploads/5/8/2/3/5823113/classroom_job_application.pdf
Concordia Online. (2015). Effective classroom management ideas for the first grade. Retrieved
from http://education.cu-portland.edu/blog/curriculum-instruction/how-to-manage-a-first-gradeclassroom-effectively/
GoodReads. (2015). Russel Barkley. Retrieved from http://www.goodreads.com/quotes/1061120the-children-who-need-love-the-most-will-always-ask
McLeod, S. (2014). Maslows Hierarchy of Needs. Simple Psychology. Retrieved from
http://www.simplypsychology.org/maslow.html
Wilson, M. B. (2011). What to do about tattling. Responsive Classroom. Retrieved from
https://www.responsiveclassroom.org/article/what-to-do-about-tattling

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